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Posts from the ‘Sport Business’ Category

Meeting NASSM Series: Executive Committee Secretary Role

In the following months, the NASSM Blog will be highlighting different individuals with NASSM leadership roles. We hope you enjoy getting to know them and learning more about NASSM.

This week’s highlight is NASSM’s current Secretary, Dr. Leeann Lower-Hoppe.

Current faculty position: Assistant Professor a The Ohio State University

How long have you been at this institution? 3 years

Where are you from? Cincinnati, Ohio

What are your primary responsibilities in your role as EC Secretary? The NASSM Operating Codes provides a helpful comprehensive review of the Secretary role. To summarize, my primary responsibilities include: assisting the NASSM President, maintaining records of all Society meetings and Constitutional and Operating Code changes, recording Society meeting minutes, and serving as a voting member on the EC.

What made you want to get involved with NASSM? Servant leadership as a philosophy guides my research, teaching, and service. I believe it is a responsibility of the membership to serve your national association. Through supporting the internal operations of NASSM I seek to advance our field, professionally develop, and expand our network.

How do you hope to contribute to NASSM through serving? NASSM has a wonderful legacy of leadership. It is a privilege to serve on the NASSM EC with outstanding professionals in the field of sport management. I hope to embody the professionalism of the EC, contribute new perspective and ideas, promote the voice of the membership, support the NASSM President, and increase the efficiency of the Secretary role.

What do you think are the biggest challenges NASSM faces? As NASSM President Bob Heere outlined in his recent holiday message to the NASSM membership, we are in the process of exploring a new governance structure. This has been a significant topic of discussion within the EC and has the potential to produce positive change within the organization. However, I anticipate the process of proposing a new governance structure and potentially moving forward with restructuring the board will be a challenge – howbeit a worthy challenge.

Dream NASSM Destination: Chicago, IL – great city!

Meeting NASSM Series: The President Role

In the following months, the NASSM Blog will be highlighting different individuals with NASSM leadership roles. We hope you enjoy getting to know them and learning more about NASSM. Our first post highlights our current and past-presidents. Presidents are elected for three year terms, where they serve as President-Elect, President, then Past-President, each with their own roles and responsibilities.

 

Lisa Kihl, Ph.D., Past-President NASSM

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Dr. Lisa Kihl

 

Current faculty position: Associate Professor, School of Kinesiology, University of Minnesota

How long have you been at this institution? 17 years

Where are you from? Australia

What are your primary responsibilities in your role with NASSM? Past president roles- conference manager and chair NASSM governance working group.

What made you want to get involved with NASSM? Networking, learn about the field, colleagues encouraged me.

How do you hope to contribute to NASSM through serving? Mentoring students and junior faculty; assisting with the implementation of the strategic plan, and aiming to create a more inclusive and supportive association.

What do you think are the biggest challenges NASSM faces? Current governance system and addressing the wide array of membership needs.

Dream NASSM destination: Turks and Cacaos

 

Bob Heere, Ph.D., President of NASSM

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Dr. Bob Heere

Current faculty position:  Professor, Department of Management & Director of Sport Entertainment Management

How long have you been at this institution? About 20 months

Where are you from? The Netherlands, I received my PhD at Florida State University

What are your primary responsibilities in your role with NASSM?  To represent our society in our interactions with our stakeholders and oversee the governance of our Society

What made you want to get involved with NASSM?  Sport management is a small niche, and our boats rise and fall together with the academic tides. Supporting our Society is a crucial component of our service and directly benefits our own careers. I never saw it as a choice, but as a necessity.

How do you hope to contribute to NASSM through serving?  As the president, first and foremost, I try to make myself available to everyone engaged with NASSM, answering any questions they have, or supporting the initiatives they bring forward to our Society. Sometimes, the best thing you can do is stay out of the way of the people who champion certain initiatives. On my end, I have been focused on increasing our transparency in decision making, increasing the engagement of our members, help our committees refocus on their primary responsibilities, and building or modifying the relationship with our partners. For example, we just signed a new partnership with the International Association for Venue Managers (IAVM), and were able to renegotiate our contract with Human Kinetics, which will alleviate the financial burden of our members to carry on that relationship.

What do you think are the biggest challenges NASSM faces? Right now, NASSM is at a crossroads, and its biggest challenge is adjusting its governance structure to the changing demands of scholarly life. The implementation of such a change impacts everything and holds back other initiatives. This restructure has been advocated for, for over a decade, and we are finally able to explore its implementation because of increased sponsorship revenues, and decreased journal subscription costs.

Dream NASSM destination: Frisco, TX, so I don’t have to travel and I can share with our members who amazing this city is when it comes to sport 😊

 

 

Stay tuned for future “Meeting NASSM” blog posts about other NASSM leaders…

Considering Taking Up A Cause? Here are some lessons

When American sprinters Tommie Smith and John Carlos experienced and observed the plight of Black Americans, they knew they had to do something. So, on October 16, 1968, Smith and Carlos, winning gold and bronze in the men’s 200 meters, respectively, each wore black socks without shoes to the medal podium. They proceeded to extend one black-gloved fist over their bowed heads during the national anthem to protest racial injustice in the U.S. “The boos were about as profound as the silence was when we raised our fists and bowed our heads in prayer,” Smith recalled (Zacardi, 2018, para. 36).

Disruption is hard. Some people succeed, able to transform their organizations or institutions in which they operate. Others are not so effective, incapable of unsettling the current situation that exists within their environment. One reason for such “failure” is because people often tend to oppose change that disrupts the status quo. We saw this in 1968. Interested in this story of disruption, we recently set out to better understand this essential yet poorly understood aspect of social change. We gathered and analyzed interviews with 59 members of the 1968 U.S. Olympic Team concerning their reactions (see Agyemang, Berg, & Fuller, 2018).

