Mentoring has typically been studied in business environments, with fewer studies focusing on academic contexts and even fewer in the field of sport management. This study examined the mentoring relationships, and specifically the mentoring functions that occurred among sport management doctoral dissertation advisors (mentors) and their doctoral students (protégés). Semistructured telephone interviews were conducted with 13 individuals. Participants collectively described examples of all of Kram’s (1988) mentoring functions, with coaching, counseling, and exposure and visibility cited most frequently. Fewer instances of protection and direct sponsorship were mentioned, although there was evidence of considerable indirect sponsorship. Protégés provided more examples of role modeling as compared with their mentors, and the entire process of completing a doctoral degree can be viewed as a challenging assignment. A discussion of these findings within the context of the relevant previous academic literature and suggestions for future research are also provided.
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Exploring Mentoring Functions Within the Sport Management Academy: Perspectives of Mentors and Protégés
Jacqueline L. Beres and Jess C. Dixon
Sport Management Faculty Members’ Mentorship of Student-Athletes
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
, coaching, exposure, protection, and sponsorship) and psychosocial mentor roles (i.e., acceptance, counseling, friendship, parent, social, and role modeling functions; Ragins & McFarlin, 1990 ). Kram’s work has been utilized to better understand mentoring in sport settings (e.g., Weaver & Chelladurai
Interns in Professional Sport: An Investigation of Gender Parity on the Job
Jacquelyn Cuneen and M. Joy Sidwell
Internships permit sport management students to link classroom learning to the professional environment. Since internships provide students with opportunities to learn on-the-job and test their skills in the marketplace, the experiences should be uniformly beneficial to all students regardless of gender. This study was conducted to describe internship work conditions (i.e., opportunities to perform in essential marketplace functions) for male and female sport management interns assigned to ‘Big Four’ professional sport organizations. Participants were 74 sport industry professionals who supervised a total of 103 interns over a one-year period. A X2 Test of Independence found that male and female interns working in professional sport had comparable opportunities to perform and learn on the job. Differences in opportunity, hiring practices, and on-the-job benefits emerged primarily as a function of job specialization (e.g., operations, marketing, venue management), league/association, or gender of the internship supervisor rather than gender of the interns.
Applications of Data Literacy to Course Design in Sport Performance Analytics
Nathan David Pifer, Angela Lumpkin, and Thomas Henry
with the practical experience needed to understand technical skills. As noted by Ridsdale et al. ( 2015 ), “Mechanics are very important in data literacy; practice is required” (p. 5). As such, the course being outlined in this manuscript is designed to function as an applied setting wherein students
Internationalizing Sport Management Programs: No Longer a Luxury, But a Necessity
W. James (Jim) Weese
our students to compete and function in the global industry. Our graduates need a deeper penetration into the global issues as they relate to sport. Students can enrich their preparation with meaningful international experiences that challenge them, heighten their levels of maturity, and most of all
Transferable Skills: Preparing Sport Management Students for Careers Both Within and Outside the Sports Industry
Jessica R. Braunstein-Minkove, Jaime R. DeLuca, and Sydney C. Baucum
The role of higher education, at its core, is to serve as an institution of knowledge. While that may be the overarching intention, scholars have noted four primary, underlying functions of higher education throughout American history, including preserving Christian civilization, advancing the
Curriculum Representation in Programs Accredited by COSMA
Jennifer VanSickle, Katharine A. Burakowski, and Emily Dane-Staples
within the larger institutional structure. For the purposes of research and making comparisons between institutions, the Carnegie classification system attempts to group homogeneous schools together by identifying institutional functions as well as characteristics of faculty ( McCormick & Zhao, 2005
Teaching Reflections and Insights From a 38-Year Sport Management Career
W. James (Jim) Weese
reading this essay will undoubtedly be reminded of the indelible impact that role models and mentors have had on shaping their teaching practices and the importance of the teaching function to an academic’s role. Readers will also gain insights into my teaching practices and perspectives, including the
Exercising Empathy in the Sport Management Classroom: The True Flipped Classroom
James Strode
through interviews, noting in themes that students had a difficult time defining the concept, yet believed it to be a learned skill and is a top-down function of the professor. Specific to this idea of being a top-down function, students observed that professors often display more empathy “down” to their
Student Perceptions of Program Quality: The Value of the Commission on Sport Management Accreditation in the Strategic Development of Sport Management Curricula
Nicole Sellars, Christopher Atwater, Christopher Corr, and Christina Martin
; Stokowski et al., 2020 ). Perhaps due to the traditional association with business disciplines, sport management curricula are often oriented toward professional outcomes. Recognizing the importance of developing professional competencies unique to the field of sport, COSMA’s primary function is to review
