complex world which presents them with situations we never could have possibly envisioned. How to prepare them? ( Hums, 2010 , p. 8) Dr. Mary Hums posed an important question to the sport management academy during her 2010 Zeigler Lecture: How can academics best prepare students for the complex
Christopher R. Barnhill, W. Andrew Czekanski and Adam G. Pfleegor
Elizabeth A. Taylor, Allison B. Smith, Cheryl R. Rode and Robin Hardin
appearance. Comments in regard to her attractiveness, her clothing, and a desire for a sexual relationship appear in the comments. Dr. Angela Wilcox begins a discussion in her Foundations of Sport Management course in regard to the National Football League (NFL) Combine. Several male students are surprised
G. Matthew Robinson, Mitchell J. Neubert and Glenn Miller
settings ( Parris & Peachey, 2013 ; Van Dierendonck, 2011 ). Interestingly, although there exists an extensive amount of research and educational literature examining the importance of leadership in and outside of sport, only recently has servant leadership begun to receive elaboration in sport management
Jörg Vianden and Elizabeth A. Gregg
are least interested in conversations with diverse peers, in selection of elective diversity courses, or in attendance at diversity programs or events. The sport industry and sport management programs at colleges and universities nationwide are white, male-dominated realms ( Hancock & Hums, 2011
Jules Woolf and Jess C. Dixon
) brains are better than one. The added members, and ostensibly, added diversity to a group, are axiomatically considered to improve the quality of decisions. However, the reality is much more complicated. This presents a challenge for sport management educators, namely, teaching decision-making skills and
Nels Popp, Erianne A. Weight, Brendan Dwyer, Alan L. Morse and Amy Baker
This study examined satisfaction levels with graduate sport management programs in the United States. A 26-item graduate degree program satisfaction instrument was developed and administered electronically to a sample of current students and alumni from seven sport management master’s degree programs yielding a 54.31% response rate (N = 302). Respondents generally indicated high levels of satisfaction with their decision to pursue a graduate sport management degree, but were significantly less satisfied with the specific school they attended. Respondents indicated the most beneficial courses included current topics, sport and society, sport marketing, and sport ethics, whereas the least beneficial courses included statistics, international sport, and research methods. Students who earned their undergraduate degree in business were consistently less satisfied with how well their graduate program taught them various sport management skills compared with students with undergraduate degrees in sport management, sport-related studies, or other majors.
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.
Karen Danylchuk, Robert Baker, Brenda Pitts and James Zhang
This study examined the perspectives of sport management academicians regarding their experiences supervising international graduate students. Fifteen experts were interviewed and provided their perspectives on practices used in international student involvement—specifically, student identification, recruitment, acceptance, orientation, progress, and retention, and the inherent challenges and benefits. The primary challenges cited by the majority of participants were language and cultural differences in learning; however, all participants concurred that the benefits of supervising international students far outweighed the challenges. These benefits included, but were not limited to, bringing international and global perspectives into the learning environment, which was positive for both students and professors. Findings from this study may provide program administration with insights on key factors affecting the quality of delivery of sport management education to international students. Consequently, high-quality programs can be developed to meet the needs of students from diverse cultural and educational backgrounds.
Chen Chen and Daniel S. Mason
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
Jimmy Sanderson and Blair Browning
This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.