In general, and as you may imagine, Smith and Carlos’ teammates did not approve of the protest. Based on the interviews, we identified four main reasons why teammates disliked their activism: (1) the sacred spirit of competition should supersede all else; (2) the Olympics should be apolitical; (3) the Olympics should be cherished as an entertainment spectacle; and (4) nationalism and representing the U.S. team is more important than any sociopolitical viewpoint. Building on this and other research, I address the following question: how do change leaders harness and manage the negative perceptions they encounter concerning their disruptive activity? Here are some takeaways and how they may apply to people working for change:

Become an expert in the area which you seek social change.

At the end of the day, change leaders cannot force people to believe in the same social causes they do. This is why people working for social change should focus on the things they can control. One way is to be an expert in the area in which you intend to disrupt and desire social change. Occasionally groups resisting may lack essential information and not understand the social cause. In other cases, those opposing the social change frequently attempt to obscure a change leader’s message. Based on reading and observation, sometimes this is easier to do because change leaders do not fully understand what they’re doing. As a result, they are unable to generate empathy from the broader public because their message is unclear. For instance, Colin Kaepernick said that he had considered taking a stand for a while, but before he did, he wanted to make sure he was well read on the subject matter. Though he has faced criticism for his actions and his beliefs, it is clear he is strong in his convictions and is able to back them up given his understanding of the issues.

Not all causes are seen the same.

In 2016, I spoke with a renowned sports journalist about the current wave of athlete protests. Comparing the likes of LeBron James to Colin Kaepernick, the journalist noted how there is a fundamental difference between calling for an end to gun violence (i.e., James at ESPY Awards) and calling for systemic change to social institutions that have historically wronged racial and ethnic minorities. He contended that the former is much more likely to gain consensus (or at least close to it) from the public than the latter, which is much more divisive. Regarding the latter, opposition may even dispute the social issue even exist. The biggest challenge here is to articulate how and why the change you are calling for will benefit those who are not yet onboard. Human nature is to operate from a “what’s in it for me?” mentality. If change leaders desire commitment from others, they should consider what these groups want and need.

Anticipate resistance.

Related to the point above, I think one of the more obvious takeaways is that change leaders should always anticipate resistance. This occurs for many reasons, including dominant groups are more prone to uphold the status quo and not champion change, because they benefit from societal norms. Contrasting to that, peripheral actors who are often less privileged members of society and are less favored by the status quo are more to desire change. We saw this in 1968 during Smith and Carlos’ time, and we see similar scenes today. For example, Colin Kaepernick’s silent gestures beginning in 2016 has received backlash both for his tactics (i.e., kneeling during the national anthem) and the causes he’s bringing attention to (i.e., police brutality against Black people).

Embrace the challenge.

Sure, people resisting a social cause you believe strongly in can be a frustrating and oftentimes agonizing experience. However, as cliché as it may be, it is important for change leaders to not withdraw from the resistance, but embrace it. One piece of advice I received was to think of resistance as strength training. We use resistance (e.g., dumbbells) to build muscle and endurance so that we can gain strength. The same could be said for the opposition change leaders face when attempting to bring attention to a social cause. So, keenly listen. Attempt to understand why they are resisting. This seems to be a lost art in today’s divided political climate. Of course, this doesn’t mean you have to concur with every single criticism; but listening to opposition criticisms can open your eyes to blind spots you may have not considered, and serve to ultimately strengthen your cause when you respond to these blind spots.

Social position matters.

A person’s social position is based on various social groups they belong to (e.g., profession, gender, race, culture, relationships) and provides them consent to perform certain actions and enter certain spaces. One of the more interesting observations from the study is that Smith and Carlos’ protest may have been viewed differently if they had the support of their teammates and people in positions of power. Based on this, it would behoove change leaders to seek ties with people with access to resources and “clout” they need to make change. For instance, recently, professional athletes have established relationships and met with Congressional leaders about issues related to race and policing, among others. These relationships could provide your change effort more legitimacy.

Final remarks

When we consider what is necessary for social change to take place, it regularly demands some type of disruptive act. Change leaders can play an integral role in this process. The challenge is this is often complex, and will often entail resistance to both the change and the tactics a change leader will use. Yet, I’m reminded of what John Carlos recently told me: If anyone ever calls you a troublemaker, rest assured you’re in damn good company. Don’t let them [opposition] intimidate you and scare you away from doing what you feel is right.”

Click here for full research article in Journal of Sport Management Vol. 32, Issue 6.

 

 

Author note: another version of this blog appears at: https://kwameagyemang.com/considering-taking-up-a-cause/

Agyemang, K. J. A., Berg, B. K., & Fuller, R. D. (2018). Disrupting the disruptor: Perceptions as institutional maintenance work at the 1968 Olympic Games. Journal of Sport Management, 32(6), 567-580.

Zacardi, N. (2018, October 3). Tommie Smith, John Carlos remember Olympic protest on 50th anniversary. NBC Sports. Retrieved from https://olympics.nbcsports.com/2018/10/03/tommie-smith-john-carlos-black-power-salute/

The Experience of a Sport Management Instructor-Practitioner

A common practice among sport management programs, having practitioners as adjunct instructors are opportunities to provide particular expertise or more offerings than the current pool of professors and lecturers can provide on their own. This interview with Nikki Stewart from East Tennessee State University (ETSU) Athletics provides insight into that experience as a practitioner-instructor.

