To prepare students for employment in sport, many sport management programs involve students in revenue generation activities, such as ticket or sponsorship sales. Literature evaluating student perceptions of this specific type of experiential learning remains sparse. This constructivist qualitative study evaluated student perceptions of learning from two courses containing experiential revenue generation projects. Data were gathered via structured-question electronic survey. Fifty-one of 60 students participated. Results generally supported previous research conclusions; conducting experiential learning projects increases skill and professional development and offers a realistic career preview but demands significant time commitment. Important contradictions, however, were present in comparison with past literature. The unique nature of sales-based projects involving students in ticket sales and sponsorship sales served as a platform for students to develop critically important interpersonal skills. This benefit was not identified in studies evaluating experiential learning opportunities that did not contain a sales-based component.
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Ticket and Sponsorship Sales: Student Perceptions of Learning Through Revenue Generation Projects
Elizabeth A. Wanless, Ryan M. Brewer, James E. Johnson, and Lawrence W. Judge
Exploring Student Perceptions of Sales: A Case Study of a Sport-Sales Course
Liz A. Sattler and Clinton Warren
Sales pedagogy and student perceptions of sales have long been studied in business programs across college campuses. While sales pedagogy is a growing content area for sport management programs, it continues to be an area in the field in need of further understanding. The purpose of this study was to explore student perceptions of sales throughout a 16-week course. A qualitative case study methodology was used to develop a rich description of how sport management students perceive sales as a content area, and as a potential profession in the sport industry. Analysis of the themes indicates that throughout the course of the semester, students developed more holistic perceptions of sales, viewed sales as a necessary skill for many jobs in the sport industry, and were more open to a sales job as an entryway into the sport industry.
Qualitative Research in Sport Management. By Allan Edwards and James Skinner
Marlene A. Dixon
“I Felt Like . . . They Left Me to Fend for Myself”: A Mixed-Method Examination of Sense of Belonging Among Minoritized Groups in Sport Academic Programs
Yannick Kluch, Elizabeth A. Taylor, Raquel Wright-Mair, and Dakota Boring
et al., 2014 ). Good et al. ( 2012 ) found the scale to be both valid and reliable. Cronbach’s alpha scores for the current sample were: .91 (membership), .92 (acceptance), .90 (affect), .67 (trust), and .80 (desire to fade), respectively. We added a qualitative component to this study for two
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
interrogated in this manuscript were only captured one time. The survey is built and deployed within the Campus Labs platform, a software subscription maintained by the institution. The survey contains a variety of qualitative and quantitative questions, and opportunities for participants to skip questions if
What Female Sport Management Professors Think: Adherence to Gender Roles and the Impact on Salary Negotiation
Heidi Grappendorf, Cynthia M. Veraldo, Annemarie Farrell, and AJ Grube
’s experiences in male-dominated areas have often been overlooked. By employing a qualitative framework to examine those who have entered traditionally male-dominated fields, understanding can greatly increase ( Amon, 2017 ; Martin & Barnard, 2013 ; Raghuram, 2008 ). Examining the perceived barriers to
Experiential Learning From a Classroom Desk: Exploring Student Perceptions of Applied Coursework
Jaime R. DeLuca and Emily Fornatora
responsible and obligated to ensure that students are responding to instructional methods, and this begins with understanding student perceptions of applied learning. Methods Through qualitative methods, this research explored the importance of applied elective courses within undergraduate sport management
Comparing Elements of Study Abroad Among Sport Management Students
Carrie LeCrom, Brendan Dwyer, Gregory Greenhalgh, Chad Goebert, and Jennifer Gellock
result from studying abroad in sport management. While most of these findings have been generated through qualitative research designs, one study addressing pre- to post-changes resulting from study abroad found that the trips have little overall impact on global mindedness ( LeCrom et al., 2018
Experiential Learning of University Students Delivering a Coaching Workshop in Belize
Jennifer M. Jacobs, Karisa L. Kuipers, K. Andrew R. Richards, and Paul M. Wright
); however, this is a fairly new practice in sport-related majors. This may be due to mixed results on the outcomes and effectiveness of these types of experiences. Bennett, Ballouli, and Sosa ( 2011 ) gathered qualitative feedback for an international exchange program involving sport management students and
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.
