Sport Management Education Journal (SMEJ) promotes advancement of the body of knowledge in pedagogy as it relates to sport management education and disseminates knowledge about sport management courses, curricula, teaching, and faculty affairs. This established semiannual journal addresses a range of issues concerning graduate and undergraduate education in sport management. Topics of interest include curriculum development, accreditation, employment competencies, effective teaching methods, experiential learning, online learning, and issues and trends in sport management education. Manuscripts based on conceptual, philosophical, and empirical inquiry will be considered for publication.
SMEJ also features a special section called Pedagogical Innovations. In an effort to encourage growth in the exchange of pedagogical practices in sport management, this section solicits contributions that aid SMEJ readers in both a scholarly and expressly practical manner. These submissions address the everyday needs of sport management educators and industry professionals in search of ideas that can be put to use immediately. Submission categories include Case Studies, Educational Research Reviews, and Essays, Dialogues, and Interviews.
SMEJ is also collaborating with the Teaching & Learning Fair held in conjunction with the NASSM conference to provide researchers an opportunity to publish works that are extended descriptions of presentations they made there. These submissions describe and explain a project or strategy that has been successfully implemented in the sport management classroom. The aim is to share practical ideas in a scholarly manner that is easily accessible and understandable.
SMEJ is available in a digital format, providing online subscribers with the same authoritative content of the print edition but with additional advantages including the ability to search articles in seconds and access to all back issues. The content of the online version of SMEJ is available weeks before the print version arrives by mail, and online subscribers can receive the table of contents of each issue by e-mail when a new issue has been published.
David Shonk James Madison University, USA
Michael Kanters, North Carolina State University (2006–2009)
Mary Hums, University of Louisville (2009–2012)
Damon Andrew, Louisiana State University (2012–2015)
Lynn Ridinger, Old Dominion University (2015–2018)
Robin Hardin, University of Tennessee (2018–2021)
Joshua Pate James Madison University, USA
Pedagogical Innovations Editor
Megan Shreffler University of Louisville, USA
Teaching & Learning Fair Editor
John Miller University of Southern Mississippi, USA
Genevieve Birren, SUNY Cortland, USA
Leigh Ann Danzey-Bussell, Trevecca Nazarene University, USA
Lindsey Darvin, SUNY Cortland, USA
Jaime DeLuca, Towson University, USA
Jeremy Foreman, University of Louisiana, USA
Elizabeth Gregg, University of North Florida, USA
Michael Hutchinson, University of Memphis, USA
Daniel Larson, University of Oklahoma, USA
Leeann Lower-Hoppe, The Ohio State University, USA
Michael Martinez, Louisiana State University, USA
Kristy McCray, Otterbein University, USA
Jillian McNiff Villemaire, Southern Connecticut State University, USA
Timothy Mirabito, Ithaca College, USA
Erin Morris, SUNY Cortland, USA
Michael Odio, University of Cincinnati, USA
Adam Pfleegor, Belmont University, USA
Jimmy Sanderson, Texas Tech University, USA
Allison Smith, University of Massachusetts-Boston, USA
Jim Strode, Ohio University, USA
Elizabeth Taylor, Temple University, USA
Dustin Thorn, Xavier University, USA
Clinton Warren, University of Minnesota, USA
Doyeon Won, Texas A&M University-Corpus Christi, USA
Human Kinetics Staff
Julia Glahn, Senior Journals Managing Editor
Prior to submission, please carefully read and follow the submission guidelines detailed below. Authors must submit their manuscripts through the journal’s ScholarOne online submission system. To submit, click the button below:
The Journals Division at Human Kinetics adheres to the criteria for authorship as outlined by the International Committee of Medical Journal Editors*:
Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:
a. Conception and design, or analysis and interpretation of data; and
b. Drafting the article or revising it critically for important intellectual content; and
c. Final approval of the version to be published.
Conditions a, b, and c must all be met. Individuals who do not meet the above criteria may be listed in the acknowledgments section of the manuscript. *Uniform requirements for manuscripts submitted to biomedical journals. (1991). New England Journal of Medicine, 324, 424–428.
Human Kinetics is pleased to allow our authors the option of having their articles published Open Access. In order for an article to be published Open Access, authors must complete and return the Request for Open Access form and provide payment for this option. To learn more and request Open Access, click here.
