Guidelines for Programs Preparing Undergraduate and Graduate Students for Careers in Sport Management

1989 ◽  
Vol 3 (2) ◽  
pp. 158-164 ◽  
Author(s):  
P. Stanley Brassie
Keyword(s):  
Sport Management ◽  
Task Force ◽  
Field Experiences ◽  
Sport Marketing ◽  
Sport Administration ◽  
Sport Sociology ◽  
Women In Sport ◽  
Sport Law ◽  
Management Curriculum ◽  
Sport Economics

In 1987 the National Association for Sport and Physical Education (NASPE) appointed a task force to develop undergraduate and graduate curricular guidelines for institutions preparing sport management professionals. The undergraduate guidelines address the three components of a sport management curriculum: (a) the foundational areas of study comprising full courses in business management, marketing, economics, accounting, finance, and computer science; (b) the application areas of study composed of sport foundations (e.g., sport sociology, sport psychology, sport history /philosophy, women in sport), sport law, sport economics, sport marketing/promotion, and sport administration; and (c) the field experiences including practical and internships. The graduate guidelines build upon the undergraduate preparation and include (a) two required courses in research methods and a project or thesis; (b) advanced application electives in sport law, sport economics, sport marketing/promotion, sport administration, facility design, and event management; and (c) the field experiences of practical and internships.

Professional Sport League Assessment of Sport Management Curriculum

2009 ◽  
Vol 3 (1) ◽  
pp. 110-124 ◽  
Author(s):  
Jeffrey Petersen ◽  
David Pierce
Keyword(s):  
Sport Management ◽  
Rank Order ◽  
Legal Aspects ◽  
Professional Sport ◽  
Sport Organizations ◽  
Sport Sociology ◽  
Cultural Aspects ◽  
Market Shares ◽  
Sport League ◽  
Management Curriculum

Undergraduate sport management curriculum continues to be debated amongst this discipline’s educators. Curricular content impacts professional sport organizations as program graduates become employees. This study gathered the input of human resource professionals from NFL, MLB, and NBA franchises regarding curricular topics via an existing, modified questionnaire. The questionnaire included a five-point scale assessment of 61 curricular topics. A 34.8% response rate was proportionally distributed between the leagues. An ANOVA of means for ten curricular areas revealed significant differences with the following rank order: Field Experience 4.38; Communication 4.23; Legal Aspects 4.02; Ethics 3.98; Management and Leadership 3.97; Marketing 3.96; Economics 3.68; Budget and Finance 3.59; Governance 3.25; and Socio-Cultural Aspects 3.25. An ANOVA of topics revealed seven significant between-league differences including: Sport Sociology, Ethics, Market Shares/Ratings, Business Writing, Labor Relations, Stadium/Arena Economics, and Risk Management/Liability. These results can inform the development or modification of curricula to better prepare students for professional sport needs.

The Role of Sport Economics in the Sport Management Curriculum

2007 ◽  
Vol 10 (2) ◽  
pp. 177-189 ◽  
Author(s):  
Brad R. Humphreys ◽  
Joel Maxcy
Keyword(s):  
Sport Management ◽  
Management Curriculum ◽  
Sport Economics

Standards for Curriculum and Voluntary Accreditation of Sport Management Education Programs

1993 ◽  
Vol 7 (2) ◽  
pp. 159-170 ◽  
Keyword(s):  
Sport Management ◽  
Task Force ◽  
Common Knowledge ◽  
Professional Associations ◽  
The United States ◽  
Body Of Knowledge ◽  
Joint Task ◽  
Competency Based ◽  
The Many ◽  
Management Curriculum

The sport business industry is among the largest industries in the United States. Sport management is the field of study offering the specialized training and education necessary for individuals seeking careers in any of the many segments of the industry. An increasing number of institutions offer sport management programs. Concern over the lack of an identified and recognized base of common knowledge for sport management resulted in the development of the NASPE-NASSM Joint Task Force on Sport Management Curriculum and Accreditation. The task force developed a competency-based minimum body of knowledge needed for baccalaureate, master's, and doctoral levels. The work resulted from study of curricular research and consultation with academicians, practitioners, and professional associations. The final document was approved as standards by professionals in June 1992.

