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Jimmy Sanderson and Blair Browning

This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.

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David Pierce, Melissa Davies and Bryan Kryder

prepare college graduates for a successful transition into the workplace of graduates ( National Association of Colleges and Employers, 2017 ), is a priority for sport management educators ( Braunstein-Minkove & DeLuca, 2015 ). Sport management is an applied field that requires students to be ready to

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Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh

standard tuition rates, and creating more short-term opportunities that better fit into student schedules ( Haynie, 2014 ; Lewis, 2015 ). This trend seems to be happening across all disciplines, including sport management. However, although sport management programs appear to be interested in offering

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John N. Singer, Sally Shaw, Larena Hoeber, Nefertiti Walker, Kwame J. A. Agyemang and Kyle Rich

The edited transcript below is from the session on critical conversations about qualitative research at the North American Society of Sport Management (NASSM) conference in Denver, CO, on Friday, June 2, 2017. One of the primary reasons the word critical was included in the title of this session is

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Molly Hayes Sauder and Michael Mudrick

Sport management academic programs have long featured experiential learning as a key element in the curriculum ( DeSensi, Kelley, Blanton, & Beitel, 1990 ; Eagleman & McNary, 2010 ; Parkhouse, 1987 ). Within the modern landscape of sport management education, the Commission on Sport Management

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Daniel C. Funk

The ability to spread a new idea remains a key strategy for organizations and individuals. Whether in business to increase revenue, in politics to promote causes, or in health care to improve patient well-being, spreading a new idea is important for success. For new and emerging sport management

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Haylee U. Mercado and John Grady

in interdisciplinary research and processes and its applied research methods, colleges and universities have rushed to “be green” in areas of engineering, business, management, and tourism ( Dale & Newman, 2005 ). Although the topic has received scant attention in the sport management pedagogical

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Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens and Megan Turk

Although certain aspects of sport management have been practiced as far back as when athletes competed in ancient Greece ( Hall, 2003 ), sport management education is a relatively new phenomenon. The inaugural sport management academic program began at Ohio University in 1966 ( Brassie, 1989

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Jillian McNiff, Gil Fried and Kimberly Mahoney

Sport management seems like a glamorous career path. Many students believe if they do well in classes and graduate, they will be the next general manager of the New York Yankees or athletic director of a major Division I intercollegiate athletic department. While sport management professors hope that every student has the potential to succeed, it is incumbent upon faculty members and students to have a realistic expectation of their career options and a true understanding of what it takes to be successful. This article leads a fictitious student and faculty member through four years of the student’s educational adventure in sport management with special attention being given to what students can undertake to best prepare them for the future and improve their chances of landing the right job. This case study demonstrates the value of a comprehensive sport management education and what students can do to set themselves apart from their competition in the job market.

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Erin Morris, Ryan Vooris and Tara Q. Mahoney

It is a well-documented reality that female students are underrepresented within the undergraduate major of sport management ( Chen, Adams-Blair, & Miller, 2013 ; Hancock & Greenwell, 2013 ; Harris, Grappendorf, Aicher, & Veraldo, 2015 ; Moore, 2008 ; Moore & Huberty, 2014 ). Recent data