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Alison Doherty

This paper, from the Dr. Earle F. Zeigler Award Lecture presented at the NASSM 2012 Conference in Seattle, outlines the merits and challenges of interdisciplinary research for the field of sport management. This alternative approach involves relating, integrating, and relocating disciplinary thinking to arrive at a mutually-determined research problem that represents new ways of conceptualizing phenomena. It enables moving away from the monodisciplinary research that characterizes much of our field to examine phenomena from different angles, and perhaps more effectively close the research-practice gap with knowledge derived from multiple perspectives. The author argues that it is time to engage in interdisciplinary research in sport management as no one discipline has all the answers; rather, “it takes a village” to solve the complex problems in our world.

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Brenda G. Pitts and Karen E. Danylchuk

This study examined the current textbooks in sport management using the quantitative content analytic research method. Sport management books selected for examination were limited to those written in English published from 1990 through to November 2006 inclusive. Of the 129 books representing 14 categories analyzed, the greatest number of books was in the categories of management (n = 36) and marketing (n = 27). These categories were followed by law (n = 13), finance (n = 9), and event management (n = 8). The majority of the books (88%) were authored. Among the authors and editors, 79% were male. The majority of books (85%) did not indicate a target audience. The average year of publication of all books was 2001, with almost three-quarters (73%) being published from the year 2000 onwards. The number of publishers was 40, of which the vast majority was in the United States.

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Trevor Slack

According to Morgan, our understanding of organizational life can be informed by a number of images of organization. In this article it is argued that in sport management research one or two of these images have dominated the field, to the exclusion of others. As such, we have developed only a partial and limited view of the organizational and managerial reality of sport organizations. If we are to enhance our understanding of the structure and processes of sport organizations we need to explore alternative images of these organizations, as this will ultimately help us produce better managers.

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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

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James E. Bryant

This perspective suggests that sport management is interdependent with sport sociology as specialization areas, and that in order for researchers in sport management to understand the social product of sport it is critical that they recognize a positive theoretical relationship between sport management and sport sociology. This paper outlines examples of sport management interdependence with sport sociology through brief discussions including deviance and ethics, economics, social stratification, patriarchy, race and ethnicity, and marketing and research. Through these examples it is suggested that sport sociology provides a base for those in sport management to achieve an understanding of the social product of sport.

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Jennifer Bruening, Rhema D. Fuller, Raymond J. Cotrufo, Rachel M. Madsen, Justin Evanovich and Devon E. Wilson-Hill

Allport’s (1954) intergroup contact hypothesis states that interactions with members of an out-group, particularly of a different racial and/or ethnic group, are effective in changing attitudes about diversity (Allport, 1954; Pettigrew, 1998). In this study, the intergroup contact hypothesis was applied to the design of a sport management course. The classroom component focused the role of sport in education, health, and leadership development, and the application was structured sport and physical activity programming with school-age children at several urban sites. Data were gathered from 91 college students over 3 years about course-related experiences and how the students’ backgrounds influenced their social identities and understanding of out-group members. Results showed that intergroup contact effectively assisted in developing understanding and cooperation and reducing negative attitudes between groups. The participants received diversity education, via intergroup contact, both inside and outside the classroom, which will potentially equip them to take proactive strategies when managing organizational diversity in the sport industry.

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Garth Paton

This paper discusses the quantity and quality of administrative/management research in sport and physical education. The historical foundations of sport management are reviewed followed by a brief analysis of selected textbooks, and masters and doctoral studies. A shift to a slightly more theoretical perspective of the textbooks was noted. Theses tended to reflect a more theoretical orientation during the post-1965 period. The bulk of the research was descriptive in design and was directed toward post-secondary institutions. A major emphasis was on leaders and leadership behavior. The conclusions suggest that future research should improve the theoretical base and strive to make the knowledge sensible and useful. Additionally, increased attention to noneducational organizations is recommended.

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Janet B. Parks, Patricia A. Shewokis and Carla A. Costa

Statistical power analysis involves designing and interpreting research with attention to the statistical power (probability) of the study to detect an effect of a specific size. Statistical power analysis, which is based on the interdependence of sample size, alpha, effect size, and power, is acknowledged by scholars of various disciplines as an indispensable component of high quality research. This paper reviews basic principles associated with power analysis and demonstrates its importance by comparing the meaningfulness of significant findings in two studies of job satisfaction. The perspective advanced in this paper is that the use of statistical power analysis will strengthen sport management research and will enable researchers to expand the body of knowledge in a systematic, coherent fashion.

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Jeffrey Petersen and David Pierce

Undergraduate sport management curriculum continues to be debated amongst this discipline’s educators. Curricular content impacts professional sport organizations as program graduates become employees. This study gathered the input of human resource professionals from NFL, MLB, and NBA franchises regarding curricular topics via an existing, modified questionnaire. The questionnaire included a five-point scale assessment of 61 curricular topics. A 34.8% response rate was proportionally distributed between the leagues. An ANOVA of means for ten curricular areas revealed significant differences with the following rank order: Field Experience 4.38; Communication 4.23; Legal Aspects 4.02; Ethics 3.98; Management and Leadership 3.97; Marketing 3.96; Economics 3.68; Budget and Finance 3.59; Governance 3.25; and Socio-Cultural Aspects 3.25. An ANOVA of topics revealed seven significant between-league differences including: Sport Sociology, Ethics, Market Shares/Ratings, Business Writing, Labor Relations, Stadium/Arena Economics, and Risk Management/Liability. These results can inform the development or modification of curricula to better prepare students for professional sport needs.

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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.