What is your current role, both as a practitioner and as an adjunct?

Currently, I am the Assistant Athletics Director of Academic Services at ETSU, and Issues & Trends in Sport Management adjunct instructor for both the graduate and undergraduate ETSU Sport Management programs

What do you most enjoy about having both of those roles?

As an assistant AD of Academic Services, I enjoy having a direct line to kids, my previous role (as a professional academic counselor), I only saw my advisees twice a year, but in this role, I see kids all day long. I enjoy investing in those students on a daily basis. In my role as an adjunct, I enjoy being able to teach again. I taught sport management at my previous institution, and while I’m currently teaching only online, it has allowed me to get back to teaching. I love having conversations with students. I get to hear their perspective on what is going on in sport. Every four or five years, the ways students think about the issues changes. I enjoy listening and discussing those issues with each group of students.

How do you see being an adjunct intersecting with your role as a practitioner?

It allows me to give first-hand, real-time, fluid opinions on what’s going on, because I deal with it on a daily basis. The students respect that. It’s great also to speak to non-student-athletes as well. A lot of the issues in sport are happening in college athletics. Whether it is TV rights, getting people through the gate, the different ways inventory is created, the laws being created in California, to all the crises in sport. All of that affects me day to day. While they can read an article about what’s going on, I also can say, “this is what happened to my team yesterday, this is what I’m dealing with right now.” I think that brings a unique perspective to the students.

What efforts do you make to bring your knowledge in as a practitioner to the classroom, and vice versa?

Like I said before, bringing in that real-time knowledge helps inform a class such as issues & trends. There is that insider real-time understanding I have that can help students understand how these issues are affecting the sport industry, because I’m living in it. In terms of the classroom to my role as a practitioner, I have to say I get really excited about to talk about these issues. I am a big nerd, so the classroom is a fantastic way to engage with these issues. It’s an avenue I don’t get as a practitioner, to have the time and space to discuss these issues with an engaged audience. We can get very narrow-focused on the athletics side, but by being both a practitioner and an instructor, I can see both ends of the higher education and athletics perspective. And by doing that, I think it helps our ability to best serve our student-athletes.

What do you wish sport management programs knew better or more about in regard to the sport industry?

That programs would understand how fluid everything is, how much things change. Week by week, things can change substantially. How quickly you have to adapt. It’s hard to convey until you are in it. Any opportunities to have field experience, even in each class, some opportunity to experience how adaptable you have to be. Experiencing failure, and learning how to grow from it while in the field can really help students. Articles and books are great, they give a great foundation, but taking that knowledge and “getting your butt kicked” in the field is what will help in the long run.

 

The interview was conducted by Dr. Natalie L. Smith, Assistant Professor in the Sport & Recreation Management Program & Graduate Programs Coordinator at ETSU. You can find her on Twitter @NatalieLSmith. She is always looking for blog post ideas and writers for this blog.

Sport Management Academic Job Listings

Here you will find the current academic postings for Sport Management and sport-management-related positions (this list is updated weekly):

Role: Instructor or Lecturer of Sport Management; Start Date: Fall 2020; Institution: The University of South Dakota; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor/Instructor of Sport Business (non-TT); Start Date: Fall 2020; Institution: University of Mount Union; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport Management; Start Date: Fall 2020; Institution: Aurora University; Deadline: Open Until Filled; Application & Posting

Role: Assistant/Associate Professor, Sport Management (non-TT); Start Date: ASAP; Institution: Long Island University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport Management; Start Date: Fall 2020; Institution: Texas Tech University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport Analytics; Start Date: Fall 2020: Institution: Syracuse University; Deadline: 3/22/2020; Application & Posting

Role: Continuing Lecturer in Sport Management; Start Date: Fall 2020; Institution: Purdue University; Deadline: 2/24/2020 ; Application & Posting

Role: Clinical Assistant/Associate Professor of Sports Management (non-TT); Start Date: Fall 2020; Institution: New York University (NYU); Deadline: 3/1/2020; Application & Posting

Role: Faculty, Sports Business and Entertainment Management; Start Date: Fall 2020; Institution: Grand Canyon University; Deadline: Open Until Filled; Application & Posting

Role: Open Rank Professor of Sports Marketing & Analytics; Start Date: Fall 2020; Institution: Mercer University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport Management; Start Date: Fall 2020: Institution: Tennessee Tech University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport and Recreation Management; Start Date: Fall 2020; Institution: University of Pittsburgh at Bradford; Deadline: Open Until Filled; Application & Posting

Role: Assistant Teaching Professor of Sport Management (non-TT); Start Date: Fall 2020; Institution: University of Missouri-St. Louis; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sports Administration/Sport Management; Start Date: Fall 2020; Institution: Grambling State University; Deadline: Open Until Filled; Application & Posting

Role: Assistant/Associate Professor of Sport Management; Start Date: Fall 2020; Institution: University of Mary Hardin-Baylor; Deadline: Open Until Filled; Application & Posting

Role: Assistant/Associate Professor of Sport Management; Start Date: Reach out to hiring committee; Institution: Coppin State University; Deadline: Open Until Filled; Application & Posting

Role: Assistant or Associate Professor of Sport Management; Start Date: Fall 2020; Institution: Husson University; Deadline: Open Until Filled; Application & Posting

Role: Assistant/Associate Professor of Sport Management; Start Date: Fall 2020; Institution: Utica College; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor, Sport and Recreation Management; Start Date: Fall 2020; Institution: Curry College; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sports Administration (TT); Start Date: Fall 2020; Institution: Baker University; Deadline: 1/1/20; Application & Posting

