comprehensive experiential project—implemented in a sport event management undergraduate (face-to-face) course. The pedagogical strategies are described in relation to relevant scholarship and personal reflection, with successes, barriers, and implications for future practice discussed. Learning Theory
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones
By Thomas J. Aicher, Brianna L. Newland, and Amanda L. Paule-Koba. © 2020 by Jones & Barlett . $102.95 . 358 pp. ISBN 13 978-1284152944 The introduction of Sport Facility & Event Management (2nd ed.) quite correctly states that sport facilities are moving farther away from the “seat ’em and
Whitney W. Marks, Tiesha R. Martin, and Stacy Warner
This case addresses the events leading up to the cancellation of the 2012 New York City Marathon in the aftermath of Superstorm Sandy. The case highlights the importance of making fair and timely decisions. The case is assembled based on newspaper accounts of the circumstances that led to New York City’s Mayor Bloomberg declaring the 2012 marathon would be held and then two days later canceling the event. The facts that were available to Mayor Bloomberg are presented in such a way that students can consider and analyze what they would have done and when, and how this may or may not differ from what actually occurred. Most importantly, the case highlights the decision-making process that many sport and event managers will encounter in the field when a weather-related event occurs in the midst of a planned athletic event. Consequently, the case provides students with an opportunity to critically examine the following: 1) how a sport organization should respond to a crisis; 2) the impact of decision-making on various event stakeholders; 3) the ethics involved in decision-making; and 4) how sport and event managers should respond to public criticism. The case is intended for use in classes focused on event management, sport ethics, and public relations.
Adam Cohen and Calvin Nite
, & Quinlan, 2017 ). In a study reflecting on the impact of experiential learning in a sport event management course and sport leadership course, McDonald and Spence ( 2016 ) emphasized positive outcomes such as students’ vertical development and students’ preparation to handle complex decision making. While
Kirstin Hallmann, Anita Zehrer, Sheranne Fairley, and Lea Rossi
motivations in predicting behavioural intention within the theory of planned behaviour . International Journal of Hospitality and Event Management, 1 ( 2 ), 111 – 134 . doi:10.1504/IJHEM.2014.066987 10.1504/IJHEM.2014.066987 Bang , H. , & Ross , S.D. ( 2009 ). Volunteer motivation and satisfaction
Fei Gao, Bob Heere, Samuel Y. Todd, and Brian Mihalik
.1080/16184740903554140 10.1080/16184740903554140 Hede , A.M. ( 2007 ). Managing special events in the new era of the triple bottom line . Event Management, 11 ( 1–2 ), 13 – 22 . doi:10.3727/152599508783943282 10.3727/152599508783943282 Heere , B. , Van Der Manden , P. , & Van Hemert , P. ( 2015 ). The South
R. Dale Sheptak Jr. and Brian E. Menaker
and Education (pp. 93 – 105 ). Sydney, Australia : Australian Centre for Event Management . Kalleberg , A.L . ( 2009 ). Precarious work, insecure workers: Employment relations in transition . American Sociological Review, 74 ( 1 ), 1 – 22 . doi:10.1177/000312240907400101 10
Beth A. Cianfrone and Timothy Kellison
speakers’ event with the NCAA and ABHC in January, had two students intern with the ABHC, and taught a special topics Event Management course, which centered on the Final Four and featured NCAA and ABHC speakers each week. As part of the course, the 25 students were to serve as the lead volunteers, known
Sport management as an academic discipline requires a balance of theory and practice through endowing students with knowledge, critical thinking skills, and expertise (Cuneen & Parks, 1997). Professionals call for students being “prepared” for the demands of the sport industry through the acquisition of a quality education and a significant amount of hands-on experience before entering the work force. Researchers have recommended utilizing experiential pedagogical strategies to not only provide the hands-on engagement but also to challenge students to use their knowledge for the public good (e.g., Bruening, Madsen, Evanovich, & Fuller, 2010; Chalip, 2006; McKelvey & Southall, 2008; Pauline & Pauline, 2008). It also supports the recent trend to educate students in the world beyond the confines of the college campus. Boyer (1996) noted engaging outside the confines of campus will not only give students hands on experience but also, cultivate a student’s cognitive and moral development, which is often underestimated in higher education.