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John N. Singer, Sally Shaw, Larena Hoeber, Nefertiti Walker, Kwame J. A. Agyemang and Kyle Rich

because we, the moderator and panelists, believe that conversations about qualitative inquiry between and among scholars in sport management are very important to the field’s continued growth and development. And, judging by the crowded room and overflow of people outside of it during the session, it

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Suzanne Malia Lawrence, C. Keith Harrison and Jeff Stone

Perceptual confirmation paradigm (PCP) rooted in social psychology, can be implemented to frame sport science research questions (Stone, Perry, & Darley, 1997). Public perception of college athletes’ lives has been scarcely investigated in the sport sciences (Keels, 2005) using the PCP to prime stereotypes. The purpose of this study was to prime stereotypes about a day in the life of a college athlete by using qualitative inquiry to assess college students’ (N = 87) perceptions. Participants provided written responses about a day in the life of a college athlete. Two different college athlete targets were used “Tyrone Walker” (n = 44) and “Erik Walker” (n = 43). Four major themes and one minor theme emerged which are descriptive of the participants’ perceptions. Findings were related to the leadership responsibilities of sport management practitioners in higher education. Future research inquiries and relevant suggestions were articulated for sport management scholars in the 21st century.

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

satisfaction levels of female and male faculty were very similar. Future research should involve qualitative inquiry (interviews) to better understand the attitudes of this population. Although the researchers found differences among female and male faculty, it can only be speculated as to why those

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Adam Cohen and Calvin Nite

.jhlste.2016.09.001 10.1016/j.jhlste.2016.09.001 Cook-Sather , A. ( 2002 ). Authorizing students perspectives: Toward trust, dialogue, and change in education . Educational Researcher, 31 ( 4 ), 3 – 14 . doi:10.3102/0013189X031004003 10.3102/0013189X031004003 Creswell , J.W. ( 2012 ). Qualitative

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Molly Hayes Sauder and Michael Mudrick

” was rather low, it may be of benefit to further examine students’ perceptions of what does or does not constitute alignment with their major when it comes to an internship, as this could further enhance teaching strategies and internship academic work. Related, qualitative inquiry into the impact of

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Jörg Vianden and Elizabeth A. Gregg

qualitative inquiry ( 2nd ed. ). Thousand Oaks, CA : SAGE . Smith , E. , & Hatterly , A. ( 2011 ). Race relations theories: Implications for sport management . Journal of Sport Management, 25 , 107 – 117 . doi:10.1123/jsm.25.2.107 10.1123/jsm.25.2.107 Smithson , J. ( 2000 ). Using and analysing

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Jeffrey D. James

, ethics, and politics of evidence and research; competing theoretical paradigms; and strategies of inquiry, particularly strategies associated with qualitative inquiry (e.g., ethnography, case study, observation, narrative inquiry, interviewing, focus groups, etc.). One of our primary intentions is to

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. Through four research phases of qualitative inquiry, the authors discovered that bodily identities (particularly relating to health, fitness, and athleticism) serve as a form of regulation within organizations. Managerial athleticism was found to be a regulatory system operating through three practices

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Stephen Frawley, Daniel Favaloro and Nico Schulenkorf

misunderstandings about case-study research . In C. Seale , G. Gobo , J.F. Gubrium , & D. Silverman (Eds.), Qualitative research practice (pp.  420 – 443 ). Thousand Oaks, CA : Sage . Flyvbjerg , B. ( 2006 ). Five misunderstandings about case-study research . Qualitative Inquiry, 12 ( 2

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Stephen Hills, Matthew Walker and Marlene Dixon

.222 Creswell , J.W. ( 2012 ). Qualitative inquiry and research design: Choosing among five approaches . Thousand Oaks, CA : Sage Publications . Creswell , J.W. , & Miller , D.L. ( 2000 ). Determining validity in qualitative inquiry . Theory Into Practice, 39 ( 3 ), 124 – 130 . doi:10.1207/s