The Sport Management Education Journal encourages the submission of manuscripts in a number of areas as they relate to diverse issues in the field of sport management education. Studies using quantitative and/or qualitative approaches are welcomed. The journal publishes research and scholarly review articles in the field of sport management education.
Authors should follow the guidelines in the Publication Manual of the American Psychological Association (7th edition; www.apa.org). Manuscripts must be submitted in American English. All tables, figure captions, and footnotes must be grouped together on pages separate from the body of the text. Reference citations in the text must be accurate concerning dates of publication and spelling of author names, and they must cross-check with those in the reference list. Manuscripts will be summarily rejected if they do not follow the APA guidelines.
Manuscripts submitted will be judged primarily on their substantive content, but writing style, structure, and length are very important considerations. Poor presentation is sufficient reason for the rejection of a manuscript. When first received, manuscripts will be evaluated by the editor in terms of their contribution-to-length ratio. Thus, manuscripts should be written as simply and concisely as possible. Papers should be no longer than 40 double-spaced pages (using one-inch margins and Times New Roman 12-point font), inclusive of references, tables, figures and appendices. The first page of the manuscript should include only the title of the manuscript. All manuscripts must include an abstract of 150–200 words and three to six keywords chosen from terms not used in the manuscript title. Line numbers should be embedded in the left margin beginning with the abstract to facilitate the review process. Line numbering should be continuous throughout the manuscript including the references.
Please note that a blind review process is used to evaluate manuscripts. As such, any clues to the author’s identity should be eliminated from the manuscript. The first page of the manuscript must not include author names or affiliations, but it should include the title of the paper and the date of submission.
Manuscripts must not be submitted to another journal while under review by the Sport Management Education Journal nor should manuscripts have been previously published. Manuscripts are read by reviewers, and the review process generally takes approximately 12 weeks. Manuscripts will be evaluated in terms of topical relevance, theoretical and methodological adequacy, and clarity of explanation and analysis. Authors should be prepared to provide the data and/or research instrument(s) on which the manuscript is based for examination if requested by the editor. Comments from reviewers concerning manuscripts along with the editorial decision are made available to authors.
Questions about the journal or manuscript submission should be directed to the Editor-in-Chief of the journal, Robin Hardin, at email@example.com.
In an effort to encourage growth in the exchange of pedagogical practices in sport management, a Pedagogical Innovations section of the journal has been established. This section is designed to solicit a variety of original and creative contributions that will aid SMEJ readers in both a scholarly and practical manner. Therefore, these submissions should advance new and inventive pedagogical practices or improvements on established teaching methods. They also should address the everyday needs of sport management educators in search of ideas that can be put to use immediately.
Contributions to this section will vary in length. Essays, Dialogues, & Interviews are usually limited to 2,000 words. Case Studies and Educational Research Reviews should be between 6,000 and 10,000 words inclusive of references, tables, figures, and appendices, allowing readers to digest a large amount of material in a usable form. Additionally, articles should be written in a brief, easy-to-read, ready-to-use format, and, depending on the subject matter, focus on specific activities and include lists of steps and necessary resources.
Submission categories for the Pedagogical Innovations section include the following:
Case studies should be developed in order to provide readers with an abbreviated but adequate understanding of a particular theory (e.g., social identification theory, LMX theory), research topic (e.g., consumer satisfaction, organizational politics, realistic job previews), or business issue (e.g., screening possible interns, creating a school or conference television network) and its application to a particular sport industry realm. The business issue may pertain to a real event or a fictitious scenario created by the authors to illustrate a potential business problem and possible solutions. Case studies published in the Pedagogical Innovations section of SMEJ should contain two sections:
1. The case study narrative. Case study narratives should be written in a way that engrosses and holds the interests of students. The narrative of the case should be preceded by an abstract of no more than 150 words.
2. The instructor teaching notes. Teaching notes should include advice for instructors about the target audience of the case, the learning objectives, the particular theories and frameworks used, discussion questions, and strategies for using the case in the classroom. This section also may include supporting materials to be used in the case, such as tables, charts, and exhibits.
