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
Search Results
Sport Management Faculty Members’ Mentorship of Student-Athletes
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
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
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.
Specialized Accreditation of Sport Management Programs: Perspectives of Faculty and Administrators
Jo Williams and Colleen Colles
Changes in higher education, demands for accountability, and concerns over academic quality have brought increased attention to accreditation (Eaton, 2006). The growth of specialized accreditation has created numerous opportunities but also brings challenges (Tullis & Carney, 2007). The sport management discipline has recently launched an outcome-based and mission-driven accreditation organization: the Commission on Sport Management Accreditation (COSMA). The purpose of this study was to examine the perceptions sport management faculty and administrators have towards the potential benefits and challenges of accreditation. Surveys (N=322) were distributed and 119 useable responses were obtained. In general, respondents indicated support for COSMA but many also expressed concerns. Institutions that had joined COSMA had different perspectives than those who had not, particularly in relation to the value of external benefits such as competitive advantages and increased marketing potential. Concerns over costs, involvement of business professionals and the credibility of the organization were also considered.
Integration of Esports in Educational Innovation: A Design-Based Research Approach
Janelle E. Wells, Michelle G. Harrolle, K. Doreen MacAulay, Gregory Greenhalgh, and Samuel C. Morgan
classroom ( Auster & Wylie, 2006 ). Therefore, the purpose of this research was to examine faculty’s openness to innovation through an andragogical teaching approach and the incorporation of the business of esports within the curriculum. The following three research questions (RQs) guided the research: RQ1
An Examination of Sport Management Doctoral Programs and the Organizational Environment Through Person–Environment Fit Theory
Jay Martyn, Kyle J. Brannigan, Brent D. Oja, and Claire C. Zvosec
to the importance of organizational environments, this study builds upon research in the academic community ( Baker & Pifer, 2015 ; D’Andrea, 2002 ; Hyatt & Williams, 2011 ) by utilizing an organizational environment perspective focusing on faculty and doctoral students. The estimate of attrition
Sport Management Research Productivity and Impact for Ranking Considerations
Chad Seifried, J. Michael Martinez, Yizhou Qian, Claire Zvosec, Per G. Svensson, Brian P. Soebbing, and Kwame J.A. Agyemang
recognized as an explanation for varying performances by faculty ( NASSM Diversity & Inclusion Committee, 2022 , p. 1). The subdisciplines composing sport management notably include organizational behavior and theory, consumer behavior and marketing, event and facility management, law, history, ethics
Exercising Empathy in the Sport Management Classroom: The True Flipped Classroom
James Strode
. For most sport management faculty members, teaching consumes the majority of their workload. Colleges and faculty are always looking for ways to provide professional development in the area of teaching, often focusing on ways to better incorporate technology into the classroom, develop new and
Women and Members of Socially Diverse Groups in a Sport Management Program: Key Lessons From Creating and Leading a Student-Led Equity, Diversity, and Inclusion Club
Sullivan Murphy, Dawn E. Trussell, Mackayla Petrie, Brooklyn Groves, and Shannon Kerwin
, 2005 ). Perhaps unsurprisingly, the chilly climate may be even more commonly experienced in majors dominated by men ( Harris et al., 2014 ) such as sport management. For example, recent research suggests that in sport management, both female students and faculty experience consistent harassment and