Role: Assistant Professor of eSports Management; Start Date: Fall 2020; Institution: University of New Haven; Deadline: 12/10/19; Application & Posting

Role: Lecturer in Sport Marketing (1 year contract); Start Date: Fall 2020; Institution: Seattle University; Deadline: 1/15/20; Application & Deadline

Role: Associate or Full Professor and Lang Chair in Sport Management; Start Date: Fall 2020; Institution: University of Guelph; Deadline: 1/13/20; Application & Posting

Role: Assistant Professor of Sport Management; Start Date: Fall 2020; Institution: Western Illinois University; Deadline: 12/13/19; Application & Posting

Role: Assistant Professor or Instructor, Sport and Recreation Management; Start Date: Fall 2020; Institution: Keystone College; Deadline: Open Until Filled; Application & Posting

Role: Clinical Assistant/Associate Professor (non-tenure track); Start Date: Fall 2020; Institution: University of North Texas; Deadline: 12/8/19; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: Arkansas State University; Deadline: Open Until Filled; Application & Posting

Role: Assistant & Assistant/Associate Professors of Sport Management (2 positions); Start Date: Fall 2020; Institution: SUNY Oneonta; Deadline: Open Until Filled; Application & Posting

Role: Chair/Full Professor, Department of Counseling, Recreation and School Psychology (includes Sport Management); Start Date: Fall 2020; Institution: Florida International University; Deadline: 11/15/19; Application & Posting

Role: Assistant/Associate Professor of Sport Management (tenure track) OR Assistant/Associate Professor of Practice in Sport Management (non-tenure track); Start Date: Fall 2020; Institution: Merrimack College; Deadline: Open until filled; Application & Posting

Role: Assistant Teaching Professor of Sport Management (non-tenure track); Start Date: Fall 2020; Institution: Syracuse University; Deadline: 11/15/19; Application & Posting

Role: Sport Business Management full-time faculty member (unclear if tenure-track); Start Date: Fall 2020; Institution: Maryville University of St. Louis; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sport Leadership; Start Date: Fall 2020; Institution: University of Kentucky; Deadline: 11/13/19; Application & Posting

Role: Assistant Professor, Sport Management and Leisure; Start Date: Fall 2020; Institution: Oral Roberts University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor of Sports Management; Start Date: Fall 2020; Institution: Utah State University; Deadline: 11/25/19; Application & Posting

Role: Open Rank Tenure-Track Professor of Sport and Recreation Management; Start Date: Fall 2020; Institution: Temple University; Deadline: 11/4/19; No listing available, email SRMjobs@temple.edu

Role: Lecturer in Sport & Events; Start Date: Fall 2020; Institution: Coventry University (UK); Deadline: 11/9/19; Application & Posting

Role: Assistant Professor/Associate Professor in Recreation, Event, and Sport Management; Start Date: Fall 2020; Institution: University of North Texas; Deadline: 11/1/19; Application & Posting

Role: Tenure Track Faculty Position in Sport Management: Start Date: Fall 2020; Institution: Covenant College (GA); Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: Northwood University; Deadline: Reviewed immediately until filled; Application & Posting

Role: Lecturer of Sport and Recreation Management (non-tenure track); Start Date: Fall 2020; Institution: University of Iowa; Deadline: 11/1/19, Open until filled; Application & Posting

Role: Assistant Professor of Business, Sport Management; Start Date: Fall 2020; Institution: University of the Pacific; Deadline: 11/1/19, Open until filled; Application & Posting

Role: Assistant Professor of Sport Management; Start Date: Fall 2020; Institution: University of Tampa; Deadline: Reviewed immediately until filled; Application & Posting

Role: Sport Management Assistant Professor; Start Date: Fall 2020; Institution: St. Ambrose University; Deadline: 12/8/19; Application & Posting

Role: Clinical Assistant Professor, Sport Management (non-tenure track); Start Date: Fall 2020; Institution: Southern Methodist University; Deadline: 1/5/20; Application & Posting

Role: Assistant Professor, Sport Management (Recreation & Sport Administration); Start Date: Fall 2020; Institution: Western Kentucky University; Deadline: 10/30/19; Application & Posting

Role: Assistant Professor in Sports Administration; Start Date: Fall 2020; Institution: University of New Mexico; Deadline: 11/1/19; Application & Posting

Role: Visiting Instructor of Sport Management; Start Date: Fall 2020; Institution: University of South Florida; Deadline: 10/18/19; Application & Posting

Role: Assistant or Associate Professor in Sport Management; Start Date: Fall 2020; Institution: University of Florida; Deadline: 12/5/19; Application & Posting

Role: Director, Hart School of Hospitality, Sport and Recreation Management; Start Date: Fall 2020; Institution: James Madison University; Deadline: 11/02/19;  Application & Posting

Role: Teaching Professor (non-tenure track); Start Date: Fall 2020; Institution: Xavier University; Deadline: 11/15/19; Application & Posting

Role: Assistant Professor of Sport Analytics; Start Date: Fall 2020; Institution: Rice University; Deadline: 10/15/19; Application & Posting

Role: Teaching Instructor Faculty Position (non-tenure track); Start Date: Fall 2020; Institution: Rutgers University – New Brunswick; Deadline: Did not list; Application & Posting

Role: Full-Time Faculty Position (3 year appointment); Start Date: Spring 2020; Institution: Clarke University; Deadline: 10/20/19; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: University of North Florida; Deadline: 10/4/19; Application & Posting

Role: Assistant/Associate Professor, Sport and Recreation Management; Start Date: Fall 2020; Institution: New England College; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: Belmont University (TN); Deadline: 10/22/19; Application & Posting

