No abstract

To date, few studies have focused on understanding fans of women's sport, which is especially true with regard to consumption intentions. This study was undertaken to 1) examine fans' attitudes toward women's sports, including both cognitive and affective evaluations as related to consumption intentions; 2) identify salient product attributes of women's sports related to fans' consumption intentions; and 3) examine group differences on attitudes. Multiple regression analysis and multivariate analysis of variance were conducted to address the research questions. Results of the study revealed that both cognitive and affective aspects of attitude were predictive of women's sport fans' consumption intentions. In addition, study results indicated excitement and entertainment price as two salient product-attributes of women's sports that predicted consumption intentions. Lastly, differences in attitudes between former athletes and non-athletes and age groups were found.

The Ed O’Bannon (O’Bannon v. National Collegiate Athletic Association, 2015) case has brought student athlete compensation to the national spotlight. While the NCAA continues to defend its policy of amateurism, the time for college athlete compensation may soon become a reality. College athlete compensation models have previously included a revenue sharing model similar to that of professional sports leagues. While this model was worthwhile, it only took into account basketball and football. The current paper will argue for a market-economy based compensation model. This model takes into account the revenues generated by each university team, while also accounting for a player and team’s performance. Justifications for this model will be explored, as this model will allows for various options for athlete compensation. This paper will conclude with an example of the model’s utility through using publically accessible data for a major Division-1 college program.

It is important for sports administration programs to prepare students for career entry and transition into productive roles within their new jobs upon graduation. However, even the best academic curricula for those entering a profession may be inadequate for preparing students for early success in their careers. Not only do academic curricula lack the ability to train students for problem solving and independent thinking, they lack the ability to provide context, reducing transfer of knowledge to practice. The purpose of this article is to provide instructors in sports administration programs background information related to the transition graduates may face when entering the job market. The underlying assumption is that if instructors better understand the process of job entry and transition, they can better prepare students to embark on their careers. Included are discussions of professional preparation programs, the expectation gap held by new employees, job role transition, and organizational socialization.

No abstract