Nefertiti A. Walker, Kwame J. A. Agyemang, Marvin Washington, L. Hindman, Jeffrey D. MacCharles
Unpaid internships are embedded in sport hegemony. These unpaid sport internships often offer fewer learning opportunities and foster an environment wherein interns feel like “second-class citizens” in their organization. Therefore, the purpose of this study was to investigate the world of unpaid internships in the sport industry by exploring students’ perspectives of them as an institutionalized practice, as well as how privilege impacts their internship experiences. Grounded in institutional theory, data from semistructured interviews with 17 sports management students were analyzed using the Gioia methodology. Three themes emerged from the findings: the idiosyncratic nature of sport internships, the legitimization of unpaid internships in the sport industry, and the institutionalization of privilege spurred by such positions. Practical implications from the study include increasing sport organizations’ awareness of how unpaid internships disadvantage students from less privileged backgrounds and may, therefore, result in a less socioeconomically diverse workforce in the sport industry.
{"title":"Getting an Internship in the Sport Industry: The Institutionalization of Privilege","authors":"Nefertiti A. Walker, Kwame J. A. Agyemang, Marvin Washington, L. Hindman, Jeffrey D. MacCharles","doi":"10.1123/smej.2019-0061","DOIUrl":"https://doi.org/10.1123/smej.2019-0061","url":null,"abstract":"Unpaid internships are embedded in sport hegemony. These unpaid sport internships often offer fewer learning opportunities and foster an environment wherein interns feel like “second-class citizens” in their organization. Therefore, the purpose of this study was to investigate the world of unpaid internships in the sport industry by exploring students’ perspectives of them as an institutionalized practice, as well as how privilege impacts their internship experiences. Grounded in institutional theory, data from semistructured interviews with 17 sports management students were analyzed using the Gioia methodology. Three themes emerged from the findings: the idiosyncratic nature of sport internships, the legitimization of unpaid internships in the sport industry, and the institutionalization of privilege spurred by such positions. Practical implications from the study include increasing sport organizations’ awareness of how unpaid internships disadvantage students from less privileged backgrounds and may, therefore, result in a less socioeconomically diverse workforce in the sport industry.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-14"},"PeriodicalIF":1.7,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46178357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated perceptions about the effectiveness of a student-led sports event. Participants from a student-led tag rugby league were surveyed about its perceived effectiveness. The sample consisted of 227 participants, most of whom were undergraduates (91%) across a wide variety of academic programs. The effectiveness of the league was assessed by comparing the perceptions of participants with previous tag rugby experience with participants who had no previous tag rugby experience. Participants enjoyed participating in and reported above-average levels of commitment to the league. However, there was a difference in perceptions about the effectiveness of the league between men and women. Men with previous tag rugby experience had significantly lower perceptions about the effectiveness of the league than their counterparts with no previous experience. Post hoc analysis revealed the importance of rules and officiating protocols to men. The findings not only speak to the viability of student-led sports events but also to the utility of obtaining direct feedback from event participants themselves, which is a critical aspect of rounding out the post hoc event evaluation process. Results indicate that university course instructors should pay particular attention to knowledge of rules and officiating protocols before selecting students to deliver a league.