The case study and teaching notes should be prepared as a single document. Both sections combined should be between 4,000 and 6,500 words. If more space is needed, please contact the section editor prior to submitting your manuscript.
Educational Research Reviews
Papers submitted as educational reviews should be focused on one of three content areas: research reviews, theoretical reviews, or instructional technique reviews. An abstract of no more than 150 words should be included with the review. Authors interested in submitting a manuscript to the Educational Research Reviews section should make clear the nature of their content and why it is relevant to sport management instructors and students (future sport professionals). The rationale that a review is needed because a given phenomenon has not been adequately examined in sport, for example, is not sufficient justification for a review. Instead, if a topic has not been extensively examined in the sport literature, authors should consider how a focal phenomenon has been studied in the relevant literatures (e.g., business, education, psychology) and then build a case for why infusing this phenomenon into our sport management curricula and work is important. The following questions may also help guide authors in the development of their manuscript:
What is the sum of the ways a focal phenomenon is studied in the sport literature? In other words, provide a summary of key studies.
What is the problem? What is the gap in the literature?
Why is the problem important? That is, why is it important to address the gap in the literature?
Does the proposed review address the problem (bridge the gap)?
In addressing the problem, does the review make a strong case as to why it represents a worthwhile contribution to the sport management discipline?
What are the implications of the review for sport management educators and professionals?
Option 1: Research reviews provide a thorough examination of the body of research on a single topic or a collection of similar or related topics. Research reviews go above and beyond a general review of the literature. Authors interested in writing a research review should identify a phenomenon (e.g., consumer behavior, leadership, recruiting) that is both important and relevant to the study and practice of sport management. After doing that, authors should identify a problem with the current state of research about this phenomenon, explain the importance of the problem, state how their review will address the knowledge gap, and then critically review and synthesize the relevant scholarship. Research reviews also should include a detailed take-home message for sport management instructors. This component of the research review brings together in an applied fashion the aggregate body of information compiled in the literature review.
Option 2: Theoretical reviews critically describe the evolution of theories and the way they are understood in different contexts, with particular attention being paid to sport contexts. Much like a research review, a theoretical review should identify a phenomenon (e.g., consumer satisfaction, leadership) and make the case for studying it. From there, having identified the phenomenon, authors should identify popular theoretical explanations of the chosen phenomenon. What are the strengths and weaknesses of these theoretical explanations? Does research support the identified theoretical explanations? Which theory may hold the most promise for understanding the identified phenomenon and, thus, should be taught to sport management students? Indeed, in answering the latter questions, authors should make clear how they are proposing the sport management discipline can move a particular theory forward to better understand a phenomenon.
Option 3: Instructional technique reviews explore instructional techniques (both methods and methodologies) used in education. This sort of review varies slightly from the other review options because there may not be many scholarly sources on typical ways a particular concept is taught in sport management courses. Consequently, findings gaps in the literature may be very difficult. Therefore, authors should focus on a particular area of sport management (e.g., human resource management, finance, marketing, sales) and explain how an undergraduate or graduate course in this area can be taught in new and interesting ways. Simply sharing teaching tactics is not appropriate for this section. Authors should provide sufficient background information about the nature and purpose of the sport management course, their proposed method of teaching students about the cognate area, and why the chosen approach is valuable to sport management instructors. If possible, authors should also make a strong connection to the learning theories and relevant scholarship upon which their proposed methods for teaching a sport management course are based. Lastly, authors should provide clear instructions as to how their teaching methods can be integrated into sport management classrooms by fellow instructors.
Essays, Dialogues, & Interviews
The journal seeks a wide variety of provocative manuscripts on current and future issues and trends in teaching, learning, and sport management education for this section of the journal. Authors should limit their submission to approximately 2,000 words.
Essays are original commentaries or critiques that are theoretically or scholarly driven, rather than opinion-based. Such submissions should be well-reasoned and thought-provoking. An essay may focus on ideas and concepts essential to sport management education, emerging trends, and issues raised at conferences or symposiums. For example, an essay may expand upon a concept from a conference presentation and how implementation of that subject may enhance sport management education (while supported by literature). Rather than documenting narrative accounts of author experiences using specific instructional technologies, techniques, courses, or program creation, essay contributions may reflect upon those experiences and offer substantial scholarly support as to why those experiences may be beneficial to sport management education. Essays may also address a specific issue or topic in sport management and the applicability to sport management education or the integration into curriculum.
