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Pamela Wicker and Paul Downward

well-being, the question of the direction of effect is not fully understood, that is, whether volunteering increases subjective well-being or whether happier people are more likely to volunteer. Strong associations have been established for volunteering ( Gimenez-Nadal & Molina, 2015 ), including sport

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Andrea Schlegel, Rebecca Pfitzner and Joerg Koenigstorfer

atmosphere in the city during event hosting positively ( Pfitzner & Koenigstorfer, 2016 ). The host city’s atmosphere—particularly liminoid elements that have demonstrable sociocultural effects ( Chalip, 2006 , 2018 )—may be one crucial factor that positively influences residents’ subjective well

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Jeeyoon Kim and Jeffrey D. James

managers and sport management researchers. The three major perspectives of well-being are subjective, eudaimonic, and social well-being; each provide insights on hedonism, personal growth, or social relations, respectively ( Kim, Kim, & Kim, 2017 ). This work is focused on subjective well-being (i

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Cole McClean, Michael A. Odio and Shannon Kerwin

career motivation, and potential decreases in student self-confidence (e.g., subjective well-being); all are important factors for individuals attempting to begin their careers. One approach to understanding the complexity of the internship experience is to explore the events that occur within the

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Melissa N. Chester and Michael Mondello

The purpose of this study was to ascertain what role mentoring played in female sport management faculty’s decision to pursue doctoral degrees and to investigate and identify factors related to successful transition through the doctoral program. A qualitative, descriptive-interpretive approach utilizing a cross case analysis of current female faculty in sport management was used to discover participants’ subjective views regarding a specific experience or experiences in an effort to provide unique, relevant data (Anda, 2001). This methodology allowed for a greater understanding of the participants and their experiences. Semistructured interviews were conducted with eight participants dichotomized by race: four White and four Black Assistant Professors teaching in undergraduate and graduate programs at various types of Carnegie classified institutions. Collectively, seven major themes and four major personality traits and characteristics developed from verbatim transcriptions of the interviews. The seven themes included athletic involvement, career in athletics, career aspirations, pedagogy decision, influence of mentor, mentor roles, and context of mentoring. The four personality traits and characteristics related to success were athletic involvement/career in athletics, single with no dependents, competitive/confident, and vigilance/determination.

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Ceyda Mumcu and Kimberly Mahoney

convention center and economic impact for the city) $50,000,000 $3,750,000 Financial benefit expected by a mediocre event (including revenue for the convention center and economic impact for the city) $38,000,000 $1,600,000 The probabilities are subjective and are established based on industry knowledge and

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Andy Gillentine

potential ethical situations they will be faced with during their careers. The authors also supply a useful instructor’s manual and a test bank with a variety of questions (objective and subjective) for each chapter. A set of basic PowerPoint slides is also available to adopters of this text, which are

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James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman and Anya T. Eicher

of students, however, is difficult because academic abilities differ. In courses like math or foreign languages, routine increases in complexity naturally occur, as course progression requires that complex material build from previously learned concepts. (p. 94) Instructor design and subjective

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Gashaw Abeza, Mads Quist Boesen, Norm O’Reilly and Jessica R. Braunstein-Minkove

act of balancing revenue generation and image restoration should be based on rational decision-making processes, wherein decision makers are expected to be logical and optimal. The advisory board agreed that as opposed to intuition and subjectivity, rational decision making (different from our day

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Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police

, and then assessments were given based on each of the lessons. The failure to suggest support for the learning styles hypothesis in the present study may be based on the notion that learning styles are not related to the objective aspects of learning, but rather associated with the subjective aspects