The internship could have a significant impact upon the student’s desire to enter the field after graduation. Despite a substantial amount of research that has been conducted with employees in many fields, relatively little research has been conducted with sport management interns. The purpose of this study, therefore, was twofold: (1) investigate the satisfaction of student-interns with characteristics of the internship experience and (2) investigate the effect of students’ satisfaction with their internship on their affective occupational commitment for and subsequent intentions to pursue employment in the sport management field. A total of 248 undergraduate students from two universities in the Southeastern United States completed a survey. Participants generally indicated satisfaction with opportunities to develop pertinent skills, engage in meaningful tasks, and build professional networks during the internship. Those who reported satisfaction with the internship were more likely to enter the field after graduation than those reporting dissatisfaction. Implications of these findings for site supervisors and sport management faculty were discussed.
Gi-Yong Koo, Michael J. Diacin, Jam Khojasteh and Anthony W. Dixon
Jaime R. DeLuca and Jessica Braunstein-Minkove
Experiential learning has become a driving force of universities around the world, and is a crucial part of many sport management programs. This is particularly true given the competitive nature of the field and the rapid changes the industry continuously faces. This work seeks to reexamine the sport management curricula to ensure a progression and evolution toward a superior level of student preparedness for their internship experiences. Through the use of both quantitative and qualitative methods, our major findings recommend a focus on academic, experiential, and professional development. Theoretical and practical implications are discussed along with limitations and directions for further investigation.
Elizabeth A. Wanless, Ryan M. Brewer, James E. Johnson and Lawrence W. Judge
To prepare students for employment in sport, many sport management programs involve students in revenue generation activities, such as ticket or sponsorship sales. Literature evaluating student perceptions of this specific type of experiential learning remains sparse. This constructivist qualitative study evaluated student perceptions of learning from two courses containing experiential revenue generation projects. Data were gathered via structured-question electronic survey. Fifty-one of 60 students participated. Results generally supported previous research conclusions; conducting experiential learning projects increases skill and professional development and offers a realistic career preview but demands significant time commitment. Important contradictions, however, were present in comparison with past literature. The unique nature of sales-based projects involving students in ticket sales and sponsorship sales served as a platform for students to develop critically important interpersonal skills. This benefit was not identified in studies evaluating experiential learning opportunities that did not contain a sales-based component.
James J. Zhang
these critical concepts and their relationships, consequences, and hierarchies in multifarious governmental and professional environments may also be dissimilar. It is very pleasing to see that in an effort to promote, stimulate, and encourage research, scholarly exchange, and professional development
Molly Hayes Sauder and Michael Mudrick
perceptions regarding satisfaction in an internship, as the internship is “a critical element in the professional development of students majoring in sport management” and students therefore should be offered experiences that will “serve as the first step in what could be a lengthy and rewarding career in the
Adam Cohen and Calvin Nite
becoming a growing part of university curricula and professional development courses alike ( Burke, 2013 , Keshock, Pugh, Heitman, Forester, & Bradford, 2012 ; Kolb & Kolb, 2005 ; Maudsley & Strivens, 2000 ). Burke ( 2013 ) noted that “experiential educators . . . could create more opportunities for
The purpose of the study was to identify and analyze mentoring and networking among selected male and female administrators employed by National Collegiate Athletic Association (NCAA) institutions. A random sample of 263 NCAA administrators (106 males, 157 females) participated in the study. Data were collected through a mail questionnaire and a follow-up interview, both developed by the researcher. Results indicate that NCAA administrators have mentoring relationships and participate actively in networking. The mentoring relationships and the networking utilized by these administrators included both formal and informal involvement. The results indicate that NCAA administrators perceive that having a mentor and actively networking assists in an individual’s personal and professional development.
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge and Daniel W. Jones
( Lower et al., 2018 ); and in-class projects involving sport organization partnerships ( Judge et al., 2011 ; Wanless et al., 2016 ). Experiential learning has been described as improving student professional development through skill building ( Judge et al., 2011 ; Pierce, Petersen, & Meadows, 2011
Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police
are present in professional development programs in which educators seek means to effectively engage students and increase student persistence ( Dandy & Bendersky, 2014 ). However, concerns exist about the reliability and validity of learning style measures in the testing of the learning styles
Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh
opportunities, whereas others added findings related to an expanded worldview, appreciation of other cultures, professional development, and personal transformation ( Appleby & Faure, 2015 ; Choi, Kim, & Park, 2013 ). Choi et al. ( 2013 ) cited a broadened international perspective of sport as the most