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Faculty are increasingly expected to participate in activities that bring additional revenue and prestige to their universities. Engaging in entrepreneurial activities can achieve this mission, as well as afford considerable benefits to the faculty member. This essay outlines the financial constraints that have moved universities to embrace entrepreneurship, discusses entrepreneurship in the context of sport management, outlines the benefits of pursuing entrepreneurship, describes considerations in a campus environment, and provides key considerations and a road map for navigating opportunities. The essay concludes with a call to action for sport management faculty and administrators to embrace an entrepreneurship model.

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A great deal of sport management literature in recent years draws upon the need for effective quantitative and qualitative research methods. However, there are limited cases for a sport management faculty to effectively teach students proper process, design, and implementation of survey or interview research, particularly for real-world sport applications, such as student-athlete exit interviews. This case aims to fill this gap and outlines a plan for students to identify limitations in current student-athlete exit data collection methods and to learn the common barriers associated with effective research design. Students are made aware of common missteps throughout the research process and are provided foundations for effective survey and interview design. Information taught via this case can also be used across sport management contexts, such as fan experience surveys, retail customer satisfaction surveys, or donor satisfaction interviews.

As sport management pedagogy has evolved, an effort has been made to incorporate popular and innovative social media technologies into classroom instruction. Academic research has suggested how the technology can be utilized to provide real-world skills for students and develop proficiencies in an area where many sport management graduates find employment. Notable among the recommendations about social media use by sport management scholars is a lack of research testing the efficacy of these tools in improving curricula. The current study relied on the recommendations of Sanderson and Browning (2015) to use the social media site Twitter to create online partnerships, testing the perceived benefits of such an arrangement through end-of-semester surveys with student participants. While the survey data show a true partnership may be difficult to realize—particularly during a single semester—the benefits of such an assignment were clearly articulated.