Role: Open Rank Tenure-Track Professor, Sport Management; Start Date: Fall 2020; Institution: UMass-Amherst; Deadline: 10/23/19; Application & Posting

Role: Director of School the Kinesiology & Recreation (which includes Sport Management); Start Date: Fall 2020; Institution: Illinois State University; Deadline: Open Until Filled; Application & Posting

Role: Assistant/Associate Professor, Sport Management; Start Date: Fall 2020; Institution: National Institute of Education (Singapore); Deadline: 10/15/19; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: Sacred Heart University (CT); Deadline: Open Until Filled; Application & Posting

Role: Assistant Teaching Professor, Sports Management (non-tenure); Start Date: Fall 2020; Institution: University of Missouri, Columbia; Deadline: 11/1/19; Application & Posting

Role: Open Rank Professor, Sport Management (multiple positions); Institution: Hamad Bin Khalifa University (in partnership with University of South Carolina; Deadline: Open immediately; Application & Posting

Role: Open Rank Professor, Sport Management; Start Date: Fall 2020; Institution: University of Illinois at Urbana-Champaign; Deadline: 10/14/19; Application & Posting

Role: Open Rank Professor, Sport Management; Start Date: Fall 2020; Institution: Texas A&M; Deadline: 10/4/19; Application & Posting

Role: Assistant or Associate Professor, Sport Management; Start Date: Fall 2020; Institution: Northern Illinois University; Deadline: 10/6/19; Application & Posting

Role: Chair of Sport Management; Start Date: TBD; Institution: Endicott College; Deadline: Review Process Begins Immediately; Application & Posting

Role: Lecturer in Sport Management; Start Date: Fall 2020; Institution: Bournemouth University (UK); Deadline: 9/25/19; Application & Posting

Role: Assistant Professor of Sport Analytics; Start Date: Fall 2020; Institution: Miami University (OH); Deadline: 9/13/19; Application & Posting

Role: Associate Professor/Professor of Sport Management; Start Date: Fall 2020; Institution: University College Dublin; Deadline: 9/30/19;  Application & Posting

Role: Assistant Professor, Sport Administration; Start Date: Fall 2020; Institution: University of Louisville; Deadline: 9/23/19; Application & Posting

Role: Open Rank (Assistant/Associate/Full) Professor, Sport Administration; Start Date: Fall 2020; Institution: University of Louisville; Deadline: 9/23/19; Application & Posting

Role: Assistant/Associate Professor of Sport Management; Start Date: Fall 2020; Institution: Northern State University; Deadline: 10/4/19; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: University of Wisconsin-Lacrosse; Deadline: Ongoing, First Review 10/9/19; Application & Posting

Role: Assistant/Associate Professor of Recreation, Sport & Tourism; Start Date: Fall 2020; Institution: Southern Connecticut State University; Deadline: 10/18/19; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: Springfield College; Deadline: Review begins immediately until Filled; Application & Posting

Role: Assistant Professor, Entertainment Management; Start Date: Fall 2020; Institution: University of South Carolina; Deadline: Open Until Filled; Application & Posting

Role: Lecturer in Sport Management; Start Date: Spring 2020; Institution: Coastal Carolina University; Deadline: 9/3/19; Application & Posting

Role: Assistant or Associate Professor of Sport Management/Analytics; Start Date: Fall 2020; Institution: Syracuse University; Deadline: Open Until Filled; Application & Posting

Role: Assistant Professor, Sport Management; Start Date: Fall 2020; Institution: University of Minnesota; Deadline: 11/01/19; Application & Posting

 

Open Adjunct Roles:

Role: Adjunct Faculty; Institution: Aurora University; Application & Posting

Role: Adjunct Faculty; Institution: SUNY Cortland; Application & Posting

Role: Adjunct Instructor; Institution: College of Saint Elizabeth; Application & Posting

Role: Winter Session Intermittent Instructor; Institution: University of Michigan; Application & Posting

Role: Open Adjunct Pool; Institution: Western New England University; Application & Posting

Role: Ethics & Law in Sport Class; Institution: North Central College (Naperville, IL); Application & Posting

Role: Open Adjunct Pool; Institution: St. Benedictine (Lisle, IL); Application & Posting

Role: Open Adjunct Pool; Institution: University of Kansas (Lawrenceville, KS); Application & Posting

Role: Open Adjunct Pool; Institution: Rivier University (Nashua, NH); Application & Posting

 

If you have additional postings you would like to be added, please email communications@nassm.org

Observations from the WWC Part 2: Interview with Current Sky Blue FC GM

By Dr. Natalie L. Smith (@NatalieLSmith)

Natalie is an Assistant Professor at East Tennessee State University, a former Sky Blue FC & MLS employee, and is currently recruiting a Graduate Assistant for Fall 2020.

A continuation from last week, we followed up with someone who has been dedicated to women’s sport, and women’s soccer specifically, for years. In a practitioner insight interview to compliment last week’s blog, I interviewed a long-time friend, Alyse LaHue. She is the current Sky Blue FC General Manager & Adjunct Instructor at East Tennessee State University. Here’s the interview:

How has the WWC in France impacted Sky Blue FC attendance, media and sponsorship interest?

I would suggest it’s less so the general World Cup and more so the USWNT’s success during it that has driven this interest. It always seems to become a national cultural moment when the USWNT plays in the World Cup. You see media coverage on all outlets: online, tv news, newspapers. Everyone covers it and with that comes enhanced interest in women’s soccer in general. The victory is the major icing on the cake in that you then have a long extension of the WWC through parades, talk shows, and general ongoing appearances via everything you could imagine.

