Search Results

You are looking at 1 - 8 of 8 items for :

  • "vertical development" x
  • Refine by Access: All Content x
Clear All
Open access

Shannon Kerwin and Kirsty Spence

et al., 2009 ). Spence et al. ( 2009 ) noted that sport management educators can design and administer undergraduate curricula focusing on students’ vertical development, thereby facilitating their perceptions of self and their leadership development. Cook-Greuter and Soulen ( 2007 ) defined vertical

Restricted access

Mark A. McDonald and Kirsty Spence

Restricted access

Kirsty K. Spence, Daniel G. Hess, Mark McDonald, and Beth J. Sheehan

As sport management graduates enter into a rapidly shifting industry with fluctuating environmental conditions, the need for greater leadership capacity arises (Amis, Slack, & Hinings, 2004). Sport management educators can facilitate leadership development by designing and administering undergraduate curricula that focuses on students’ vertical development. According to Cook-Greuter (2004), vertical development is defined as “how we change our interpretations of experience and how we transform our views of reality” (p. 276). The purpose of this paper is to outline a curricular framework that may impact students’ vertical development and thus increase future leadership capacity. To fulfill this purpose, the conceptual connection between vertical development, the Leadership Development Framework (LDF), and Experiential Learning (EL) is first explained. The curricular framework is then outlined in the context of a pilot study facilitated within a sport management (leadership) course in January 2008. Suggestions for future empirical projects to measure the impact of EL curricula on students’ vertical development are also offered.

Restricted access

Annemarie Farrell

of these chapters include both ethical and moral considerations, as well as implications for management. The text does an excellent job of integrating issues of controversy with an analysis of ethical decision making. The use of vertical development as a highlighted concept seems to run directly

Restricted access

Jaime R. DeLuca and Emily Fornatora

: Sage . MacDonald , M.A. , & Spence , K. ( 2016 ). Experiential learning: Impacting student lateral and vertical development . Sport Management Education Journal, 10 ( 2 ), 140 – 147 . doi:10.1123/smej.2015-0026 10.1123/smej.2015-0026 Maxwell , J.A. ( 2005 ). Qualitative research design: An

Restricted access

Adam Cohen and Calvin Nite

, & Quinlan, 2017 ). In a study reflecting on the impact of experiential learning in a sport event management course and sport leadership course, McDonald and Spence ( 2016 ) emphasized positive outcomes such as students’ vertical development and students’ preparation to handle complex decision making. While

Restricted access

G. Matthew Robinson, Mitchell J. Neubert, and Glenn Miller

, Rooke, & Torbert, 2003 ). Regarding servant leadership, lateral development may focus on increasing students’ knowledge of servant leadership and enriching current communication skills (e.g., written, verbal, and interpersonal skills). Vertical development through experiential learning also has become

Restricted access

Molly Hayes Sauder and Michael Mudrick

provides a framework for incorporating innovative pedagogical elements in sport management internships so as to foster both lateral (i.e., career development competencies) and vertical development (i.e., learning to interpret oneself, others, and the work environment with more expansive perspectives). Such