{"title":"Authentic Assessment Through the Sport Management Practicum: Participants’ Perceptions of the Effectiveness of a Student-Led Sports Event","authors":"Amy K. Bermingham, R. Neville, Kyriaki Makopoulou","doi":"10.1123/smej.2019-0054","DOIUrl":"https://doi.org/10.1123/smej.2019-0054","url":null,"abstract":"This study investigated perceptions about the effectiveness of a student-led sports event. Participants from a student-led tag rugby league were surveyed about its perceived effectiveness. The sample consisted of 227 participants, most of whom were undergraduates (91%) across a wide variety of academic programs. The effectiveness of the league was assessed by comparing the perceptions of participants with previous tag rugby experience with participants who had no previous tag rugby experience. Participants enjoyed participating in and reported above-average levels of commitment to the league. However, there was a difference in perceptions about the effectiveness of the league between men and women. Men with previous tag rugby experience had significantly lower perceptions about the effectiveness of the league than their counterparts with no previous experience. Post hoc analysis revealed the importance of rules and officiating protocols to men. The findings not only speak to the viability of student-led sports events but also to the utility of obtaining direct feedback from event participants themselves, which is a critical aspect of rounding out the post hoc event evaluation process. Results indicate that university course instructors should pay particular attention to knowledge of rules and officiating protocols before selecting students to deliver a league.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":" ","pages":"1-10"},"PeriodicalIF":1.7,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46014703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tim Ströbel, B. D. Ridpath, Herbert Woratschek, N. O'Reilly, M. Buser, Michael Pfahl
Scholars forecast that globalization will require sport managers to have competencies in international business. Sport, due to its global nature, has become an international business, leading to sport management programs at postsecondary institutions growing in number and the marketing of such programs becoming a key success factor. In an increasingly competitive educational environment, both effective curriculum offerings and innovative marketing, including branding, are important for a successful sport management program. This article shares a case study of innovative marketing—the co-branding through a double degree program between two long-standing sport management programs, one in North America (Ohio University, United States) and one in Europe (University of Bayreuth, Germany). This program is designed to enhance international education, as well as global internship and job-placement opportunities. The details of the double degree program within the background of co-branding are presented as a pedagogical framework for international education. Data from a survey of industry professionals are analyzed to demonstrate the need for such an international double degree program. Results provide a template for replication by other institutions and identify potential future research.
{"title":"Co-Branding Through an International Double Degree Program: A Single Case Study in Sport Management Education","authors":"Tim Ströbel, B. D. Ridpath, Herbert Woratschek, N. O'Reilly, M. Buser, Michael Pfahl","doi":"10.1123/smej.2019-0047","DOIUrl":"https://doi.org/10.1123/smej.2019-0047","url":null,"abstract":"Scholars forecast that globalization will require sport managers to have competencies in international business. Sport, due to its global nature, has become an international business, leading to sport management programs at postsecondary institutions growing in number and the marketing of such programs becoming a key success factor. In an increasingly competitive educational environment, both effective curriculum offerings and innovative marketing, including branding, are important for a successful sport management program. This article shares a case study of innovative marketing—the co-branding through a double degree program between two long-standing sport management programs, one in North America (Ohio University, United States) and one in Europe (University of Bayreuth, Germany). This program is designed to enhance international education, as well as global internship and job-placement opportunities. The details of the double degree program within the background of co-branding are presented as a pedagogical framework for international education. Data from a survey of industry professionals are analyzed to demonstrate the need for such an international double degree program. Results provide a template for replication by other institutions and identify potential future research.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-10"},"PeriodicalIF":1.7,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is no doubt that sport has become a global industry. Therefore, it is crucial that global perspectives be integrated into sport management education, which is no doubt occurring. However, little has been published to date on the impact and effectiveness of curricular strategies aimed at internationalizing sport management education. This special issue provides sport management faculty with thoughtful dialogue on how they can educate their students for what has become an ever-changing global landscape. The articles in this issue capture global perspectives representing the breadth of activity across a burgeoning dimension of sport management education. The authors have used a variety of research designs that, taken together, provide a wide-angle lens on the nature of global sport management education and how effective it can be.
{"title":"Introduction to the Special Issue: Global Perspectives in Sport Management Education","authors":"Carrie W. Lecrom, Michael E. Naylor","doi":"10.1123/smej.2020-0035","DOIUrl":"https://doi.org/10.1123/smej.2020-0035","url":null,"abstract":"There is no doubt that sport has become a global industry. Therefore, it is crucial that global perspectives be integrated into sport management education, which is no doubt occurring. However, little has been published to date on the impact and effectiveness of curricular strategies aimed at internationalizing sport management education. This special issue provides sport management faculty with thoughtful dialogue on how they can educate their students for what has become an ever-changing global landscape. The articles in this issue capture global perspectives representing the breadth of activity across a burgeoning dimension of sport management education. The authors have used a variety of research designs that, taken together, provide a wide-angle lens on the nature of global sport management education and how effective it can be.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-2"},"PeriodicalIF":1.7,"publicationDate":"2020-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sport participation, consumption, and management are internationally focused, and the popularity of sport on an international scale shows no signs of slowing down. In fact, there is evidence that the internationalization of sport is rapidly increasing. Most North American institutions of higher learning are similarly focused and have internationalization as a high strategic priority. One could argue that sport management academic programs have not kept pace with these developments that have influenced our field and environment. While progress has been made, there is more to be done. The author chronicles the developments in the internationalization of both sport and higher education and offers eight suggestions to help sport management academicians effectively and efficiently internationalize their programs. Implementing some or all of these suggestions may better prepare graduates in their future endeavors and more effectively align sport management programs with the goals of their respective institution. Internationalization of the discipline would hold useful and practical applications for sport management students and programs.
