precedence over focus on career-related skills, the latter of which was perceived as more important for their internship work ( Spence, 2008 ). Sport Management Intern Satisfaction Several studies have focused on the concept of student satisfaction with sport management internships. Odio and Kerwin ( 2016
Molly Hayes Sauder and Michael Mudrick
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.
J. Michael Martinez and Christopher R. Barnhill
Although scholars have explored sense of community in both online and face-to-face education, there has been little research of this topic in online sport management education. The community of inquiry (CoI) framework focuses on three aspects of overall student engagement in online education: social presence, cognitive presence, and teaching presence. It is through the interaction of these areas that a community of learning can be developed in online courses, and effective higher levels of learning can be implemented. The purpose of this review is to provide an overall perspective of the CoI framework as a means to enhance the student experience through discussion of social, cognitive, and teaching presence. In addition, implications for practical application in sport management programs and directions for future research of the CoI framework within sport management education will be provided, and related outcomes will be explored.
Gregg Bennett, Khalid Ballouli, and Jason Sosa
The purpose of this investigation was to assess the effectiveness of a sport management student exchange program. During a summer semester, Wilson University1 faculty hosted a 39-day exchange and study tour made possible due to funding from the U.S. Department of State’s Fusion Arts Exchange program. The theme of the program, the American Sports Brand, was based on an original model focused on creating a deeper understanding of U.S. society, culture, and values among a multinational group of students through an intensive study of the formation, development, and business practices of the American Sports Brand. Participants included 15 international students and five American undergraduate students. A mixed methodological framework was used to examine student learning, perceptions, and experiences. Findings indicate that the exchange was perceived as “sometimes good, sometimes not so good” by the participants. Implications of the findings and suggestions for future research are discussed.
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.
Yang Liu, Yan Tang, Zhen-Bo Cao, Jie Zhuang, Zheng Zhu, Xue-Ping Wu, Li-Juan Wang, Yu-Jun Cai, Jia-Lin Zhang, and Pei-Jie Chen
(PE) of students, 2) the frequency and duration of PE course, 3) the amount of accredited PE teachers, 4) Facilities, 5) Equipment, and 6) Students’ satisfaction with PA and exercise-related opportunities in school. Community and Environment F 14.8% of responses met the benchmark regarding facilities
Carrie LeCrom and Michael Naylor
, sometimes not so good”: Student satisfaction with a sport management exchange program . Sport Management Education Journal, 5 ( 1 ), 14 – 31 . doi:10.1123/smej.5.1.14 10.1123/smej.5.1.14 Choi , J.-S.A. , Kim , M.J. , & Park , S.-B.R. ( 2013 ). Globalising sport management curriculum: An analysis
Duane Knudson and Karen Meaney
faculty leave the innovation-decision process? Physical Review Special Topics—Physics Education Research, 8 , 020104 . PubMed ID: 30080952 doi:10.1103/PhysRevSTPER.8.020104 10.1103/PhysRevSTPER.8.020104 Huyn , J. , Ediger , R. , & Lee , D. ( 2017 ). Students’ satisfaction on their learning
K. Andrew R. Richards and Kim C. Graber
); “encourage positive faculty–student relationships” ( M = 5.02, SD = .99); and “provide access to academic advising services” ( M = 4.93, SD = 1.03). Strategies perceived to be the least effective include “survey student satisfaction” ( M = 3.86, SD = 1.19); “provide peer tutoring” ( M = 3.87, SD
Megan B. Shreffler, Adam R. Cocco, and Jacob R. Shreffler
to student satisfaction, research examining the factors that contribute to student satisfaction in online courses found that instructor variables, such as communication, feedback, preparation, content knowledge, teaching methods, encouragement, accessibility, and professionalism, were related to