The purpose of this study was to examine the influence of age, ethnic, and organizational tenure diversity on occupational commitment and occupational turnover intent among coaching staffs. Data were gathered via questionnaire from coaches in 48 NCAA Division IA football coaching staffs (235 coaches). Hierarchical regression analyses, controlling for the success of the team and the number of respondents per team, indicated that the block of diversity variables accounted for 18% (p < .05) of the variance in occupational commitment and 16% (p < .05) of the variance in occupational turnover intentions. Tenure and ethnic diversity were significant predictors in both analyses, although age diversity was not. Implications are discussed in relation to the complexity of diversity and strategies to mitigate the negative effects of group diversity on group-level outcomes.
George B. Cunningham and Michael Sagas
George B. Cunningham, Michael Sagas, Marlene Dixon, Aubrey Kent, and Brian A. Turner
The purpose of this study was to examine the impact of internships on students’ career-related affect and intentions. Data were gathered from 138 upper-level undergraduate sport management students (71 interns, 67 noninterns). A doubly multivariate repeated measures model indicated that, although they did not differ at the beginning of the internship, interns had less positive attitudes toward the profession than did noninterns at the end of the internship. Structural equation modeling indicated that affective occupational commitment fully mediated the relationship between anticipated career satisfaction and intentions to enter the profession. The results contribute to the extant literature by demonstrating that internships can influence career-related affect and intentions.
Brian A. Turner and Packianathan Chelladurai
Three hundred twenty-eight intercollegiate coaches (men = 240, women = 88; Division I = 156, Division III = 172) responded to a questionnaire measuring commitment to their university and coaching occupation, intention to leave the organization and occupation, their team standings, and perceptions of their performance. The variables of division, gender, and marital/lifestyle status affected neither organizational nor occupational commitments. Organizational commitments of affective, normative, continuance: high sacrifice, and continuance: low alternatives correlated significantly with intention to leave the organization and cumulatively explained 23.7% of the variance. Affective, normative, and continuance: low alternatives forms of commitment to occupation correlated significantly with intention to leave the occupation and cumulatively explained 23.1% of the variance. The bases of organizational commitment cumulatively explained 5.6% and 4.9% of the variance in subjective and objective performances, respectively. Results suggest that athletic departments should focus on enhancing their coaches’ commitment to the organization in order to retain them.
Marlene A. Dixon
In her 2020 Earle F. Zeigler Award address, Marlene Dixon presented and discussed five elements of a sustained career in academia: Lifelong Learning, Authenticity, Relational Mentoring, Work-Life Balance, and Faithfulness. Dixon suggests that remaining open to new learning and taking risks helps increase capacity and vigor. Authenticity brings richness, voice, durability, and purpose. Relational mentoring brings connection, community, enrichment, and longevity. Cultivating work-life balance, rest, and self-care not only helps avoid burnout, but also improves creativity, playfulness, and liveliness. Finally, leveraging the extended metaphor from Tolkein’s Leaf by Niggle, Dixon argues that faithfulness, rather than visibility or measurable outcome, defines the meaning and value of our work and contribution not only to science, but also to our life circles.
Gi-Yong Koo, Michael J. Diacin, Jam Khojasteh, and Anthony W. Dixon
The internship could have a significant impact upon the student’s desire to enter the field after graduation. Despite a substantial amount of research that has been conducted with employees in many fields, relatively little research has been conducted with sport management interns. The purpose of this study, therefore, was twofold: (1) investigate the satisfaction of student-interns with characteristics of the internship experience and (2) investigate the effect of students’ satisfaction with their internship on their affective occupational commitment for and subsequent intentions to pursue employment in the sport management field. A total of 248 undergraduate students from two universities in the Southeastern United States completed a survey. Participants generally indicated satisfaction with opportunities to develop pertinent skills, engage in meaningful tasks, and build professional networks during the internship. Those who reported satisfaction with the internship were more likely to enter the field after graduation than those reporting dissatisfaction. Implications of these findings for site supervisors and sport management faculty were discussed.
Molly Hayes Sauder and Michael Mudrick
sample of undergraduate sport management students into interns and noninterns. Students who completed an internship had lower anticipated career satisfaction, lesser occupational commitment, and fewer intentions to enter the sport management profession compared with students who had not engaged in an
George B. Cunningham, Na Young Ahn, Arden J. Anderson, and Marlene A. Dixon
different types of occupational commitments largely led to coaches’ occupational turnover intentions. The results suggested that the affective occupational commitment and fewer career opportunities largely affected occupational turnover intentions in the coaching profession. 88 women, 240 men .18 Cunningham
Kim Gammage, Jeff Caron, Alyson Crozier, Alison Ede, Matt Hoffman, Christopher Hill, Sean Locke, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, and Svenja Wolf
://www.researchgate.net/profile/Nir-Milstein Compulsive Exercise May Be Socially Determined Compulsive exercise (CE) encompasses an excessive drive to exercise, while ignoring ailments or injuries, disregarding social or occupational commitments, and experiencing intense guilt when unable to adhere to one’s rigid exercise routine. Individuals who
Kelsie Saxe, Lauren Beasley, Elizabeth Taylor, and Robin Hardin
and Sagas ( 2004 ) explored turnover intentions of NCAA football coaches through the frameworks of occupational commitment, social categorization, and similarity attraction and specifically sought to understand differences in intentions based on varying factors (i.e., ethnicity, age, tenure). More
Thomas J. Templin, Kim C. Graber, and K. Andrew R. Richards
.F. , & Che , J. ( 2013 ). The impact of preservice preparation and early career support on novice teachers’ career intentions and decisions . Journal of Teacher Education, 20 , 1 – 18 . Geer , B. ( 1968 ). Occupational commitment and the teaching profession . In H.S. Becker , B. Geer , D