An introductory course in sport management should provide the student in the program with a basic understanding of the sport industry. However, the opinions of sport management educators vary as to what should be included in the introductory course. This diversity of opinions regarding course content is reflected in the texts that have been written for use in the introductory course. Each book has its own unique objective and range of topics (Chella-durai, 1985; Lewis & Appenzeller, 1987; Parkhouse, 1992; Parks & Zanger, 1991).
Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police
styles hypothesis in the sport management classroom. Second, the study examined the preferred learning approaches of students in the sport management classroom, as they relate to student success. In this study, student success was measured as the percentage of points obtained at the end of the course
Understanding competition is central to the task of strategy formulation and implementation and it is the link between competition and strategy that was explored in the 2011 Dr. Earle F. Zeigler Lecture. It was argued that strategy, given its centrality to organizational phenomena, and strategy research in particular, provides rich and diverse competitive contexts with the potential to reveal some of the unique properties of sport management. To ascertain the prevalence of sport-related strategy research, three sport management journals were subject to content analysis to identify published manuscripts related to strategy. Before presenting the results, the Lecture considered competition on and off the field, the origins of competitive behavior in sport management and a brief review of the major research themes in the generic strategic management literature. Results revealed that 20 (2.5%) of the 805 manuscripts published in the three journals were strategy focused. Research themes and contexts were presented as well as a bibliometric analysis of the reference lists of the 20 identified strategy manuscripts. This analysis highlighted the journals that are influencing published sport management strategy-related research. It was concluded that strategy research specific to sport management has been sparse to date, yet the role of strategy formulation is central to the role of management and should also be central to sport management scholarship.
Michael A. Odio, Patty Raube Keller and Dana Drew Shaw
Sport management has joined other disciplines in embracing internships as a method of having students connect their classroom knowledge with practical experience ( Eagleman & McNary, 2010 ; Sattler, 2018 ). While evidence supporting the educational and career-related benefits of internships
James Skinner and Allan Edwards
Although qualitative research approaches such as ethnography have been applied to the field of sport (e.g., Bricknell, 2001; Hughson and Hallinan, 2001) Sparkes (2003) has suggested that it was not until the late 1990s that sport researchers began to embrace ethnographic frameworks underpinned by critical and postmodern theories. As such, the value of these research designs has not been fully realized. The benefit for sport management researchers in applying critical and postmodern thought to ethnographic approaches is that it sharpens their critical consciousness. This article therefore develops an argument for applying critical and postmodern thought to ethnographic approaches to sport management research. In doing this we (a) provide a brief historical sketch of social science research paradigms; (b) outline the benefits of applying critical and postmodern thought to sport management ethnographic research; (c) present examples of current sport and sport management ethnographic research that applies critical and postmodern frameworks; and (d) provide insight into the concerns that sport management scholars should consider when applying ethnographic research designs that embrace the tenets of postmodernism. Through this discussion we conclude that, although ethnographic approaches inspired by critical and postmodern thought are not the panacea to solve all research problems, if applied correctly they can only further enhance out knowledge of the research issue under investigation.
Frederik Ehlen, Jess C. Dixon and Todd M. Loughead
him to pursue his dream of becoming a leader in the hypercompetitive industry of professional sports. In his reflections, Peddie emphasizes the importance of leadership development—a topic that has received attention by sport management scholars in this journal (e.g., Spence, Hess, McDonald
Dennie R. Kelley, Patricia A. Beitel, Joy T. DeSensi and Mary Dale Blanton
The purpose of this paper is to present undergraduate and graduate sport management curricular models which provide a perspective that higher education sport management professionals can use to solve curricular problems described in the literature and to implement the NASPE/NASSM guidelines. The five sport management concentrations, which have similar objectives and services but occur in different settings or serve different clientele, include (a) Sport for Leisure/Recreation, (b) Sport and Athletics, (c) Sport Merchandising, (d) Hostelries/Travel, and (e) Recreation Agencies. The models (a) differentiate purposes, content, and entry-level positions for each degree level; (b) provide evidence for which concentrations need to be part of each curriculum; (c) define a professional core; (d) describe the concentration specialization requirements; (e) differentiate the culminating experiences for each degree; and (f) provide the distinctive characteristics of undergraduate and graduate programs.
Daniel F. Mahony, Michael Mondello, Mary A. Hums and Michael Judd
The growth of sport management has led to concerns about the quantity and quality of candidates for faculty positions. In addition to trying to recruit recent doctoral graduates, many programs focus on recruiting established faculty members. This study examines factors affecting the willingness of sport management faculty to accept new positions, and the likelihood of leaving their current positions. While the likelihood of leaving was not high, objective factors such as salary and location were important to those willing to take a new position. Subjective factors such as fit within the program and quality of faculty in the program were also important, whereas several factors were less important (e.g., recruiter description, recruiter approach, and leadership opportunities). Results confirm that attracting faculty in sport management is challenging and universities must consider a combination of strategies to attract them.
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.
Gashaw Abeza, Norm O’Reilly, Benoit Séguin and Ornella Nzindukiyimana
This work critically assesses the history and current state of social media scholarship in sport management research. Methodologically, the study is based on a comprehensive census review of the current body of literature in the area of social media. The review identifies 123 social media articles in sport management research that were mined from a cross-disciplinary examination of 29 scholarly journals from January 2008 (earliest found) to June 2014. The work identifies the topic areas, the platforms, the theories, and the research methods that have received the (most/least) attention of the social media research community, and provides suggestions for future research.