We’ve certainly seen a surge in attendance with two sellouts and a third on the horizon out of our 6 post-WWC games. We even just moved one to Red Bull Arena to accommodate demand. Sky Blue has never played there before. It allows us to engage more media and sponsors by playing in a venue like that, a bit closer to NYC.

What questions do you and others who work in women’s soccer have that you can’t answer right now?

A major item for me is the measurables. There has been an instinct that women’s sports in general have that intangible emotional connection with fans, which I won’t deny. But as front offices we have to operate on data and numbers. Sponsorship ROI and impressions are areas that we typically have not been able to afford on the teams I’ve worked for. Those analyses can be very expensive but it’s something that would be intriguing to me. How many impressions on average does the jersey front get during the course of a season? How can we further measure the actual ROI for our partners instead of just treating their sponsorship like a donation?

What role do you see academics playing in women’s soccer? Have you collaborated with academia in your organizations?

I wish we had more collaborations! During my time in Chicago we had a group of students from Canada work on a semester-long project then come down and present it to us. It included many outside-the-box marketing ideas, many of which we actually ended up exploring

 

In conclusion, so many questions remain about how our current management theories relate to the realities of women’s soccer, and perhaps women’s sport more generally. Fortunately, this seems to be a growing area of interest for scholars. In the past year alone, we have seen a book published on the business of women’s sport (co-edited by Drs. Nancy Lough and Andrea Geurin), and a call for papers with the International Journal of Sport Management and Marketing for a special issue on marketing in women’s sports (submissions due in December). This increased academic focus on women’s sport is needed and welcomed. Clearly those in the women’s sports space want more collaboration with academics, what an opportunity for us to provide much needed research.

Observations from the FIFA Women’s World Cup – Part 1

For many former and current sports business professionals and academics, attending sporting events are often simultaneously exhilarating and frustrating. Here are a few academic-professional observations from my 5th live Women’s World Cup, and suggestions for research.

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Writing Case Studies to Engage with Industry (And Become a Better Writer)

By Aaron Mansfield

Aaron Mansfield is a PhD student at UMass Amherst and an Associate Editor at ESPN

This summer, Zion Williamson – whom legendary former Nike executive Sonny Vaccaro describes as “the most marketable person I’ve seen” – hit the sneaker market. A bidding war ensued.

While the No. 1 NBA draft pick was ruining rims for Duke, pundits speculated about which brand he’d select: Nike or Adidas? Late in the game, however, a dark horse emerged: Puma.

Though Zion ultimately chose Nike subsidiary Jordan, the German giant’s commitment to basketball was evident. Puma announced its re-entry into hoops in 2018, after its attempt in 1998 famously flamed out. Twenty years later, Puma – sensing an opportunity to play “provocateur” – gave it another go, launching an ambitious campaign with Jay-Z.

I recently broke down this situation from a sport marketing perspective for the McCormack Case Study Collection at UMass Amherst. In the case, I offer context, highlight opportunities and challenges, and outline teaching points and assignments. For students, the case offers the chance to engage with a story developing right now – the type of thing they’re already talking about. For instructors, the case offers relevant, vetted material and a ‘plug and play’ design.

UMass’ collection is one of several such resources for sport educators – for example, check out Case Studies in Sport Management, or search for your topic of interest on the expansive Sport Management Case Studies Repository. Academics often hear of the importance of bridging theoretical instruction with industry. This is especially significant in sport because of our discipline’s applied focus (Chalip, 2006; Irwin & Ryan, 2013). Further, because consumer sport is young and rapidly developing, the subject matter we explore is dynamic. Trends and talking points arise constantly. (Consider the emergence of esports, or how many jobs are now centered on sport analytics.) It’s difficult to make a meaningful contribution in the classroom without industry awareness.

Case studies offer such a bridge, invigorating the classroom. Students excitedly participate in discussions. Well-suited for either individual or group work, cases offer a refreshing supplement to tried-and-true approaches like lecturing and textbook assignments.

I also encourage you to consider writing a case of your own. For example, the leader of UMass’ collection, Will Norton, is searching for quality content. Unsure what to write about? Well, when it comes to building theory, sport scholars have alluded to the importance of personal passion for the subject matter (Chelladurai, 2013; Fink, 2013). That insight extends to case studies. What are you passionate about?

The similarities between writing for journal publication and crafting a case may not be immediately apparent, but there is carryover. As a scholar and journalist, I have learned this to be true: writing is writing. When I am attempting to make a theoretical contribution for a journal, I am becoming a better editor; when I am coaching a writer on an NFL season preview feature, I am becoming a better theory-builder. Writing is akin to training your central nervous system – it doesn’t matter which muscle group you’re targeting. Working on a case refines your voice and sharpens your editorial sense, which come into play every time you write-up research (or review a peer’s work).

The language and conventions are different, but constructing a case is much like constructing a journal article: you start with a big idea, narrow its focus as you peruse related literature and take notes, break it down into component parts, and slowly but surely – making exponential progress, adapting as you discover new sources –mold it into a cohesive product. Perhaps most importantly, you spend time between writing wrestling with the concepts. Doesn’t that sound like the process of theory building that Fink (2013) described?

I specifically recommend that PhD students consider this opportunity. You’ll bolster your writing ability, enjoy exploring a topic of interest, and feel satisfied knowing your work could impact leading sport programs. Oftentimes, such as with the UMass collection, you’ll also be compensated financially.

Case studies are a tool for scholars who aspire to shape the future of the academic discipline and the next generation of sport professionals. I encourage you to take advantage of such a valuable resource: consider using a case in your next course or writing one of your own.

