University faculty members influence student learning outcomes, including academic success as well as career choice and development ( Dunnett et al., 2012 ; Porter & Umbach, 2006 ). While this influence is positive in most cases, previous studies have shown that faculty members hold negative views
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Sport Management Faculty Members’ Mentorship of Student-Athletes
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
Work Motivation and Job Satisfaction of Sport Management Faculty Members
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk
, making it one of the largest industries in the world ( Belzer, 2013 ). With the sport industry constantly surging as a lucrative global enterprise, opportunities for sport professionals have become seemingly innumerable, justifying the importance of a growing sport management faculty presence in higher
Finding a Place Within the Academy: Sport Management and Faculty Entrepreneurship
Heather J. Lawrence, James Strode, Robert E. Baker, and Paul C. Benedict
Expectations of sport management faculty vary greatly based on the type of institution, academic unit (e.g., business, kinesiology, recreation, tourism, leisure, etc.), accrediting standards (e.g., Commission on Sport Management Accreditation and Association to Advance Collegiate Schools of
Historically Black College and University Faculty’s Perception of Commission on Sport Management Accreditation and Perceived Barriers
Rennae Williams Stowe and Charles Crowley
recently granted accreditation in 2021. A second HBCU sport management program holds Candidacy Status, the first step in the accreditation process. Two other HBCUs were former members of COSMA, but dropped out of the accreditation process, and 13 faculty from HBCUs are members of COSMA (H. Alderman
Outcomes of Mentoring Relationships Among Sport Management Faculty: Application of a Theoretical Framework
Amy Baker, Mary A. Hums, Yoseph Mamo, and Damon P.S. Andrew
through the ranks. In the United States and Canada, faculty members begin their nontenure-track (e.g., lecturer, instructor, and clinical professor) or tenure-track academic careers as assistant professors. The academic career ladder then proceeds up through the associate, and ultimately, full professor
Traditional and Integrated PhD Curricula: A Study of Knowledge Creation Produced by Sport Management Programs and Their Faculty
Chad Seifried, Chris Barnhill, and J. Michael Martinez
doctoral program, in general, is to assist faculty in creating knowledge and to introduce and develop skills in “a student to become a scholar, that is, to discover, integrate, and apply knowledge, as well as to communicate and disseminate it” ( Gardner, 2009 , p. 29). Further, the special recognition of
Social Media as a Learning Tool: Sport Management Faculty Perceptions of Digital Pedagogies
Katie Lebel, Karen Danylchuk, and Patti Millar
This research explored the use of social media within the sport management discipline in a North American context, specifically investigating how sport management academicians use social media as a teaching and learning tool. An online survey garnered the social media literacies of sport management faculty (N = 132). Compared with cross-discipline studies that have measured similar interests, sport management faculty appear to have a limited awareness of social media applications. Only 61% of study participants reported having incorporated social media into their course design. While a majority of faculty agreed that the use of social media in education can provide positive enhancement to both teaching and learning, in practice, participant social media teaching strategies were narrowly employed. Results suggest a potential disconnect between the digital pedagogies currently employed by sport management faculty, the expectations of students, and most importantly, the demands of the sport industry.
Governance of Intercollegiate Athletics: Perceptions of Faculty Members
Donna J. Kuga
This study examined faculty perceptions of (a) the impact of intercollegiate athletics on institutional goals and educational experiences, (b) the role and influence of faculty regarding athletics, and (c) the factors influencing their willingness (or unwillingness) to participate in the governance of intercollegiate athletics. The study also investigated differences in faculty reactions among subgroups defined by gender, faculty status, and previous athletic participation. A sample of 240 faculty from a Big Ten Conference university responded to a mailed questionnaire. Factor analyses yielded 2 factors in impact of intercollegiate athletics, 2 factors in role and influence, 3 factors in reasons for faculty involvement, and 6 factors in reasons for lack of faculty involvement. MANOVA results indicated that those who had participated in athletics perceived greater Educational Contribution of athletics and less Value Conflicts between athletics and academics than those who had not participated in athletics.
Occupational Stressors in Physical Education Faculties
Karen E. Danylchuk
The prevalence of occupational Stressors in physical education faculties/ departments as a function of sex, age, marital status, family status, years of work experience in higher education, and type of appointment was examined through use of the Stress Diagnostic Survey (Ivancevich & Matteson, 1988a). This multidimensional self-report inventory consists of 17 dimensions, which are further subdivided into organizational Stressors (macrostressors) and individual Stressors (microstressors). The sample reported moderate degrees of stress in comparison to the normative data with the macrostressors being greater sources of stress than the microstressors. Quantitative overload was rated the highest followed by time pressure and rewards. Qualitative overload was rated lowest followed by role ambiguity and role conflict. Sex was associated with the greatest number of Stressors—gender discrimination, quantitative overload, and time pressure. Females perceived these three Stressors to be significantly greater sources of stress than did males.
Recruiting and Retaining Sport Management Faculty: Factors Affecting Job Choice
Daniel F. Mahony, Michael Mondello, Mary A. Hums, and Michael Judd
The growth of sport management has led to concerns about the quantity and quality of candidates for faculty positions. In addition to trying to recruit recent doctoral graduates, many programs focus on recruiting established faculty members. This study examines factors affecting the willingness of sport management faculty to accept new positions, and the likelihood of leaving their current positions. While the likelihood of leaving was not high, objective factors such as salary and location were important to those willing to take a new position. Subjective factors such as fit within the program and quality of faculty in the program were also important, whereas several factors were less important (e.g., recruiter description, recruiter approach, and leadership opportunities). Results confirm that attracting faculty in sport management is challenging and universities must consider a combination of strategies to attract them.
