Mind the gap

Raven, Stephen

doi:10.1108/et-11-2017-0179

Cited by 10 publications

(3 citation statements)

References 27 publications

(39 reference statements)

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“…Based on the data, the importance of marketing management competence is emphasized. Additionally, to improve subject-specific competencies, it is recommended that input on current issues in sport management and general management content should be included in SMHE (COSMA, 2016; Raven, 2018). With subject-specific input, SMHE can demonstrate its unique contribution to the industry as opposed to generic management education (Zhang, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Although Europe is unified by its structural reform of higher education (e.g., Bachelor’s and Master’s degrees, the European Credit Transfer and Accumulation System 1 ), no guidelines for competence-driven curricula exist. Here, sport management higher education (SMHE) lacks a distinct competence framework: there is a gap in knowledge about which competencies are needed by the sport industry and how to develop these (Baker et al, 2017; De Schepper and Sotiriadou, 2017; Jiang and Alexakis, 2017; Mathner and Martin, 2012; Raven, 2018). Baker et al (2017) state that the competence gap is a multifaceted concept and includes both over-education and under-education.…”

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confidence: 99%

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Aligning competence-oriented qualifications in sport management higher education with industry requirements: An importance–performance analysis

Wohlfart¹,

Adam²,

Hovemann

2021

Industry and Higher Education

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This article examines the fit (or lack thereof) between the competencies needed by the sport industry and the proficiency of sport management students. The authors apply importance–performance analysis as a strategic management tool to analyze the results of two competence-oriented datasets in a German context. They find that students’ self-identified proficiency is lower than the importance attributed to proficiency by industry experts. The authors critically discuss the absence of differences between the perceived performance of Bachelor’s and Master’s degree students and provide strategic recommendations for sport management higher education. The article highlights the development and communication of generic competencies as a unique selling proposition and reflect on the need to improve subject-specific competencies to further professionalize the field of sport management. Based on these results, a critical reflection of curriculum design in sport management higher education is needed.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Aligning competence-oriented qualifications in sport management higher education with industry requirements: An importance–performance analysis

Wohlfart¹,

Adam²,

Hovemann

2021

Industry and Higher Education

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“…Many of these lower-level communication skills are requisite for higher-order interpersonal skills that have been shown to be both impactful in the sport employment ecosystem and lacking in many sport management graduates, such as political skills (Magnusen & Perrewé, 2016) and critical reflection (de Schepper et al, 2021). Soft skills are almost universally in demand across career areas in various segments of the sport industry (Keiper et al, 2019;Raven, 2018;Sesinando et al, 2022). This soft skills gap has been previously discussed in both these U.S.-based and additional European contexts (Wolfhart et al, 2022).…”

Section: Applied Improvisation In the Sport Management Curriculummentioning

confidence: 97%

Applied Improvisation in the Sport Management Curriculum

Barefoot,

Martinez,

Sensenbrenner Morrow

2023

sij

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Despite the incorporation of a range of engaged learning strategies within sport management education, many sport industry employers still perceive sport management graduates as lacking the soft skills needed to be successful in such a dynamic industry (Keiper et al., 2019). The authors suggest applied improvisation (improv) as a pedagogical tool to address this skills gap. “Applied improv” describes the application of improvisation principles outside of the theatre setting (Dudeck & McClure, 2018). Applied improv in the classroom has been presented as an emerging learner-centered approach to instruction (Skinner et al., 2022) that has the potential to meet classroom objectives while simultaneously developing students’ communication and soft skills. Many proponents of applied improv in the classroom environment tout its ability to facilitate communication and collaboration while building participant confidence, especially in human services disciplines (e.g., Chan, 2021; Gao et al., 2019; Hoffmann-Longtin et al., 2018). Using constructivism as a theoretical lens, this commentary explores the existing body of applied improvisation literature to provide recommendations for pedagogical applications within the sport management curriculum to address the employability skills gap of entry-level sport employees. The application of the current review will assist sport management educators in developing curricula and coursework while providing a foundation for future empirical studies on the efficacy and outcomes of applied improv within the sport management curriculum.

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