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Examining technology utilization in sport managmeent curricula and teaching

Wilson, Lonni S.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1213226129

Abstract Details

2008, Doctor of Philosophy, Ohio State University, ED Physical Activities and Educational Services.
Technology has become integral to society. The educational community was slower in embracing it than the mass public (Jaber & Moore, 1999). In the first decade of the new millennium, however, higher education administrators and faculty began utilizing and requiring technology in curriculum in greater amounts (Fox, 2007). Still, the professional literature in sport management has not seen many studies addressing technology, and in particular, the relationship of technology and pedagogy. This study sought to address four main issues: 1) the types of technologies taught or encouraged by sport management faculty members in their sport management courses; 2) the perceived proficiency of sport management students with technology; 3) the perceived importance of technologies to students entering the sport management workforce; and 4) the factors influencing the use of technology by sport management faculty members. Current sport management educators teaching at least one sport management course, undergraduate or graduate, at a four-year institution, from the programs listed on the website of the North American Society for Sport Management (NASSM) were sent the 153-item Sport Management and Technology (SMaT) Survey. Results obtained from 219 respondents indicated that faculty mostly teach or encourage the use of reference and course management technologies. Students were deemed most proficient in presentation, communication, course management, and reference technologies, respectively. Faculty perceived reference, data collection and analysis, and course management technologies, respectively, as the most important ones in which students should gain competency prior to entering the field. Finally, pedagogical beliefs and motivation were the factors most positively affecting the use of technology by sport management faculty members. Institutional reward structures negatively affected faculty use of technology, and fear was indicated as the factor with the least affect.
Donna Pastore (Advisor)
Brian Turner (Committee Member)
Jackie Goodway (Committee Member)
299 p.
Technology
sport management; technology; curriculum

Recommended Citations

Citations

  • Wilson, L. S. (2008). Examining technology utilization in sport managmeent curricula and teaching [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213226129

    APA Style (7th edition)

  • Wilson, Lonni. Examining technology utilization in sport managmeent curricula and teaching. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1213226129.

    MLA Style (8th edition)

  • Wilson, Lonni. "Examining technology utilization in sport managmeent curricula and teaching." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213226129

    Chicago Manual of Style (17th edition)

osu1213226129
9,873
© 2008, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.