| The purpose of this investigation was to develop an orderly process designed to implement and establish a sport management major within the undergraduate Exercise and Sport Science department at the University of Mary Hardin-Baylor. This research examined and evaluated established and accredited undergraduate university based sport management programs within the United States. This investigation was an empirical study of developmental occupational competencies and areas of curriculum content ranked by importance for inclusion in a sport management educational program.;A survey instrument, developed by the researcher, was employed to rank 30 competency factors and 30 curriculum factors deemed important by the respondents for inclusion into a sport management major. The instrument was developed from the review of literature, a panel of experts, and a pilot study using Cronbach's alpha coefficient to identify instrument validity and internal consistency reliability. The survey instrument was emailed to 71 undergraduate university based, accredited sport management program coordinators. Although 50 program coordinators returned the instrument, two were not acceptable as they were incomplete. Therefore, 48 out of 71 instruments were returned and utilized in this research (67.6% response rate). 55 upper-level undergraduate students with a declared major of Exercise and Sport Science were also asked to complete the survey instrument. All 55 students completed the instrument correctly and all were utilized in this research (100% response rate).;The statistical analysis for this research included descriptive statistics to analyze the rankings of the competency and curriculum selections and factor analysis to determine curriculum development based on the competency and curriculum selections. The method of factor extraction used was the principal component method and the method of rotation employed was the varimax rotation. Frequencies, percentages, means, mean rankings, and standard deviation were the descriptive statistics utilized. The factor analysis investigated areas within the competency and curriculum selections for identification within clusters demonstrating a high degree of correlation.;The results of this research enabled the investigator to implement coursework designed specifically for an undergraduate sport management major based on the ranked responses from the program coordinators and the students. The top ten competency items ranked most important by the program coordinators and students combined included: (1) communication skills; (2) making decisions; (3) organizing/managing time; (4) having computer skills; (5) hiring/supervising staff and personnel; (6) designing marketing strategies; (7) understanding sport and business law; (8) budgeting; (9) knowledge of basic accounting/finance; and (10) responding to positive/negative feedback. The top ten curriculum items ranked most important by the program coordinators and students combined included: (1) sport/business management; (2) legal aspects of sport; (3) sport finance; (4) business communication; (5) sport marketing/promotion; (6) organizational behavior and management; (7) sport economics; (8) human resource management; (9) sport leadership; and (10) sport ethics.;The ranked order of competency and curriculum selections, results of the factor analysis, investigation of the review of literature, comparison of responses provided by sport management chairpersons and EXSS students, and the use of the NASPE/NASSM Sport Management Program Review Council program standards have all served as guidelines for the investigator to develop a sport management major designed to provide students with the educational background necessary for professional preparation to function effectively within a dynamic and multi-faceted sport management setting while meeting the needs of a contemporary sport industry. |
