#ODU2ODU: Testing the Benefits of a Partnership Between Sport Management Classrooms

Brendan O'Hallarn,James Strode

doi:10.18060/23830

Abstract

As sport management pedagogy has evolved, an effort has been made to incorporate popular and innovative social media technologies into classroom instruction. Academic research has suggested how the technology can be utilized to provide real-world skills for students and develop proficiencies in an area where many sport management graduates find employment. Notable among the recommendations about social media use by sport management scholars is a lack of research testing the efficacy of these tools in improving curricula. The current study relied on the recommendations of Sanderson and Browning (2015) to use the social media site Twitter to create online partnerships, testing the perceived benefits of such an arrangement through end-of-semester surveys with student participants. While the survey data show a true partnership may be difficult to realize—particularly during a single semester—the benefits of such an assignment were clearly articulated.

Highlights

Students’ love of sport—along with growth and innovation of sport-connected careers—have helped sport management, marketing, and communications grow as academic disciplines (Atwater, Borup, Baker, & West, 2017; Costa, 2005; Manning, Keiper, & Jenny, 2017; Pitts, 2001)
With the spread of social media, and its impact on the sport business landscape (Mangold & Faulds, 2009; Williams & Chinn, 2010), instruction has been incorporated in sport communication curriculum
Data produced by the Sports Innovation Institute at Indiana University-Purdue University Indianapolis showed that nearly 15% of the 8,100 positions available in the sport industry in North America in November 2019 were in marketing and communication fields, which included or consisted of social media responsibilities (Sports Innovation Institute, 2019)

Summary

Introduction

Students’ love of sport—along with growth and innovation of sport-connected careers—have helped sport management, marketing, and communications grow as academic disciplines (Atwater, Borup, Baker, & West, 2017; Costa, 2005; Manning, Keiper, & Jenny, 2017; Pitts, 2001). Like business education, training in sport-related academic fields requires understanding of relevant theory and applied, practical vocational training (Chalip, 2006). Many attempts to incorporate theory and practice into the sport-connected classrooms have been studied, including popular and indispensable social media platforms (Clapp, 2015; McKinney, 2015). Clapp (2017) suggests social media positions are a way to break into the highly competitive sport industry. Data produced by the Sports Innovation Institute at Indiana University-Purdue University Indianapolis showed that nearly 15% of the 8,100 positions available in the sport industry in North America in November 2019 were in marketing and communication fields, which included or consisted of social media responsibilities (Sports Innovation Institute, 2019)

Methods

Results

Discussion

Conclusion