Sport Management Education: Expanding the Possibilities Utilizing

Sport Management Education: Expanding the Possibilities Utilizing a Comprehensive Capstone Oriented Course to Assess and Apply Curriculum Knowledge in Sport Management Robert Mathner, Ph.D. Troy University 2016 (COSMA) Conference University of Tampa Tampa, FL

Capstone 0 Course is an opportunity for upper level students to demonstrate that they have achieved the goals for learning established by their educational institution and major department.

Troy University School of Hospitality, Sport and Tourism Management (HSTM) 0 In our program, this culminating course of study is usually taken during a student’s senior year and is designed to give students the chance to apply the knowledge acquired throughout their education to real-world situations.

COSMA Principles 0 Directly in line with four of the eight COSMA Principles (Outcomes Assessment, Curriculum, Internal and External Relationships and Education Innovation), HSTM students enrolled in the Capstone course are required to demonstrate their ability to problem solve, work in group settings, and market their abilities to future employers.

Troy Univ. HSTM Philosophy 0 We want our students to be able to demonstrate to potential employers the ability to solve problems. 0 Doing so allows our students to market themselves as “value added” to employers.

Troy University HSTM Philosophy 0 We want our students to have accurate perceptions of the industry. 0 As such, our HSTM faculty have sport related practitioner experience.

Troy University HSTM Philosophy 0 This course is faculty LABOR intensive. 0 A commitment from the Department Chair is critical to the success of a Capstone course.

Senior Project 0 Research, plan, develop, and present a comprehensive written proposal for a pre-approved sport related business entity. 0 Project includes a project overview, inclusive of vision/mission statements, goals, objectives, tactics, and roles for each team member.

Senior Project 0 Business plan is inclusive of comprehensive climate research and a marketing plan, while the business component seeks to identify sources of funding/revenue as well as a 1/3/5-year budget.

Senior Project 0 Students are required to demonstrate knowledge in organizational policy by drafting comprehensive policies and procedures.

Senior Project 0 Finally, students research facility, construction, and renovation costs related to their venture. 0 Students must research and identify a physical location for their facility/business. 0 Facility component involves a comprehensive renovation of existing structure or a construction project of significance.

Oral Presentation 0 Their oral presentation culminates with a “sales” pitch to “investors”/ stakeholder group(s) hoping to convince them that the business venture is a sound investment.

Sales Pitch/Oral Presentation 0 30-45 minutes in length 0 Professional business attire 0 Sales pitch, not a complete review of written project 0 All group members must speak “equal time” 0 Q/A follows 0 Debrief 0 Panel makeup

Panel Makeup 0 Private Investors 0 University Board of Trustees 0 City Council 0 City/County CVB 0 Bank Lending Board ** Use other university staff members, experts, etc. to assist with oral presentations.

Consultant Roles 0 Not only do the students meet with the consultants, the consultants grade a specific portion of the written project they were charged with overseeing. 0 Consultants also listen to oral presentations.

Consultant Roles 0 Consultants in P/P, Marketing/PR, Business, Facilities, Risk Management, and a “Lead Project Consultant”.

Past Projects 0 NCAA Division I FBS Bowl Game 0 UNA athletics (DII-DI transition) 0 EKU athletics (FCS-FBS transition) 0 Camellia Catering 0 Wakeboard Park 0 City of Enterprise, AL aquatics park 0 Sport related/specific training facilities

Process/Lessons Learned 0 Ask students if they want to “fast track” the project (due in/on the middle of semester) or have it due at end of semester. 0 Mandate that students meet with consultants a specific number of times.

Process/Lessons Learned 0 Have deadlines for the various components to be completed in “final draft form” to alleviate 11th hour issues. 0 Pros and cons to either due date.

Middle of Semester (Pro) 0 Allows for all team members to be a part of the complete project without fear or apprehension of a student dropping class due to “poor” effort on resume/CL project. 0 Forces them to focus intently for a short period of time on achieving group goals. 0 Allows them to understand (quickly) the importance of group dynamics.

Middle of Semester (Con) 0 Students sometimes feel overwhelmed by the seriousness and comprehensiveness of the project. 0 If students are not good time managers, they will be a burden to their group members. 0 Due to compressed time frame, the accuracy and detail sometimes is lacking (but understood by faculty members).

End of Semester (Pro) 0 Students feel as though they have adequate time to fully address all the rubric components. 0 Faculty should expect a “better product”.

End of Semester (Con) 0 Group might have to complete project if other group members “fall out”/check out /drop class due to poor effort on resume/ CL/ interview project.

Peer Assessment Tool 0 Needed to fully evaluate/assess final grade on project (written and oral).

Professional Job Interviews 0 Students are required to prepare and undergo a job interview based on a recent position description. 0 In preparation for the face to face interview, students are also required to prepare and submit a resume and cover letter for that position.

Professional Job Interviews 0 As is the case in the real world, if the resume and cover letter is not “perfect”, then a phone interview is not granted and the student essentially loses two letter grades. 0 Phone interviews are conducted first. 0 Students are debriefed on the good, bad and the ugly related to their 1520 minute phone interview.

Professional Job Interviews 0 Students then schedule a face to face interview. 0 They are required to dress accordingly (formal business attire). 0 These face to face interviews last 30-40 minutes. 0 Debrief takes place immediately after the face to face interview.

Professional Job Interviews 0 HSTM faculty, University staff, athletics department staff, and graduate students (both Masters and Ph.D. students) take part in both the phone and face to face interviews. 0 Our GA’s and administrative staff assist in the following ways:

Fact Sheets and Social Media 0 “Fact” sheets on the student’s employer are prepared to assist the interviewers with role playing during the interview process. 0 Students social media accounts are checked prior to the resumes and cover letters being submitted.

Social Media 0 If inappropriate pictures or verbiage exists, students are not allowed to submit resumes and cover letters.

“Portfolio” 0 Dream job inclusive of a career path statement on how student plans/and or steps to obtain this dream job. 0 Includes the number of years it will take at each position/step along the way. 0 Specific titles of positions need to be included.

“Portfolio” 0 Advisement checklist 0 Graduate program requirements 0 Industry related certifications 0 Industry trends 0 Practicum/internship postings/opportunities 0 Professional development interviews (2)

Experiential Learning 0 Students are required to obtain 40 hours during the semester.

Lessons Learned (Faculty) 0 Make sure and impress upon the students that every assignment is relevant to their professional growth. 0 Structure the course to allow students to experience the “way it is in the real world” (i.e. bad resume equals no interview).

Lessons Learned (Students) As such, failure to: 0 meet deadlines 0 pay attention to detail 0 bring your “A” game the to table on a consistent basis Results in students retaking the course.