Sport management and business schools: A growing partnership in a changing higher education environment

Seifried, Chad; Agyemang, Kwame J.A.; Walker, Nicole; Soebbing, Brian P.

doi:10.1016/j.ijme.2021.100529

Cited by 18 publications

(21 citation statements)

References 42 publications

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“…According to McCrindle Research (2014), individuals will have 17 jobs/employer changes and five careers in one career lifespan (18–75 years of age), thereby placing pressure on HE programs to produce ‘work ready’ and competent graduates (Dinning, 2017; Rufai and Rashid, 2015). Globally, the rise of the sport industry in the last 20 years has presented a diverse range of career opportunities, influencing an increase in the enrolment numbers of undergraduate SM programs (Lubisco et al, 2019; Seifried et al, 2021; Zimmer and Keiper, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In Australia, the competitive SM job market attracts highly qualified applicants from academic disciplines such as business and public health (DeLuca and Braunstein-Minkove, 2016; Seifried et al, 2021). There is a positive association between practical experience and graduate employability, and the application of subject knowledge, skills and career development learning (Brown et al, 2018; Dacre Pool and Sewell, 2007; Smith et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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An employable graduate: Essential awareness factors to the preparation of sport management practical experiences

Grant

Hanlon

Young

2022

Industry and Higher Education

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Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors – each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

An employable graduate: Essential awareness factors to the preparation of sport management practical experiences

Grant

Hanlon

Young

2022

Industry and Higher Education

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“…Sports, as an analogous subject area to esports, has encountered similar challenges from the perspective of specialised curriculum design. As one analogous example which could be used as reference, Seifried et al [122] describes the transformation of a sport management department towards a general business orientation that exists outside of a generic sports department.…”

Section: General Curricular Considerationsmentioning

confidence: 99%

Foundations for Esports Curricula in Higher Education

Scott

Summerley

Besombes

et al. 2021

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education

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Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing programmes of study which aim to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching and communication. This working group examined the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its interdisciplinary complexity. Thereby, paving the way for a framework to support the design of esports curricula in higher education.

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“…The lack of awareness of proper maintenance procedures for sports facilities and infrastructure by managers of facilities and infrastructure is also very influential in managing physical education facilities and infrastructure in schools (Seifried et al, 2021;Vala et al, 2021). For example, in the use of the ball during learning, when the wet ball is exposed to water, the ball is immediately put into the sports equipment storage warehouse without wiping or cleaning the wet and dirty ball first.…”

Section: Introductionmentioning

confidence: 99%

Management of Physical Education Facilities and Infrastructure

Dewi

Windoro

Pura

2021

JET

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The objective of this research is to find out management of physical education facilities and infrastructure. This research is descriptive qualitative approach. Qualitative research is aimed at understanding social phenomena from the perspective of the participants. These participants are people who are interviewed, observed, asked to provide data, opinions, thoughts, and perceptions. The research strategy is flexible, using various combinations of techniques to obtain valid data through the survey. Based on the results of the study, it was found that through interview showed that: first, planning for physical education learning facilities was carried out based on a needs analysis and determining the priority scale of activities to be carried out, in accordance with the availability of funds and the level of importance. Second, the provision of learning facilities is carried out by prioritizing aspects of function (utility) which refer to the usefulness of these facilities. Related to the real needs of schools. Third, the use of physical education learning facilities in addition to academic activities in the form of teaching and learning in class, is also used to support the implementation of various school activities. Fourth, storage of learning facilities is coordinated by designated personnel. Appointment of personnel with agreed terms

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Sport management and business schools: A growing partnership in a changing higher education environment

Cited by 18 publications

References 42 publications

An employable graduate: Essential awareness factors to the preparation of sport management practical experiences

An employable graduate: Essential awareness factors to the preparation of sport management practical experiences

Foundations for Esports Curricula in Higher Education

Management of Physical Education Facilities and Infrastructure

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