capacity needs ( Andersson et al., 2016 ; Brothers & Sherman, 2012 ; Connolly, 2006 ; Stevens, 2001 ). For example, Stevens ( 2001 ), holistic life-stage model, “[ . . .] assumes there are multiple infrastructure requirements necessary to manage, govern, fund, and build durable systems in support of a
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Per G. Svensson, Fredrik O. Andersson, and Lewis Faulk
Alison Armstrong-Doherty
Increasing financial constraints have led athletic directors in Canadian universities to consider alternative sources of funding to supplement traditional university and student support. A profile of the current structure of athletic funding was developed to provide a better understanding of who is paying for interuniversity athletics and to address concerns about the possible implications of this support. Athletic directors at 34 Canadian universities reported the amounts of financial resources received from various sources during the previous fiscal year; the amount from each source was calculated as a percentage of the total athletic budget. The results indicate that the majority of funding for interuniversity athletics continues to be secured from university funds and/or student fees, although a decline in the former was noted. An increase in the percentage of funding from internal revenues generated by the athletic department was observed. However, funding from nonuniversity sources continues to be relatively minimal.
Katherine Thomas Thomas
External funding increases as the number of quality proposals submitted increases; increasing the number of faculty submitting proposals is a logical step to increase external funding. Reflecting on a physical educator’s > $1.5 million grant portfolio, two main themes emerge: the role of the PI and the unit administrator. Realizing increases in external funding is in part a result of administrators empowering faculty for success, and five administrator strategies have been identified. These strategies include: (1) value all sources of external funding (e.g., teaching, research, outreach, federal, foundation), (2) reward the process and the outcomes (a good proposal is equal to a data-based paper), (3) facilitate connections for collaboration (e.g., spread the word about your faculty), (4) provide infrastructure (from labs to personnel evaluation), (5) identify and develop potential. Important strategies for PIs include: (1) write proposals, (2) take risks, (3) answer the phone, (4) details matter, and (5) seek collaborators.
Scott E. Gordon, John B. Bartholomew, Richard B. Kreider, Ronald F. Zernicke, and Mary E. Rudisill
This is an era in which academic units in higher education are expected to do more with less. State- and institutionally-appropriated funding streams are generally decreasing or stagnant. Federal grant funding is at its lowest level in years, and unlikely to rebound anytime soon. Institutions are restricting tuition increases to allow greater accessibility to students of limited means as well as to heed public demand for more accountability in the “educational product”. Enrollment growth adds pressure to academic units but rarely results in immediate resources directed to the affected units. To compound this problem, kinesiology is one of the fastest growing majors nationwide. With such mounting pressures on academic units and their leaders, creative entrepreneurial resourcefulness is not only rewarded, but required. This paper presents a series of successful and practical resource-generating strategies from the unique perspectives of units at several different institutions.
Peter J. Ellery and Michael J. Stewart
A survey of the 13 master’s level and five doctoral level adapted physical education programs that received federal funding in the United States in 1998 was conducted to develop a profile describing their attributes. The response rate was 100% (N = 18). Results indicated that these programs, in general, had received funding for more than 15 years, offered coursework from an average of three different academic disciplines, had a high graduate employment rate within 12 months of graduation, and had about one third of the graduates representing a recognized minority group. Master’s level teacher preparation programs were concentrated in the eastern region of the U.S., had graduates with predominantly in-state home addresses, and had graduated predominantly females. Doctoral level leadership programs were geographically distributed across the U.S., had graduates with predominantly out-of-state home addresses, and had equal graduate representation from both genders.
John H. Challis
arrive at the total number of publications submitted by a program. A separate bibliography listed all of the book chapters from a program. On submission, the program chairperson and a budget officer signed to authenticate the reported funding data. One item in the submitted data is the number of members
Peter R. Giacobbi Jr., Matthew P. Buman, Kimberly J. Romney, Monica R. Klatt, and Mari J. Stoddard
The purpose of this review was to evaluate the scope, impact, and methods of research funded by the National Institutes of Health (NIH) in kinesiology departments. Information was obtained from university websites, the Research Portfolio Online Reporting Tool (RePORT), PubMed, Google Scholar, and Journal Citation Reports (JCR) from the Institute of Scientific Information (ISI) Web of Knowledge. Abstracts from 2,227 published studies funded by the NIH were reviewed. The National Institute on Aging funded the largest portion of grants. Metabolic functioning, the nervous system, pathology, and cardiovascular diseases were the major foci. Human and animal studies were predominantly discovery-oriented (e.g., comparative studies, clinical research) with a large percentage of translational approaches. Recommendations for interdisciplinary research are provided.
Janos Vaczi and Peter Berkes
In Hungary, sports do not appropriately act as a social and economic catalyst in the key market segments—leisure sports and spectator sports. To date, despite the media’s increasing role in sports sponsorships, no coherent model has been presented to improve Hungary’s chronically underfunded sport industry by raising extra funds. The reviewed international literature fails to provide a consistent and uniform model. The first part of the study describes the history of Hungary’s sport industry in the past 20 years. An examination of the background of sports funding is followed by a description of key directions in funding practices. The focus is on providing a high-level introduction to the various funding systems. The conclusion is that with the necessary communication and media support, a new gambling-related, government-controlled sport-marketing program can provide extra funds for Olympic sports federations and the sport industry in general.
Brian D. Dauenhauer, Xiaofen D. Keating, and Dolly Lambdin
systematic attempts at understanding the types of physical education-related data that are collected in a federally funded school district and how the data collection process unfolds in practice. Findings suggest that input and outcome data associated with the PEP grant were given highest priority, and were
Sheri J. Brock, Danielle Wadsworth, Nikki Hollett, and Mary E. Rudisill
The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.
