Teaching Sport Sponsorship Activation through a Client-Based Experiential Learning Project

2008 ◽  
Vol 2 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Gina Pauline ◽  
Jeffrey S. Pauline
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Learning Experience ◽  
Management Program ◽  
Academic Program ◽  
Lead Author ◽  
Hands On Learning ◽  
Sport Industry ◽  
Upper Level ◽  
Funding Opportunities

Sport management programs continue to focus on developing innovative pedagogical strategies to prepare students to enter and successfully navigate the rapidly evolving, highly competitive sport industry. One effective tactic is to integrate experiential learning projects into the classroom. This paper describes a collaborative three-year partnership involving a sport management program, athletic department, and corporate sponsor. The relationship provided scholarships for the program, internship opportunities, research funding, and an experiential learning project. Specifically, the lead author applied the metadiscrete experiential learning model developed by Southall, Nagel, LeGrande, and Han (2003) to a client based sponsorship activation project for an upper-level sport marketing course. The paper offers a blueprint and specific recommendations for faculty who wish to develop a client-based collaborative effort that can provide a hands-on learning experience for students and generate programmatic resources, research possibilities, student scholarships, and funding opportunities for an academic program. Such projects can further prepare students as well as enhance the fit between sport management programs and the sport industry.

Sport Analytics Education for Future Executives, Managers, and Nontechnical Personnel

2020 ◽  
pp. 1-7
Author(s):  
Liz A. Wanless ◽  
Michael Naraine
Keyword(s):  
Experiential Learning ◽  
Organizational Support ◽  
Business Processes ◽  
Sport Management ◽  
Technical Skills ◽  
Learning Goals ◽  
Business Analytics ◽  
Sport Industry ◽  
Approach To Teaching ◽  
Business Acumen

Successfully adopting sport business analytics to enhance organization-wide business processes necessitates a combination of business acumen, modeling expertise, personnel coordination, and organizational support. Although the development of technical skills has been well mapped in analytics curricula, informing future leadership and affiliated nontechnical personnel about the sport business analytics process, specifically, remains a gap in sport management curricula. This acknowledgment should compel sport management programs to explore strategies for sport analytics training geared toward this population. Guided by experiential learning and foundational business analytics frameworks, a seven-module approach to teaching sport business analytics in sport management is advanced with a particular focus for future executives, managers, and nontechnical users in the sport industry. Concomitantly, the approach presents learning goals and outcomes, sources for instructors to review and consider, and sample assessments designed to fit within the existing sport management curricula.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

Rethinking the Teaching of Leadership in Sport Management

2012 ◽  
Vol 6 (1) ◽  
pp. 1-7 ◽  
Author(s):  
W. James Weese ◽  
Shawn Beard
Keyword(s):  
Leadership Development ◽  
Sport Management ◽  
Management Program ◽  
Lead Author ◽  
Next Generation ◽  
End User ◽  
Graduate Level ◽  
Development Literature

The best universities pride themselves on developing the next generation of leaders as do the top sport management programs. Many sport management programs offer a leadership course, some at the graduate level. However, two questions emerge when discussing the teaching of leadership, namely, what do students need to know about area, and how can the topic be most effectively taught? A recent 12-month educational leave provided a cherished opportunity for the lead author to delve into the latest advancements in leadership and leadership development. The coauthor on this paper took a leadership course in his graduate sport management program and offered the perspective of an end-user. The authors provide an overview of the leadership development literature, profile three unique leadership courses offered in other disciplines, and provide sport management professors with information they should consider in developing and delivering their courses in leadership, especially at the graduate level.

Development and Organization of a Student-Operated Sport Management Cocurricular Club: Partners in Sports

2013 ◽  
Vol 7 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Robin Hardin ◽  
James Bemiller ◽  
Joshua Pate
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Sport Management ◽  
College Education ◽  
Learning Model ◽  
Practical Applications ◽  
Hands On ◽  
Sport Industry ◽  
The University ◽  
Industry Experience

Experiential learning is a critical component to a college education in the area of sport management as students must enter the workforce with hands-on industry experience. One experiential learning tool is a cocurricular club that offers volunteer work experience for sport management majors. The University of Tennessee’s Partners in Sports is an example of a sport management cocurricular club that prepares students for working in the sport industry through volunteer experiences. The purpose of this study was to provide a governance and organizational framework of a student-operated sport management cocurricular club and explore how it fits into the Foster Five-Step Experiential Learning Model (Foster & Dollar, 2010). This study examines the governance, student involvement, leadership, opportunities, financials, and yearly activities of Partners in Sports and offers practical applications for each area. The exploration revealed that a cocurricular club fits on the Volunteer Exploration step of the Foster Five-Step Experiential Learning Model as it introduces students to the sport industry by offering experiential learning opportunities. Providing a cocurricular club allows sport management programs to maximize initial industry exposure to students.

