Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.
Anne C. Russ, Dani M. Moffit, and Jamie L. Mansell
Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma
Internships in higher education are not a new practice. In fact, it is generally noted that the first formal internship program occurred in 1889 at Johns Hopkins Medical School ( Wentz & Ford, 1984 ). Prior to this, medical school faculty were developing ways for medical “apprentices” to acquire
Molly Hayes Sauder and Michael Mudrick
sport; in some studies, employers have rated it as the most important aspect of a curriculum ( Petersen & Pierce, 2009 ; Stier & Schneider, 2000 ). Similarly, research on the perceptions of sport management graduates found that one form of experiential learning, the internship, was the most relevant
Michael A. Odio, Patty Raube Keller, and Dana Drew Shaw
Sport management has joined other disciplines in embracing internships as a method of having students connect their classroom knowledge with practical experience ( Eagleman & McNary, 2010 ; Sattler, 2018 ). While evidence supporting the educational and career-related benefits of internships
Nefertiti A. Walker, Kwame J.A. Agyemang, Marvin Washington, Lauren C. Hindman, and Jeffrey MacCharles
, Hadani et al. ( 2012 ) conducted a study on hiring practices of university academic departments, finding that, although merit-based criteria were relevant, an academic’s network was especially significant to them getting a job. More recently, discussion has centered on unpaid internships (including the
Cole McClean, Michael A. Odio, and Shannon Kerwin
Internships in the academic context, alternatively viewed as “supervised work experiences,” allow students an opportunity to apply classroom learning, develop skills, continue building a professional network, and potentially act as an entry point to a chosen industry ( McMahon & Quinn, 1995 ; O
Liz Sattler and Rebecca Achen
An internship is often considered the culminating experience of students’ academic progress and the link that connects them to their future career in the sport industry. Foster and Dollar ( 2017 ) classified a sport management internship as a full-time work experience to be completed after all
Robin Hardin, Elizabeth A. Taylor, and Emily Sleadd
Internships and experiential learning were a key component in the early development of sport management curricula, and this emphasis has continued during the past 4 decades ( Eagleman & McNary, 2010 ; Foster & Dollar, 2010 ; Hayes Sauder & Mudrick, 2018 ). Internships are opportunities for
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.
Michael Odio, Michael Sagas, and Shannon Kerwin
The internship experience is generally recognized for its educational and career-related benefits (Gault, Leach, & Duey, 2010); however, scholars are beginning to question the merit and expected benefits of undergraduate internships in sport management (King, 2009; Schneider & Stier, 2006). Further research has found evidence that the internship experience may negatively influence students’ intent to enter the profession (Cunningham, Sagas, Dixon, Kent, & Turner, 2005). The current study uses a longitudinal approach and qualitative analysis to examine the influence of the internship on students’ career-related decision making. Findings show that the internship plays a major role in shaping students’ career trajectory; however, many students come away more confused about their career path than before their internship. Further findings reveal issues related to intern supervision and the type of learning opportunities available to students.