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This study specifically determined (a) employer expectations of sport managers, (b) employer evaluation of educational sport management programs and curricula, (c) college/university faculty/student evaluation of components of existing sport management programs, and (d) the interrelationships among these groups. The results of this study identified the commonalities within and between business/agency groups and college/university faculty and students. Results of the business/agency needs assessment indicated major differences across settings for academic/experiential requirements, employment needs, workload distributions, and job evaluation criteria. Evaluation of the commonalities/ differences provide indication for curricular planning. Also, differences were apparent between the curricular evaluations of the college/university faculty and business/agency personnel, suggesting the need to evaluate curricular content and determine where changes should/should not be made. There is support for the theoretical conjecture that one concentration will not meet the needs of personnel for all business/agency settings.

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The purpose of this paper is to present undergraduate and graduate sport management curricular models which provide a perspective that higher education sport management professionals can use to solve curricular problems described in the literature and to implement the NASPE/NASSM guidelines. The five sport management concentrations, which have similar objectives and services but occur in different settings or serve different clientele, include (a) Sport for Leisure/Recreation, (b) Sport and Athletics, (c) Sport Merchandising, (d) Hostelries/Travel, and (e) Recreation Agencies. The models (a) differentiate purposes, content, and entry-level positions for each degree level; (b) provide evidence for which concentrations need to be part of each curriculum; (c) define a professional core; (d) describe the concentration specialization requirements; (e) differentiate the culminating experiences for each degree; and (f) provide the distinctive characteristics of undergraduate and graduate programs.

Concluding remarks for this special issue of the Journal of Intercollegiate Sport on Ethical Leadership in Intercollegiate Sport note the numerous breaches of ethical and moral behavior in a physical and personal space that have the potential to develop character, moral development, self-efficacy, respect, and personal honorable significance. While it is easier to speak from higher ground, regarding ethical behavior in intercollegiate athletics, the implementation of such is a problem held by many of those associated with this level of sport. The challenges are many in this area and the actions are met with resistance when massification and commodification are considered regarding sport in the educational setting. The direction of this paper is to educate those who are or will be in roles affiliated with intercollegiate sport by developing an ethical awareness of their moral values and creating a legacy of action based on servant leadership.