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In the 1960s, sport management emerged as an academic discipline in the United States, with an emphasis on the administration of the collegiate and professional sport industries ( Parks & Olafson, 1987 ; Pitts, 2001 ). In subsequent decades, largely spearheaded by researchers based in developed

Do full-time sport management job postings ask for practical experience as a requisite for employment? Is practical experience required in the majority of full-time faculty positions in sport management/administration? These were questions raised by a conversation on the North American Society for

in interdisciplinary research and processes and its applied research methods, colleges and universities have rushed to “be green” in areas of engineering, business, management, and tourism ( Dale & Newman, 2005 ). Although the topic has received scant attention in the sport management pedagogical

competencies: critical thinking/problem solving, oral/written communications, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/intercultural fluency ( National Association of Colleges and Employers, 2017 ). Employers want to hire students who can

sales profits, a larger customer base, and greater relative earnings. Organizations with a critical mass of at least 30% of women in top management have been shown to have significantly better performance than those with no women in top management in regard to various criteria ( Catalyst, 2013

as a critical component of sport management education and industry preparation ( Case, 2007 ; Foster & Dollar, 2010 ; Judge et al., 2011 ; Petersen & Pierce, 2009 ). As a result, sport management programs have adopted experiential learning as part of their curricula on a number of levels ( Case

standard tuition rates, and creating more short-term opportunities that better fit into student schedules ( Haynie, 2014 ; Lewis, 2015 ). This trend seems to be happening across all disciplines, including sport management. However, although sport management programs appear to be interested in offering

The edited transcript below is from the session on critical conversations about qualitative research at the North American Society of Sport Management (NASSM) conference in Denver, CO, on Friday, June 2, 2017. One of the primary reasons the word critical was included in the title of this session is

Sport management academic programs have long featured experiential learning as a key element in the curriculum ( DeSensi, Kelley, Blanton, & Beitel, 1990 ; Eagleman & McNary, 2010 ; Parkhouse, 1987 ). Within the modern landscape of sport management education, the Commission on Sport Management

The ability to spread a new idea remains a key strategy for organizations and individuals. Whether in business to increase revenue, in politics to promote causes, or in health care to improve patient well-being, spreading a new idea is important for success. For new and emerging sport management