Graduation Term

2016

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

Committee Chair

Thomas Crumpler

Abstract

The Commission on Sport Management Accreditation (COSMA) has identified experiential learning projects as an integral element to be included in sport management curriculum (COSMA, 2016). However, often the experiential learning opportunities offered by sport management programs are limited to a required internship experience (Foster & Dollar, 2010). While internship programs have been widely accepted and implemented by sport management programs (Eagleman & McNary, 2010), there is little evidence of the implementation of other experiential learning practices within sport management programs. Consequently, the purpose of this study was to investigate the widespread application of experiential learning practices of sport management faculty.

Using Foster and Dollar’s (2010) Five-Step Experiential Learning Process Model (Foster & Dollar, 2010), a survey instrument was adapted and sent to all subscribers to the North American Society for Sport Management (NASSM) List-serv. A total of 136 electronic surveys were completed by faculty and considered usable for analysis, resulting in a 16.6% response rate. Results showed that the overwhelming majority of sport management faculty are utilizing some form of experiential learning both inside and outside of the classroom. Particularly, a large percentage of faculty identified as “Adopters” of both classroom-based experiential learning and internship experiences. While usage rates were high for those techniques, usage rates were considerably lower for techniques like volunteer exploration, practicum elective, and apprenticeship. Faculty held favorable attitudes towards experiential learning as a practice, particularly in its ability to help students engage with local sport organizations and businesses. Finally, more in depth analysis revealed some significant group differences based on the terminal degree program and the course teaching load of faculty.

Access Type

Dissertation-Open Access

DOI

http://doi.org/10.30707/ETD2016.Sattler.E

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