{"title":"Internationalizing Sport Management Programs: No Longer a Luxury, But a Necessity","authors":"W. James (Jim) Weese","doi":"10.1123/smej.2019-0044","DOIUrl":"https://doi.org/10.1123/smej.2019-0044","url":null,"abstract":"Sport participation, consumption, and management are internationally focused, and the popularity of sport on an international scale shows no signs of slowing down. In fact, there is evidence that the internationalization of sport is rapidly increasing. Most North American institutions of higher learning are similarly focused and have internationalization as a high strategic priority. One could argue that sport management academic programs have not kept pace with these developments that have influenced our field and environment. While progress has been made, there is more to be done. The author chronicles the developments in the internationalization of both sport and higher education and offers eight suggestions to help sport management academicians effectively and efficiently internationalize their programs. Implementing some or all of these suggestions may better prepare graduates in their future endeavors and more effectively align sport management programs with the goals of their respective institution. Internationalization of the discipline would hold useful and practical applications for sport management students and programs.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-6"},"PeriodicalIF":1.7,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olivia Wohlfart, Sandy Adam, Jorge García-Unanue, G. Hovemann, B. Skirstad, A. Strittmatter
This study applies “Europeanness” to the analysis of internationalization in the sport management labor market and which changes this trend necessitates for sport management curricula. The authors employed an analysis of 30 semistructured interviews with key informants from Germany, Norway, and Spain. The results reveal various effects of internationalization on the sport sector and highlight the richness and diversity in the three countries. Sport management graduates need to possess a diverse set of competencies for successfully starting their careers. In addition to subject-specific knowledge, generic competencies such as the ability to work in a team, being able to communicate in diverse languages, and having intercultural skills are important. The article discusses knowledge of international sport organizations, their governance, global trends, and intercultural and language competencies, as well as international sport event management as identified themes and proposes specific curriculum changes to promote educational outcomes of sport management programs.
{"title":"Internationalization of the Sport Management Labor Market and Curriculum Perspectives: Insights From Germany, Norway, and Spain","authors":"Olivia Wohlfart, Sandy Adam, Jorge García-Unanue, G. Hovemann, B. Skirstad, A. Strittmatter","doi":"10.1123/SMEJ.2019-0046","DOIUrl":"https://doi.org/10.1123/SMEJ.2019-0046","url":null,"abstract":"This study applies “Europeanness” to the analysis of internationalization in the sport management labor market and which changes this trend necessitates for sport management curricula. The authors employed an analysis of 30 semistructured interviews with key informants from Germany, Norway, and Spain. The results reveal various effects of internationalization on the sport sector and highlight the richness and diversity in the three countries. Sport management graduates need to possess a diverse set of competencies for successfully starting their careers. In addition to subject-specific knowledge, generic competencies such as the ability to work in a team, being able to communicate in diverse languages, and having intercultural skills are important. The article discusses knowledge of international sport organizations, their governance, global trends, and intercultural and language competencies, as well as international sport event management as identified themes and proposes specific curriculum changes to promote educational outcomes of sport management programs.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-13"},"PeriodicalIF":1.7,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46732721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carrie W. Lecrom, B. Dwyer, G. Greenhalgh, Chad Goebert, Jennifer L. Gellock
A globalized curriculum has the potential to prepare students in a way that equips them for whatever sport looks like in the future. Study abroad programs are one way to achieve this. The current study looked at two short-term study abroad programs (one to western Europe, one to South Africa), offered during the same semester at the same institution, comparing learning outcomes between students on the two trips. Utilizing a mixed methods design, students completed quantitative pre/post surveys and responded to qualitative, open-ended daily prompts while on the trips. Findings indicate that knowledge acquisition occurs in both programs; however, students traveling on a sport-focused service-based trip to South Africa had a more transformational learning experience than those traveling on a sport-business-focused trip to western Europe.