Dialogues are responses to papers previously published in SMEJ and should be respectful, thought-provoking, and supported through literature. Authors interested in submitting a paper as a dialogue should reference the original published work, offer a response to the work, and support that response with published literature or theoretical framing. Submissions may be an opposing or alternative view in response to a published article, or a response that expands previously published work to enhance the understanding of issues within sport management education.
Interviews are discussions with academics, educators, and business or thought leaders that would be of interest to the SMEJ readership. Interviews may take the shape of a Q&A, but should be largely focused toward deep discussions with the subject that relates to education in sport management. For example, a Q&A with an industry professional about his/her work is not ideal for this section. Instead, authors should consider a focused interview with multiple professionals about a topic of interest to sport management education or a deep discussion with a thought leader about such an issue. Authors should be mindful that interviews would ideally relate back to theoretical or scholarly work within the field. The following questions may help guide authors in development of an interview submission:
What is the phenomenon being discussed and why is it important for sport management education?
How can a better understanding of this phenomenon from a professional or academic perspective help advance sport management education?
Why should sport management educators hear from the person or people being interviewed?
How does this interview relate back to scholarly work in sport management education?
Authors are encouraged to consult the Pedagogical Innovations editor with their submission ideas for this section.
Exemplary Contributions are invited from prominent scholars and practitioners. Note: Uninvited manuscripts are not accepted for this section.
NASSM Teaching & Learning Fair
SMEJ is collaborating with the Teaching & Learning Fair held in conjunction with the NASSM conference to provide researchers an opportunity to publish works that are extended descriptions of presentations from the Teaching & Learning Fair. The goal of these submissions is to describe and explain a project or strategy that has been successfully implemented in the sport management classroom. The aim is to share practical ideas in a scholarly manner that is easily accessible and understandable. The submission should contain references, comparisons to related works, and other details that could not be included in the Teaching & Learning Fair presentation due to word restrictions.
The Teaching & Learning Fair submission should not be written as a qualitative or quantitative study. It should be written as a conceptual application in which the author(s) describe a learning or teaching theory and explain how they integrated it into their classroom experiences. The overall context of the submission should provide inspiration to sport management educators who may be interested in revising or adding pedagogical strategies into their sport management classes.
Only proposals of an accepted and presented submission from the most recent NASSM Teaching & Learning Fair will be considered.
Each submission is limited to a maximum of 2,500 words (not including references).
The submission should not include an abstract; type "None required" in the abstract box on ScholarOne.
All submissions will undergo a blind review by at least two reviewers who will be assigned by the Teaching & Learning Fair section editor.
It is suggested that the author(s) provide the following sections: (a) an introduction; (b) a description of the primary teaching or learning theory (e.g., cognitive, behavioral, experiential, lecture, etc.) as well as how the project or strategy is related to a teaching or learning theory; (c) a description of how the author(s) implemented the project or strategy into the class. This would provide a brief explanation of items the instructor would deem to be important as a basis of using the project or strategy, such as the class type (e.g., marketing, introduction to sport management, finance, communication), level of class (undergraduate or graduate), number of students; (d) a discussion regarding the benefits to the students and for the instructor resulting from use of the project or strategy.
Submissions will be evaluated in terms of (a) significance of the topic to sport management education, (b) conceptualization of primary teaching or learning theory, (c) content organization, and (d) writing quality.
The cover page for the manuscript should clearly state that the submission is for the Teaching & Learning Fair section of SMEJ.
Submit a Manuscript
Authors should submit their manuscript through ScholarOne (see submission button at the top of this page), the online submission system for the Sport Management Education Journal. ScholarOne manages the electronic transfer of manuscripts throughout the article review process while providing step-by-step instructions and a user-friendly design. Please access the site and follow the directions for authors submitting manuscripts.
Authors of manuscripts accepted for publication must transfer copyright to the North American Society for Sport Management. To view this copyright form, visit ScholarOne and select "Instructions & Forms" in the upper-right corner. Any problems that may be encountered can be resolved easily by selecting “Help” in the upper-right corner of any ScholarOne screen.
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