Integrating Work and Learning in a Postgraduate Maintenance Management Program

2011 ◽  
pp. 184-205
Author(s):  
Patrick Keleher ◽  
Gopinath Chattopadhyay ◽  
Arun Patil
Keyword(s):  
Learning Experience ◽  
Management Program ◽  
Academic Program ◽  
Maintenance Management ◽  
Study Materials ◽  
Flexible Mode ◽  
Management Area ◽  
Organisation Study ◽  
Physical Asset ◽  
Work Integrated Learning

CQUniversity conducts a suite of postgraduate programs in maintenance management. There is an emphasis upon Work Integrated Learning, and the programs are delivered in a flexible mode by academics and lecturer-practitioners so that learners are provided with an authentic learning experience. The learners are mature aged, experienced practitioners who are either graduate engineers or trades qualified, working in the maintenance management area of their organisation. Study materials have been designed and developed through the collaboration and consultation with industry, university, and practitioner stakeholders to ensure the student’s learning and the assessment of that learning is incorporated into the tasks and responsibilities of learners in their workplace. A blended learning delivery model includes the opportunity for students to attend a two day residential school. Ongoing improvement of the academic program, consultancy, and research opportunities arises from engagement with stakeholders through a number of mechanisms including a conference to showcase innovative practices of physical asset and maintenance management.

Experiential Learning

2020 ◽  
pp. 145-159
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Educational Experiences ◽  
Learning By Doing ◽  
Additional Element ◽  
Hands On ◽  
Hands On Learning ◽  
Learning Through Experience

This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.

scholarly journals Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education

2019 ◽  
Vol 50 (1) ◽  
pp. 23-43 ◽  
Author(s):  
Paul F. Franco ◽  
Deborah A. DeLuca
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Doctoral Students ◽  
Learning Environments ◽  
Learning Experience ◽  
Social Activity ◽  
Academic Program ◽  
Team Work ◽  
Healthcare Leadership ◽  
Hands On Learning

Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadership and/or in critical thinking. Method. Based on the Escape Room video games and social activity phenomenon, teams compete to solve content-specific challenges to attain puzzle piece clues which lead to the next challenge or obstacle set forth by the instructors (representing hurdles in management/leadership and/or an academic program). Traditional quiz-type exercises, pictograms, cryptograms and crossword puzzles are coupled with modern technological components (e.g. social media and smartphone apps). The first team to obtain all puzzle pieces is deemed most strategic winner. Depending on allotted class time, gameplay can range from 2 to 4 hours. Results and Conclusion. This game mimics interdisciplinary team work environments. Participating in interactive collaborative learning environments enhances the overall learning experience, allowing learners to apply knowledge through gameplay, rather than just memorize concepts without context, which is characteristic of traditional didactic learning environments.

Experiential Learning in Sport Sales: Student Perceptions of Sport Sales Expectations, Skills and Preparation

2010 ◽  
Vol 4 (1) ◽  
pp. 49-59 ◽  
Author(s):  
David A. Pierce ◽  
Jeffrey C. Petersen
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Sport Management ◽  
Learning Experience ◽  
Program Completion ◽  
Learning Assessment ◽  
Realistic Job Preview ◽  
Post Test ◽  
Assessment Of Student Learning ◽  
Management Curriculum

Experiential learning within sport sales is a growing component of the sport management curriculum. Assessment of student learning outcomes within these experiences is important in quantifying the effectiveness of the learning experience. This study utilized a survey to examine the change in students’ perceptions of sport sales as a result of completing an experiential, client-based sport sales program. The methodology included development and analysis of a survey instrument and application of that survey with enrolled and non-enrolled groups with pre- and post-test experiential learning assessment. Student expectations of a career in sport sales significantly decreased after program completion (t(56) = 2.33, p < .05), while their perception of skill level and preparation for a sport sales employment did not significantly change for the experimental group. These findings relate this learning experience to a realistic job preview for the students, which typically decrease an individual’s expectations toward a particular job (Premack & Wanous, 1985).

scholarly journals Linked(In)g Sport Management Education with the Sport Industry: A Preliminary Study

2021 ◽  
Vol 13 (4) ◽  
pp. 2275
Author(s):  
Samuel López-Carril ◽  
Miguel Villamón ◽  
María Huertas González-Serrano
Keyword(s):  
Social Media ◽  
Sport Management ◽  
Management Education ◽  
Educational Innovation ◽  
Two Dimensions ◽  
Management Tools ◽  
Sport Industry ◽  
Post Test ◽  
Management Students ◽  
The Impact

Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn—the social media most associated with the professional sphere—is introduced through an experiential learning methodology, as a driver of students’ career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale’s two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (α = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen’s d ≥ 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands.

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

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