Successfully adopting sport business analytics to enhance organization-wide business processes necessitates a combination of business acumen, modeling expertise, personnel coordination, and organizational support. Although the development of technical skills has been well mapped in analytics curricula, informing future leadership and affiliated nontechnical personnel about the sport business analytics process, specifically, remains a gap in sport management curricula. This acknowledgment should compel sport management programs to explore strategies for sport analytics training geared toward this population. Guided by experiential learning and foundational business analytics frameworks, a seven-module approach to teaching sport business analytics in sport management is advanced with a particular focus for future executives, managers, and nontechnical users in the sport industry. Concomitantly, the approach presents learning goals and outcomes, sources for instructors to review and consider, and sample assessments designed to fit within the existing sport management curricula.
Liz A. Wanless and Michael Naraine
Liz Wanless and Jeffrey L. Stinson
While managing the intercollegiate athletic development office is critical to contributions generation, the nearly 40 years of research modeling intercollegiate athletic fundraising emphasized limited factors external to this department. Both theoretical and statistical justification warrants a broader scope in contemporary factor identification. With a resource-based view as the theoretical foundation, a list of 43 variables both internal and external to the intercollegiate athletic development office was generated through an extensive literature review and semistructured interviews with athletic and nonathletic fundraising professionals. Based on the factors identified, random and fixed effects regression models were developed via test statistic model reduction across a 5-year panel (FY2011–FY2015). Ninety-three schools were included, representing 73% of the Football Bowl Subdivision (FBS) membership (85% of public FBS institutions). The results highlight the role of both internal and external factors in explaining intercollegiate athletic fundraising procurement.
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones
Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g., multimedia, pedagogical workshops, course evaluation), enhance communication (e.g., office hours, discussion forum, orientation video), and expand student learning outcomes (e.g., reading outlines, video lectures, student assessment).