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Cole McClean, Michael A. Odio and Shannon Kerwin

influence sport management students’ subjective well-being? Literature Review To serve the purpose and research questions, Beach’s ( 1993 ) Image Theory was a guiding framework for exploring the influence of the direction and magnitude of internship events on student outcomes. The following sections will

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Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh

variables. These questions included items such as whether students had lived abroad and for how long, citizenship, number of times the student had traveled abroad, year in school, age, gender, and ethnicity. Building on Mezirow’s ( 1981 ) theory, and considering the study abroad experience as a potential

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

academic programs. Theoretical Framework This study builds on previous research regarding motivation and job satisfaction in higher education. Specifically, this study is informed by self-determination theory (SDT; Deci & Ryan, 1985a ; Gagné & Deci, 2005 ). Self-Determination Theory A macro theory of

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B. Christine Green

Sport development has become a leading issue for sport policymakers and sport managers worldwide. Sport development systems have two main objectives: to increase the number of participants actively engaged in sport and to enhance the quality of performances in sport. This is the foundation of the much used, but rarely examined, pyramid analogy in sport development. In this article, the pyramid model of sport development is explored, and its underlying assumptions are critiqued. Three tasks necessary for an effective pyramid model are identified: athlete recruitment, athlete retention, and athlete transitions. Recruitment requires the assistance of significant others, as well as the proliferation of many smaller, local-level sport programs. Retention requires a focus on motivation, socialization, and commitment. Advancement requires that programs be linked vertically and that athletes be aided in processes of locating and socializing into new levels of involvement. Although specific strategies for enhancing recruitment, retention, and transition of athletes can be identified from the literature, further research is needed.

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Mary Jo Kane and Heather D. Maxwell

In 2005, the Journal of Sport Management printed Wendy Frisby’s Earle F. Zeigler Lecture. The main thrust of Frisby’s presentation was that critical social science is an underutilized framework for conducting research in sport management and that, as a result, we remain limited in our abilities to truly understand how institutions and organizations “are best viewed as operating in a wider cultural, economic, and political context characterized by asymmetrical power relations that are historically entrenched” (2005, p.1). Other scholars such as Cunningham and Fink (2006) reinforced the importance of doing this kind of critical work. In their review of key research findings in sport management literature related to issues of diversity they concluded that the vast majority of studies “operated from the paradigm of positivism” and thus our field “could benefit from an incorporation of different investigative paradigms” (p. 458). Finally, Shaw and Frisby (2006) called for an embrace of critical theoretical frameworks which empirically address the complexities of, for example, gender relations and (in)equalities found throughout the vast sport enterprise.

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Jeffrey Graham, Allison Smith and Sylvia Trendafilova

: A theory of work-family enrichment . Academy of Management Review, 31 ( 1 ), 72 – 92 . doi: 10.5465/amr.2006.19379625 10.5465/amr.2006.19379625 Grzywacz , J.G. , & Marks , N.F. ( 2000 ). Reconceptualizing the work-family interface: An ecological perspective on the correlates of positive and

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Carrie W. LeCrom and Tiesha Martin

well as the usefulness of Intergroup Contact Theory ( Allport, 1954 ; Pettigrew, 1998 ) in the development and planning stages of the program to achieve its outcomes. The purpose of this study was to assess the program, with a specific focus on how the process-based use of Intergroup Contact Theory in

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Beth J. Sheehan and Mark A. McDonald

Scant research has been conducted on the relationship between experience-based courses and emotional competency development (Ashkanasy & Dasborough, 2003; Brown, 2003; Clark, Callister & Wallace, 2003; Jaeger, 2002). The current study utilized a mixed method design to determine if students’ emotional competency could be developed during only one semester without any formal instruction in emotional intelligence theory. Changes in the experimental group and differences between experimental and comparison group students’ emotional competency were investigated using quantitative (ECI-U) and qualitative (Critical Incident Interview and exit interview) methods. Study results supported the contention that an experienced-based course can positively impact students’ emotional competency development.

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Michael Odio and Shannon Kerwin

The senior internship is a critical developmental experience for sport management students transitioning into their careers. Despite the internship’s role as a career development tool, previous research has suggested that the experience may deter students from continuing to pursue a career in the sports industry (Cunningham, Sagas, Dixon, Turner, & Kent, 2005). The present study uses decision-making theory and a longitudinal approach to improve on previous efforts to examine changes in students’ affective commitment to the vocation and intent to pursue a career in the vocation as a result of the internship experience. Results of the structural model show that challenge, supervisor support, and role conflict significantly influence students’ career decision making.

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Samuel Y. Todd, Ian Christie, Marshall J. Magnusen and Kenneth J. Harris

This case highlights key elements in Pelled’s (1996) model of diversity, and is based on real life interactions of an actual grounds crew in intercollegiate baseball. The small work group of three individuals collectively prepares the grounds of a new collegiate ballpark for opening day. In the course of daily facility maintenance, the staff encounters both affective and substantive conflict according to Pelled’s model. This leads to both destructive and constructive performance outcomes. Also of issue in the case is the differential relationship that the supervisor shares with each of his subordinates, or leader member exchange (LMX). Together with the teaching notes, the case is designed to highlight (1) elements of group conflict arising from demographic diversity and (2) the nature of LMX within sport organizations. An overview of theory, student applications, and discussion questions and answers are provided to aid instructors in teaching this case.