 

Citations
Chalip, L. (2006). Toward a distinctive sport management discipline. Journal of Sport Management, 20, 1-21.
Chelladurai, P. (2013). A personal journey in theorizing in sport management. Sport Management Review16, 22-28.
Fink, J. S. (2013). Theory development in sport management: My experience and other considerations. Sport Management Review16, 17-21.
Irwin, R. L., & Ryan, T. D. (2013). Get real: Using engagement with practice to advance theory transfer and production. Sport Management Review16, 12-16.

New to NASSM Conference: Guide to Maximizing Your Time

By Natalie L. Smith (East Tennessee State University) & Kerri Bodin (University of Ottawa)

Great choice! You are headed to NASSM’s Annual Conference for the first time, and we’re sure you’re excited to learn new things and meet new people. But we’re guessing this is also somewhat intimidating. As one of the largest and oldest conferences in our field, the NASSM Annual Conference can be somewhat overwhelming for first time attendees. Here is a friendly guide to the conference itself:

First thing first, read the program schedule ahead of time. Pre-plan what presentations you want to go to. Make sure to build in breaks to let your mind process all the information. You do not have to try to go to every session available. When you do go to sessions, ask questions during the sessions, this is an opportunity for researchers to hear suggestions or new ideas that may improve or build on their current research. If you want to speak to the presenter afterward, make sure to go outside the room to do so, as the presentation timeline is tight.

Reach Out Early: If a topic or a person really sparks your interest from the program schedule, reach out to them and ask for a meeting or simply say you look forward to seeing them at the conference. Those scheduled break times are a great time to chat for 20 minutes in a centrally located area. Be flexible about it, some of these more senior NASSM members have dozens of old friends to reconnect with as well as committee or leadership responsibilities.

Add the app. Be sure to download the Attendify app then search NASSM for the official 2019 NASSM conference app (sponsored by Sports Travel Academy. Event Code: nassm19) or click here.

Practical Tip: If you are presenting, bring a flash drive and presentation remote (via @DocJamesWeiner)

What Are All These Events? (This only covers events with a social component or opportunities to learn more about NASSM)

Past-President’s Workshop (Wed 4:00-6:00pm, Nottoway, 4th Floor) – Every year, the past-president hosts a workshop on a different topic.

Opening Reception (Wed 7:00-9:00pm, Armstrong Room) – The first event of the evening, this is the time to chat with someone new. You see your colleagues and friends all year long, now is the time to engage with peers elsewhere in the field. Use the drink line as an excuse to chat with the person behind you. Meet new people in groups of 2 if you’re too shy to go on your own. This is a very unstructured time, so use it to have new conversations. Dress code: Business casual usually.

NASSM 101 (Thurs 8:30-9:15am, Napolean A1) – A great way to learn about NASSM itself and  how to get involved.

NASSM Annual General Meeting (Fri 4:00-5:00pm, Napoleon BC) – Learn about the state of NASSM, keep informed of changes, updates, and general concerns. Become more familiar with NASSM’s Executive Council. Every member is welcome to attend!

WIN (Women in NASSM) Meeting (Fri 5:30-7:00pm, location TBD) – An unofficial but long-standing event that brings together any woman in NASSM interested. A great way to meet new people.

Diversity Breakfast (Sat 7:00-8:00am, Napoleon B1) – Hosted by the Diversity Committee, an informal breakfast to network and chat with those interested in diversity topics. Everyone is welcome, even if you don’t do diversity research. Again, another great way to meet new people.

Founders’ Awards Night (Sat, Cocktail Reception 6:15-7:00pm, Dinner 7:00-9:00pm, Napoleon Foyer & Ballroom) – A more formal affair that includes a cocktail reception beforehand. The cocktail hour is another great opportunity to meet people (seeing a trend?).

What are all these committee meetings on the schedule?  Sounding a bit too much like a mafia boss, “eh, don’t worry about it.” Maybe you’ve noticed on the event schedule a few meetings such as “Executive Council Hand over” or the “SMEJ Editorial Board Meeting.” They are for folks on those boards or committees. Go ahead and ignore those parts of the schedule (unless you are on that board or committee!), but also take note of any committee that sparks your interest. Reach out to the chair and ask about opportunities to get involved. You can find standing committee chairs’ contact information here and the Executive Council here.

What do I wear? This for me, is always the toughest. Maybe as a former sports business professional or maybe as a woman, I always stress about dress code. I’ve found NASSM attendees dress in a range from full business to, what I call, outdoor recreation business casual (outdoor shirt short-sleeved button down). The Founders’ Awards Night tends to be more formal, the opening reception not as much. Everyone has a different opinion on this, but I will say, wear things that make you feel confident and comfortable, so you can focus on the exchange of ideas.

What is happening for students? That student board works hard for you, so take advantage of their efforts. I found student events is where I met future collaborators, new friends, and I’ve heard for some, future colleagues. Check out the student events here.

One last piece of advice: Not every conversation leads to a collaboration or a job offer, but every conversation at NASSM is worth having. Your To-Do list will always be there and your presentation will never be perfect. Instead, use this time to be curious, to engage, and to be inspired. The combined intellect, passion for research, teaching and/or service, makes for an invigorating several days.

Authors: Natalie is an Assistant Professor of Sport & Recreation Management at ETSU in Johnson City, TN. She attended her first NASSM conference as a PhD student in Austin in 2013. Kerri is a PhD student at the University of Ottawa in Ottawa, Ontario. She attended her first NASSM conference as a Master’s student in Denver in 2017.

Thank you to @Matt_Huml, @markaslavich, @morrsport, @ChadMcEvoy, @TimDeSchriver for your assistance in providing advice to first-timers!

