Undergraduate and Graduate Sport Management Curricular Models: A Perspective

Abstract

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.

Sport Management Internships: Requirements and Policies

“…Another early study suggested that the practicum and internship experience within sport management be a series of professionally related work experiences that move from general experience to a more specific focus as each student progresses through the curriculum (Kelley, Beitel, DeSensi, &Blanton, 1994). In addition, (Kelley et.…”

“…al., 1994) suggested that internships account for approximately 15 percent of the total curriculum and be the culminating experience in an undergraduate program of study. The internship should be, at a minimum, a one-semester, full-time applied work experience directly focused toward each student's professional sport management career goals (Kelley et al, 1994). Since then, several scholars have continued research in the area of internships and added valuable knowledge to the field.…”

“…(Foster & Dollar, 2010;Kelley, Beitel, DeSensi, & Blanton, 1994;Stratta, 2004;Williams, 2003). By examining sport management internship requirements and procedures, academicians in the field of sport management can further evaluate their own internship programs and examine standards that can identify elements that foster student learning and job placement, and have insights on how to structure their internship programs.…”

An Examination of Sport Management Faculty Journal Publications and Conference Presentations in the United States and Canada

“…According to Weese (1995) and Cuneen and Parks (1997), the NASSM contingency should be continually evaluated to build upon the mission of the society to better the relationship between academics and practitioners. Previous studies on the improvements of sport management programs previously focused on the assessment of topics such as sport management curriculum (DeSensi, Kelley, Blanton, & Beitel, 1990;Eagleman & McNary, 2010;Hardy, 1987;Kelley, Beitel, DeSensi, & Blanton, 1994;Parkhouse, 1987;Petersen & Pierce, 2009;Floyd-Jones, Brooks, & Mak, 2008) and faculty preparation and qualifications (De Haan, 2011;Mahony, Mondello, Hums, & Judd, 2004;Nite & Singer, 2013).…”

Examining the Importance of Recreational Sport Management Competencies Based on Management Level, Agency Type, and Organizational Size

“…While it is generally understood that there are different bodies of knowledge supporting various sport-related occupations (DeSensi, et al, 1991;Kelley, et al, 1994), few studies have attempted to determine the potential differences required within specifi c sport management settings. For example, the diversity of job opportunities in recreational sport management includes public recreation programs in municipalities, campus recreation programs in colleges and universities, commercial providers, military bases, and correctional institutions (Mull, et al, 1997).…”