The author argues that present conditions justify an analysis of sport management, broadly interpreted, from the standpoint of its historical background, its present status, and its possible future. Three reasons are given: A new North American Society for Sport Management has just been established; serious criticism has been leveled at both professional sport and so-called educational sport; and management theory and practice has become an increasingly complex subject. Several questions are considered: What has been the historical background of sport management? What is its present status? What plan should be followed for the finest sort of progress in the years ahead? And what may be reasonably concluded from this analysis? The author concludes that (a) the field still has an opportunity to relate significantly to the developing social science of management but time is running short; (b) the vast enterprise that is sport must relate more effectively to the urgent need for qualified managers; (c) the new North American Society for Sport Management can make a significant contribution to this development; and (d) such development should be carried out in full cooperation with the National Association for Sport and Physical Education within the AAHPERD and the Canadian Association for Health, Physical Education, and Recreation.
Earle F. Zeigler
Hebe Schaillée, Ramón Spaaij, Ruth Jeanes and Marc Theeboom
.g., Mrazik, Bawani, & Krol, 2011 ; Provvidenza et al., 2013 ). For several years, scholars and users have been pointing to the gap between research and practice in sport management ( Holt et al., 2018 ; Martindale, Collins, & Daubney, 2005 ). Users comprise nonacademic audiences including in particular
Edited by Trish Bradbury and Ian O’Boyle. Published 2017 by Routledge , New York. 294 pp. ISBN: 978-1-138-10062-6 Understanding Sport Management: International Perspectives is written specifically to introduce core principles and best practices in sport management for undergraduate students and
Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler
have turned to online education because it is cost-effective and meets the demands of nontraditional students ( Mansour & Mupinga, 2007 ). Among institutions offering distance education, 77% believe that distance education is crucial to their long-term strategy ( Allen et al., 2016 ). Sport management
Chad Seifried, Chris Barnhill and J. Michael Martinez
Sport management, like other academic fields, developed its own body of knowledge and did so in the unique context of the sport industry (broadly interpreted) by recognizing, modifying, and adopting various approaches of its specialized subdisciplines ( Bowers, Green, & Seifried, 2014 ; Seifried
Chen Chen and Daniel S. Mason
challenges for the leaders of sport organizations in non-Western contexts. Generally understood as the process of influencing individuals or groups toward certain goals ( Barrow, 1977 ), leadership has drawn substantive scholarly attention in sport management ( Borland, Burton, & Kane, 2014 ; Scott, 2014
Michael J. Diacin
facility. Interview guide examples, facility inspection instructions, and critical assessment/reflection content are provided in the following outline to assist the sport management educator in establishing this experiential learning opportunity in his or her course. A complete interview guide and grading
Kathy Babiak, Lucie Thibault and Annick Willem
related increase in focus of the academic literature on the topic. The scholarship on IORs in sport management has emerged as a growing field of inquiry with researchers exploring a range of issues and industry contexts from nonprofit collaboration in community or elite sport, to public
John N. Singer
Sport management scholars must begin to recognize the significance of race and ethnicity as viable epistemological considerations in research inquiry. This article discusses the concept of “epistemological racism” (Scheurich & Young, 1997) and argues that critical race theory (CRT) is a legitimate epistemological and theoretical alternative to research approaches that have typically been based on the dominant worldview (i.e., Eurocentrism), and that it is an appropriate framework for conducting race-based emancipatory research in sport management. In particular, because CRT focuses on issues of justice, liberation, and the empowerment of people of color in a society based on White supremacy (i.e., Eurocentrism), the primary purpose of this article is to provide sport management scholars and students with insight into how CRT’s epistemological and methodological bases could be applied to critical areas of research in our field. The article concludes with some practical suggestions for how we can address epistemological racism in our sport management research and education.
Erik K.M. Kjeldsen
This study utilized alumni of one sport management graduate program in an effort to investigate career paths in sport management. A representative sample of 126 alumni was selected from a population of 251 students who had graduated over a 10-year period. A total of 69 usable returns were received, for a response rate of 54.8%. Specific points during the professional, preparation period and during the working career were examined as benchmarks in the career path. The number of alumni maintaining jobs in the field at each benchmark shed light on career retention and on the factors contributing to attrition. The five benchmarks selected were entry into the graduate program, exit from the program, the internship, first job, and final job. Salary at each job level and satisfaction were measured in an effort to better understand the nature of a sport management career. The analysis was differentiated by sex and by the various subfields in the sport management profession.