The case method for use in modern sport management education

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.

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Environmental sustainability and sport management education: bridging the gaps

Managing Sport and Leisure ◽

10.1080/23750472.2018.1530069 ◽

2018 ◽

Vol 23 (4-6) ◽

pp. 422-433 ◽

Cited By ~ 1

Author(s):

Jeffrey Graham ◽

Sylvia Trendafilova ◽

Vassilios Ziakas

Keyword(s):

Environmental Sustainability ◽

Sport Management ◽

Management Education

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A framework for critical reflection in sport management education and graduate employability

Annals of Leisure Research ◽

10.1080/11745398.2017.1336107 ◽

2017 ◽

Vol 21 (2) ◽

pp. 227-245 ◽

Cited By ~ 4

Author(s):

Jos de Schepper ◽

Popi Sotiriadou

Keyword(s):

Critical Reflection ◽

Sport Management ◽

Management Education ◽

Graduate Employability

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Overcoming the Problem With Solving Business Problems: Using Theory Differently to Rejuvenate the Case Method for Turbulent Times

10.26686/wgtn.12735938.v3 ◽

2020 ◽

Author(s):

Todd Bridgman ◽

C McLaughlin ◽

Stephen Cummings

Keyword(s):

Management Education ◽

Profit Maximization ◽

Case Method ◽

Core Element ◽

Capitalist System ◽

For Profit ◽

Not For Profit ◽

Turbulent Times ◽

Business As Usual ◽

Critical Questioning

© 2018, The Author(s) 2018. A questioning of the neoliberal consensus in the global economic order is creating turbulence in Western democracies. Long regarded as the only viable capitalist model, neoliberalism is now subjected to increasing scrutiny. Management education that has been aligned to a neoliberal worldview must now respond to this shifting landscape in order to retain its legitimacy. One core element of management education undergoing revision as a result is the case method of teaching. The case method’s traditionally narrow focus on training students to solve business problems is increasingly problematic in an environment where the structure of the capitalist system in which firms operate is now a topic of debate. To address this, we argue for a reconceptualization of the case method’s relationship with theory. This has conventionally taken two forms: a hostility to any inclusion of theory in the analytical process and an approach that uses theory as an instrument for profit maximization. We propose an alternative third approach that encourages students to engage in a critical questioning of business-as-usual capitalism from the perspective of multiple stakeholders, including managers, employees, unions, not-for-profit organizations, government, and the natural environment.

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Using New Case Studies for Evaluation of Marketing Student’s Academic Performance

Vision The Journal of Business Perspective ◽

10.1177/0972262917750246 ◽

2018 ◽

Vol 22 (1) ◽

pp. 61-67 ◽

Cited By ~ 1

Author(s):

Jaydeep Mukherjee

Keyword(s):

Time Management ◽

Management Education ◽

Work And Family ◽

Case Method ◽

Full Time ◽

Evaluation Tool ◽

Formal Evaluation ◽

Part Time ◽

The Subject ◽

Evaluation Mechanism

Case method has been a popular pedagogy in management education. It is a preferred evaluation tool which is inherently subjective in nature. This article compares the results of case-based evaluation in marketing discipline, in announced and unannounced settings, for full-time and part-time management programmes and discusses its implications. The data were collected from the formal evaluation made by a faculty of an Association of MBAs (AMBA) accredited management institute of India. The results suggests that for full-time residential MBA programmes, use of relative marks for grading each component of the evaluation is likely to be a more robust evaluation mechanism than using just the marks or using the consolidated marks for final grading. However, neither surprise quiz nor announced quiz provide any robust and unbiased method of evaluating the performance of the students of part-time non-residential MBA programme as the result are also dependent on variables like work and family, which are extraneous to the student’s interest and proficiency in the subject.

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