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.
Search Results
You are looking at 1 - 2 of 2 items for
- Author: Colleen Colles x
- Refine by Access: All Content x
Specialized Accreditation of Sport Management Programs: Perspectives of Faculty and Administrators
Jo Williams and Colleen Colles
Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment
Jo Williams and Colleen Colles
Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.
