), rates of sexual discrimination and harassment in the academic workplace are still substantial ( De Welde & Laursen, 2011 ; Jagst et al., 2016 ). Despite an overall reduction in reported experiences with blatant gender discrimination, women continue to report subtle and ambiguous prejudices, or gender
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Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender
Sarah B. Williams, Elizabeth A. Taylor, T. Christopher Greenwell, and Brigitte M. Burpo
Female Students’ Experiences of Sexual Harassment in the Sport Management Internship Setting
Robin Hardin, Elizabeth A. Taylor, and Emily Sleadd
students to gain experience in a professional environment and develop their own professional and personal skills ( Brandon-Lai et al., 2016 ; DeLuca & Braunstein-Minkove, 2016 ; Newman, 2014 ; Surujlal & Singh, 2010 ). Internships are often considered the most valuable component of the sport management
The Impact of Short-Term Mega Sporting Event Experiences on Student Learning
Andrea Buenaño, Stacy Warner, and E. Whitney G. Moore
Most individuals in and outside of academia think of experiential learning as a unique classroom assignment, a volunteer experience, a service-learning project, a practicum/internship, or an apprenticeship. The teaching and delivery method will vary, but ultimately, most would agree that the goal
Hitting Two Targets With One Arrow: Providing Hands-On Experience to Students via Strategic Partnerships With Athletic Departments
Patrick Hairston and Cindy Lee
The field of sport management (SM) indisputably leans heavily toward a practical, hands-on approach to students’ learning and development. Employers in the sport industry frequently prioritize candidates who can bring a wealth of direct and applied experience to their roles, recognizing the value
Using a Case Study Competition as an Intense Learning Experience in Sport Management
James E. Johnson, Lawrence W. Judge, and Elizabeth Wanless
Incorporating a national competition with the traditional case teaching method offers a unique and intense learning experience beyond what can be achieved in a typical classroom format. This paper discusses a graduate Sport Administration experience from preparation to presentation for students and faculty in the case study competition annually sponsored by the College Sport Research Institute (CSRI). Included is a thorough review of the case method highlighting what to expect from adopting this alternative teaching technique. The role of the faculty advisor is explained from both a theoretical and functional perspective with particular attention given to advising in a competition format. Student learning experiences were assessed using open-ended survey questions designed to encourage student reflection. Although students reported an immense time commitment, they were overwhelmingly satisfied with their competition experience that included in-depth learning, essential skill building, and real-world application.
Managing a Successful Cocurricular Club: Practical Experience Outside the Classroom
Lance P. Kaltenbaugh and Jennifer Parsons
, 1999 ; Hinson, 2016 ). Recognizing the value of fostering students’ personal and professional skills, colleges have embedded cocurricular activities into the overall students’ educational experience. Zeeman, Bush, and Cox ( 2019 ) suggested activities such as cocurricular clubs, which are being
Engaging Students Beyond Just the Experience: Integrating Reflection Learning into Sport Event Management
Gina Pauline
Sport management as an academic discipline requires a balance of theory and practice through endowing students with knowledge, critical thinking skills, and expertise (Cuneen & Parks, 1997). Professionals call for students being “prepared” for the demands of the sport industry through the acquisition of a quality education and a significant amount of hands-on experience before entering the work force. Researchers have recommended utilizing experiential pedagogical strategies to not only provide the hands-on engagement but also to challenge students to use their knowledge for the public good (e.g., Bruening, Madsen, Evanovich, & Fuller, 2010; Chalip, 2006; McKelvey & Southall, 2008; Pauline & Pauline, 2008). It also supports the recent trend to educate students in the world beyond the confines of the college campus. Boyer (1996) noted engaging outside the confines of campus will not only give students hands on experience but also, cultivate a student’s cognitive and moral development, which is often underestimated in higher education.
An Examination into the Impact of an Experience-based Course on Students’ Emotional Competency Development
Beth J. Sheehan and Mark A. McDonald
Scant research has been conducted on the relationship between experience-based courses and emotional competency development (Ashkanasy & Dasborough, 2003; Brown, 2003; Clark, Callister & Wallace, 2003; Jaeger, 2002). The current study utilized a mixed method design to determine if students’ emotional competency could be developed during only one semester without any formal instruction in emotional intelligence theory. Changes in the experimental group and differences between experimental and comparison group students’ emotional competency were investigated using quantitative (ECI-U) and qualitative (Critical Incident Interview and exit interview) methods. Study results supported the contention that an experienced-based course can positively impact students’ emotional competency development.
An Experiential Learning Trip: Exploring Student Experiences and Motivations for Volunteering at the Super Bowl
Joshua R. Pate and David J. Shonk
The purpose of this study was to explore the experiences of sport management students during an experiential learning trip to Super Bowl XLVII in New Orleans, LA. A secondary purpose of the study was to explore and describe why students were motivated to participate in the trip. The study draws from theories of student and volunteer motivation. A qualitative approach was employed using ethnography that detailed the accounts of 11 students and 2 professors from James Madison University who volunteered to work events surrounding the Super Bowl. The findings revealed three themes: learning, career empowerment, and on-site preparation. This type of experiential trip can be replicated by other sport management educators and the findings can assist in further developing the literature on experiential learning.
Enhancing the Student Experience in Online Sport Management Programs: A Review of the Community of Inquiry Framework
J. Michael Martinez and Christopher R. Barnhill
Although scholars have explored sense of community in both online and face-to-face education, there has been little research of this topic in online sport management education. The community of inquiry (CoI) framework focuses on three aspects of overall student engagement in online education: social presence, cognitive presence, and teaching presence. It is through the interaction of these areas that a community of learning can be developed in online courses, and effective higher levels of learning can be implemented. The purpose of this review is to provide an overall perspective of the CoI framework as a means to enhance the student experience through discussion of social, cognitive, and teaching presence. In addition, implications for practical application in sport management programs and directions for future research of the CoI framework within sport management education will be provided, and related outcomes will be explored.