How Do We Help Our Students Arrive, If We Don’t Know Where They Started?

by Chris Barnhill (research conducted with Andrew Czekanski and Adam Pfleegor)

Dr. Christopher Barnhill is the Sport Management Program Director and Associate Professor at Georgia Southern University. Dr. W. Andrew Czekanski is an Assistant Professor with the Department of Recreation and Sport Management at Coastal Carolina University. Dr. Adam G. Pfleegor is an Assistant Professor with the Department of Sport Science at Belmont University.

In the summer of 2005, not long after my wife and I moved to Manhattan, Kansas, we experienced what has to be one of the most frustrating conversations of our marriage. I was in my new office in the Kansas State athletic department while Amy was driving back from a job interview in nearby, Riley, Kansas. She called from her cell phone desperately hoping that I could give her directions home. Unfortunately, I was of no help.

If you are familiar with this region, you know that most towns in the area are separated by a sea of wheat with no major highways. Smartphones did not yet exist and GPS was not common. She needed my help, but all I knew is that she was surrounded by wheat fields and a few windmills. Essentially, I knew she was somewhere in Kansas. I knew the destination she was trying to find but without knowing her current location, any advice was useless.

It’s impossible to draw a map to Point B without first knowing the location to Point A.

As faculty, it is our duty to be familiar with the knowledge and skills students must acquire to be successful in the sports industry. Many of us worked in the industry and regularly communicate with industry partners or advisory boards. Additionally, there is some great literature exploring industry and faculty perspectives of student outcomes (e.g. Barnes, 2014; Mathner & Martin, 2012; Schwab et al., 2013). We know the location of Point B. In Barnhill, Czekanski, and Pfleegor (2018), we attempted find Point A by gathering data from students at 12 undergraduate programs on their first day of Introduction to Sport Management.

Data About Sport Management Intro Students

Getting to know sport management studentsThe results of our study provided a complex picture of the students we are educating. Sport management students have high academic aspirations. More than half of the students surveyed desired to obtain an advanced degree and were heavily involved in their campus communities. However, their college GPA is lower than the general population. This might be explained by some of the demographic information in the sample. A majority of students identify as having a middle-class background, but many students come from lower or upper-class backgrounds. Graduation rates are significantly higher for students from higher socioeconomic backgrounds than for students who come from middle and lower socioeconomic classes (Snyder, de Brey & Dillow, 2010). This often stems from differences in resource allocations for K-12 schools, as well as less access to mentors with college experience (Institute for Research on Poverty, 2017).

When looking at racial and gender demographics, we found sport management programs generally have more White and Black students than the general undergraduate population, but few students from other populations (Snyder et al., 2019). Similarly, women are woefully underrepresented in our discipline. Literature consistently indicates diverse classroom environments improves learning outcomes (Gurin, Dey, Hurtado, & Gurin, 2002). While the current imbalance in representation represents an opportunity for growth by making our programs more welcoming to students from underrepresented populations, it also puts an emphasis on faculty to bring diverse viewpoints to the classroom.

The final section of our study explored students’ perceptions of their own abilities relative skills/knowledge. Scholarship consistently indicates sport management students are naïve to the realities of the field and have unrealistic expectations for their careers (Barnes, 2014; Mathner & Martin, 2012; Schwab et al., 2013). This may be because sport management students are primarily attracted to the discipline by their passion for sport. Participants in the study were generally unaware careers available in the sport industry. Our study also indicated students are overly confident in their own abilities. As a whole, the sample indicated beliefs that their skills and knowledge related to the industry were above average despite the fact that they had never taken a course related to sport management. Unrealistic career expectations not only impact student learning, they also have negative consequences after graduation (Bush, Bush, Oakley, & Cicala, 2014).

As sport management educators, we have a duty to prepare students for the industry to hope to enter. We must continue to be aware of and adapt to an ever-changing destination. However, we must also be keenly aware of the various jumping off points from which our students begin their journeys. We hope, if anything, this study provides a picture of the undergraduate student population and begins a conversation about curriculum design in undergraduate sport management programs.

Read the entire study here in the April 2018 edition of the Sport Management Education Journal

Barnes, J.C. (2014). What becomes of our graduates?: New employee job transition and socialization in sport administration. Sport Management Education Journal, 8, 27–34.

Barnhill, C.R., Czekanski, W.A., & Pfleegor, A.G. (2018). Getting to know our students: A snapshot of sport management students’ demographics and career expectations in the United States. Sport Management Education Journal, 12, 1-14.

Bush, A. J., Bush, V. D., Oakley, J., & Cicala, J. (2014). Formulating undergraduate student expectations for better career development in sales: A socialization perspective. Journal of Marketing Education, 36(2), 120-131. doi:10.1177/0273475314537831

Gurin, P., Dey E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.

Institute for Research on Poverty (2017). Poverty Fact Sheet: Falling Further Behind: Inequity in College Completion. Madison, WI: University of Wisconsin – Madison.

Mathner, R.P., & Martin, C.L.L. (2012). Sport management graduate and undergraduate students’ perceptions of career expectations in sport management. Sport Management Education Journal, 6, 21–31.

Schwab, K.A., Dustin, D., Legg, E., Timmerman, D., Wells, M.S., & Arthur-Banning, S.G. (2013). Choosing sport management as a college major. SCHOLE: A Journal of Leisure Studies and Recreation Education, 28(2), 16–27.

Snyder, T. D., de Brey, C. & Dillow, S. A. (2019). Digest of Education Statistics 2017 (NCES 2018070). Washington, DC: National Center for Education Statistics.

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