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Adam Cohen and Calvin Nite

synergy between experiential learning and student success. Specifically, educators have suggested that sport management programs implement these experiences in an effort to enhance the students’ potential for success ( Pate & Shonk, 2015 ; Southall, Nagel, LeGrande, & Han, 2003 ). Initially, these

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Mark R. Lyberger

( 1969 ) proposed that values, attitude, experience, philosophy, and style are very important for the educator to successfully accomplish his or her teaching activities. Studies regarding teaching strategies show that teachers who reflect upon attitudes, preferences, and values greatly enhance the chance

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Michael J. Diacin

value of incorporating experiential learning opportunities into the curriculum is that it enhances the educational experience of the student ( Southall, Nagel, LeGrande, & Han, 2003 ). With regard to skill acquisition, experiential learning is valuable because the skills required to break into this

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Ceyda Mumcu and Kimberly Mahoney

As the sport marketing manager of the local sports commission (an arm of the local convention and visitors bureau) in Jeffersonville, U.S., you have been asked to work with the convention center to bring a sporting event to the area in order to enhance the city’s image and generate additional

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James E. Johnson

activities based on their service experiences: • Photovoice project —Photovoice is a qualitative research methodology where “people can identify, represent, and enhance their community through a specific photographic technique” ( Wang & Burris, 1997 , p. 369). Participants are asked to document their

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Richard. L. Irwin, Richard M. Southall and William A. Sutton

In 2004, Andy Dolich (president of business operations for the National Basketball Association’s [NBA] Memphis Grizzlies), decried the lack of sales training in sport management curricula. In response to that criticism, this paper provides a history and description of a metadiscrete sales-training program recently developed and implemented at two universities. This paper is designed to serve as a blueprint for faculty interested in enhancing their understanding of the theoretical underpinnings and practical logistics of implementing a similar sales-training program in their curriculum. It is the authors’ contention that such programs, based on sound pedagogical principles, can enhance the process of reconnecting sport management curriculum to the 21st-century sport-industry.

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Athena Yiamouyiannis, Glenna G. Bower, Joanne Williams, Dina Gentile and Heather Alderman

Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.

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R. Douglas Manning, Margaret C. Keiper and Seth E. Jenny

Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.

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Michael B. Edwards and Jon Welty Peachey

Throughout sport management’s history, scholars have wrestled with the discipline’s appropriate home within the academy. Sport management programs are often placed within other departments or schools, with one potential home being established parks and recreation management departments. However, one of the most prevalent issues within the parks and recreation academic field is the perceived invasion of sport management into its “nest.” In a recent article in the field’s leading education journal, a prominent scholar suggests that parks and recreation programs housing sport management run the risk of undermining their mission and may ultimately face extinction. The purpose of this paper, therefore, is to offer a response to this article, and examine the position of sport management within traditional parks and recreation departments. We argue that because of the interrelatedness of the disciplines and shared ontological and epistemological roots, fostering collaboration rather than divisiveness would enhance the scholarship, academic integrity and student learning outcomes of both fields.

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Sally Shaw, Richard Wolfe and Wendy Frisby

Sport management education has developed in a manner consistent with conventional management education, focusing on traditional instrumental performance measures and largely ignoring wider social considerations. We endeavour to contribute to the advancement of critical approaches in sport management education. While arguing for the benefits of a sport management education that addresses the complex social issues faced in sport, we provide illustrations of critical teaching in sport management, offering examples from personal pedagogical experience. We conclude with a discussion of pragmatic issues faced in adopting a critical orientation within sport management. Our aim is to provide an approach framed by critical thought that can be used to complement existing teaching paradigms to enhance and bolster the rigour and depth of teaching in sport management.