Unlike most major U.S. sport teams, it is common for professional soccer clubs around the world to trade players for cash. This article develops a model of the player-transfer market in soccer in which observed transfer fees are determined by player characteristics, selling-club characteristics, buying-club characteristics, and time effects. The model is based on data on 1,350 transfer fees in English professional soccer from June 1990 to August 1996. The estimated model is used to investigate the rate of inflation in transfer fees. In addition, the determination of transfer fees is considered within different segments of the transfer market. It is found that the determination of transfer fees differs markedly among segments.
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The Determination of Player Transfer Fees in English Professional Soccer
Stephen Dobson and Bill Gerrard
Work Motivation and Job Satisfaction of Sport Management Faculty Members
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk
academic programs. Theoretical Framework This study builds on previous research regarding motivation and job satisfaction in higher education. Specifically, this study is informed by self-determination theory (SDT; Deci & Ryan, 1985a ; Gagné & Deci, 2005 ). Self-Determination Theory A macro theory of
Mentorship Among Female Sport Management Doctoral Students
Melissa N. Chester and Michael Mondello
The purpose of this study was to ascertain what role mentoring played in female sport management faculty’s decision to pursue doctoral degrees and to investigate and identify factors related to successful transition through the doctoral program. A qualitative, descriptive-interpretive approach utilizing a cross case analysis of current female faculty in sport management was used to discover participants’ subjective views regarding a specific experience or experiences in an effort to provide unique, relevant data (Anda, 2001). This methodology allowed for a greater understanding of the participants and their experiences. Semistructured interviews were conducted with eight participants dichotomized by race: four White and four Black Assistant Professors teaching in undergraduate and graduate programs at various types of Carnegie classified institutions. Collectively, seven major themes and four major personality traits and characteristics developed from verbatim transcriptions of the interviews. The seven themes included athletic involvement, career in athletics, career aspirations, pedagogy decision, influence of mentor, mentor roles, and context of mentoring. The four personality traits and characteristics related to success were athletic involvement/career in athletics, single with no dependents, competitive/confident, and vigilance/determination.
Leveling Up Sport Management Education: Gamification in the Classroom
Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert
learners’ need for recognition, and promote goal setting ( Bai et al., 2020 ). Anchored in self-determination theory ( Deci & Ryan, 1985 ; Ryan & Deci, 2020 ), gamification is a successful teaching method when it fosters students’ sense of autonomy (i.e., our need to make our own decisions and feel
A Proposal for Improving Student-Athletes’ Mental Health Through Leadership Training
Elizabeth A. Gregg, Matthew Ohlson, Ana Roman Dominguez, and Sydnie Steele
-worth. This first phase of the confidence-building training utilized personal strength identification and branding activities, such as “the One Word” activity with themes such as “determination,” “grit,” “swagger,” and so on. From there, this individual self-worth expanded athletes’ daily success to celebrate
Proceed With Caution: A Teaching Case Study of Youth Sport Specialization
Makenzie A. Schoeff, Katie R. Morey, James E. Johnson, Anya T. Eicher, and Lawrence W. Judge
/team philosophy, education) Teaching Notes—Theoretical Framework Self-Determination Theory (SDT; Deci & Ryan, 1985 ; Ryan & Deci, 2000 ) provides a framework to study youth sport specialization with respect to social-contextual conditions that facilitate self-motivation and healthy psychological development
Perceived Course Rigor in Sport Management: Class Level, Course Grades, and Student Ratings
James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman, and Anya T. Eicher
judgment can also influence what might be considered complex and high quality ( Braxton, 1993 ). Thus, rigor is increased through these determinations of complexity (objective and subjective) and continual work toward their mastery ( Graham & Essex, 2001 ; Johnson et al., 2019 ). Time and labor
Greening Our Front Porch: Environmental Sustainability in Collegiate Athletics
Jamee A. Pelcher and Brian P. McCullough
the results of the campaign can be measured. Without an evaluation tool, nothing can be improved upon and no determinations of success can be achieved unless there are measures in place to show the accomplishments of the campaign ( Trail, 2016 ). The standard measurement of each goal should be
Utilizing Specification Grading in Sport Management Classes
Kimberly L. Fierke
happened. It does not eliminate all grading anxiety, and this is true when sometimes determining the final grade of a student who has not quite met the entire grading bundle. In these situations, the benefit of the doubt rests in the determination of what is best for the student. A confidence with the
Perceived Job Demands and Resources in the Sport Management Academic Environment
Elizabeth A. Taylor, Molly Hayes Sauder, and Cheryl R. Rode
, and coworkers than extrinsic items like pay, operating procedures, and rewards. Taken together, the two studies suggest job resources need to be delivered and implemented in ways that support autonomy, competence, and relatedness, in accordance with the Self-Determination Theory ( Ryan & Deci, 2000