{"title":"Comparing Elements of Study Abroad Among Sport Management Students","authors":"Carrie W. Lecrom, B. Dwyer, G. Greenhalgh, Chad Goebert, Jennifer L. Gellock","doi":"10.1123/SMEJ.2019-0043","DOIUrl":"https://doi.org/10.1123/SMEJ.2019-0043","url":null,"abstract":"A globalized curriculum has the potential to prepare students in a way that equips them for whatever sport looks like in the future. Study abroad programs are one way to achieve this. The current study looked at two short-term study abroad programs (one to western Europe, one to South Africa), offered during the same semester at the same institution, comparing learning outcomes between students on the two trips. Utilizing a mixed methods design, students completed quantitative pre/post surveys and responded to qualitative, open-ended daily prompts while on the trips. Findings indicate that knowledge acquisition occurs in both programs; however, students traveling on a sport-focused service-based trip to South Africa had a more transformational learning experience than those traveling on a sport-business-focused trip to western Europe.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-12"},"PeriodicalIF":1.7,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jenn M. Jacobs, Karisa L. Kuipers, K. A. Richards, Paul M. Wright
Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.
{"title":"Experiential Learning of University Students Delivering a Coaching Workshop in Belize","authors":"Jenn M. Jacobs, Karisa L. Kuipers, K. A. Richards, Paul M. Wright","doi":"10.1123/SMEJ.2019-0050","DOIUrl":"https://doi.org/10.1123/SMEJ.2019-0050","url":null,"abstract":"Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":" ","pages":"1-12"},"PeriodicalIF":1.7,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47747708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Experiential learning promotes the development of a variety of skill competencies that will better prepare sport management students to enter the industry. In order to maximize opportunities for experiential learning, many sport management curricula incorporate applied coursework options in addition to internships, because the classroom serves as an important conduit for preprofessional learning in which faculty can both supervise and mentor students. It has become increasingly important to delineate the pedagogical and professional value of students’ experience of applied learning, because more programs have integrated these types of experiences into coursework; however, there has been limited research exploring this topic. Anchored in qualitative-data collection with students enrolled in four different applied courses, this research identifies three themes—curricular freedom, skill development, and relationship building—that highlight the categorical benefits and nuanced mechanisms through which knowledge is transferred in and through applied coursework.
{"title":"Experiential Learning From a Classroom Desk: Exploring Student Perceptions of Applied Coursework","authors":"J. DeLuca, Emily Fornatora","doi":"10.1123/smej.2019-0015","DOIUrl":"https://doi.org/10.1123/smej.2019-0015","url":null,"abstract":"Experiential learning promotes the development of a variety of skill competencies that will better prepare sport management students to enter the industry. In order to maximize opportunities for experiential learning, many sport management curricula incorporate applied coursework options in addition to internships, because the classroom serves as an important conduit for preprofessional learning in which faculty can both supervise and mentor students. It has become increasingly important to delineate the pedagogical and professional value of students’ experience of applied learning, because more programs have integrated these types of experiences into coursework; however, there has been limited research exploring this topic. Anchored in qualitative-data collection with students enrolled in four different applied courses, this research identifies three themes—curricular freedom, skill development, and relationship building—that highlight the categorical benefits and nuanced mechanisms through which knowledge is transferred in and through applied coursework.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-9"},"PeriodicalIF":1.7,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
James E. Johnson, Robert M. Turick, M. Dalgety, Khirey Walker, Eric Klosterman, Anya T. Eicher
Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.
{"title":"Perceived Course Rigor in Sport Management: Class Level, Course Grades, and Student Ratings","authors":"James E. Johnson, Robert M. Turick, M. Dalgety, Khirey Walker, Eric Klosterman, Anya T. Eicher","doi":"10.1123/smej.2019-0058","DOIUrl":"https://doi.org/10.1123/smej.2019-0058","url":null,"abstract":"Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"14 1","pages":"37-47"},"PeriodicalIF":1.7,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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