Career Paths of Campus Recreational Sport Directors

2007 ◽  
Vol 31 (2) ◽  
pp. 146-155 ◽  
Author(s):  
Craig M. Ross ◽  
Terese Schurger
Keyword(s):  
Career Paths ◽  
Sport Management ◽  
Professional Organizations ◽  
Sport Administration ◽  
Web Based ◽  
Recreational Sport ◽  
Successful Career ◽  
Study Results ◽  
Practical Experiences ◽  
Relevant Factors

The purpose of this study was to examine the job profiles and career paths taken by directors in campus recreational sport. Using a Web-based survey of 52 closed-ended and 2 open-ended items, the study results provided a rich overview of the perceptions, issues, and patterns that 145 current directors identified as relevant factors contributing to successful career paths in campus recreational sport administration. Overall, the results of the study revealed that future campus recreational sport directors must gain diverse practical experiences, be actively involved in professional organizations, learn how to network effectively with professionals both at the institutional and nationwide levels, and be passionate about recreational sport management.

Exploring the empirical evidence of social desirability bias (SDB) in sport consumer research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Youngho Park ◽  
Dae Hee Kwak
Keyword(s):  
Social Desirability ◽  
Sport Management ◽  
Marketing Research ◽  
Sport Marketing ◽  
Self Report ◽  
Social Desirability Bias ◽  
Content Type ◽  
Report Data ◽  
Self Report Data ◽  
And Control

PurposeThe current study aims to provide a systematic approach to detecting and identifying social desirability bias (SDB) in survey data using controversial sponsorship as a research context.Design/methodology/approachWe used an experimental approach to manipulate sponsorship situations (e.g. Beer sponsor vs Sports drink sponsor) that could potentially motivate respondents to under-report their perceptions toward the sponsor. By employing both procedural and statistical approaches, our evidence shows that responses toward the controversial sponsor were in fact contaminated by SDB.FindingsThe findings of the study provide methodological and practical implications for how sport marketing scholars and practitioners can identify, detect and control SDB in self-report data.Originality/valueWe argue that some survey research in sport marketing may be prone to SDB, but SDB has not received sufficient attention in sport marketing research. We emphasize the importance of detecting (and avoiding/controlling) SDB in sport management research.

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education

2015 ◽  
Vol 9 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Olan Kees Martin Scott ◽  
Alicia R. Stanway
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Engagement ◽  
Social Networking Sites ◽  
Sport Management ◽  
Sport Marketing ◽  
Course Materials ◽  
Online Lectures ◽  
Use Of Social Media ◽  
Effective Use

The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.

Integrating Service Learning Into the Sport Management Curriculum

2020 ◽  
Vol 14 (1) ◽  
pp. 67-69
Author(s):  
Priscila Alfaro-Barrantes ◽  
Brittany L. Jacobs ◽  
Brian Wendry
Keyword(s):  
Service Learning ◽  
Small Business ◽  
New England ◽  
Sport Management ◽  
Business College ◽  
Management Curriculum

This paper is an extension of a 2019 NASSM Teaching & Learning Fair presentation. It outlines two activities that have been integrated into the sport management curriculum at a small business college in New England.

Integrating Blended Learning Within Sport Event Management Curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 105-116 ◽  
Author(s):  
Leeann M. Lower-Hoppe ◽  
Liz A. Wanless ◽  
Sarah M. Aldridge ◽  
Daniel W. Jones
Keyword(s):  
Blended Learning ◽  
Sport Management ◽  
Student Assessment ◽  
Course Evaluation ◽  
Event Management ◽  
Sport Event ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Learning Types ◽  
Management Curriculum

Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g., multimedia, pedagogical workshops, course evaluation), enhance communication (e.g., office hours, discussion forum, orientation video), and expand student learning outcomes (e.g., reading outlines, video lectures, student assessment).

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