Academic Program Review Self Study Template · Academic Program Review Self-Study Template AY 2009 - 2010 CPS_HTSM_SPORTSMGMT_MPS_Q Self-Study Template page 2 history in sport …

Academic Program Review Self-Study Template AY 2009 - 2010

CPS_HTSM_SPORTSMGMT_MPS_Q Self-Study Template page 1

ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT http://www.stjohns.edu/about/ir/apr

1. Reporting School/College: College of Professional Studies 2. Program Reviewed: Sports Management MPS Q 3. Date Submitted to Department/Division Chair:

Overview: (Suggested limit 1 page) This section will focus the review for your reader. Please summarize your program’s mission and its relationship to the mission of St. John’s University, your Department and School/College Strategic Plan, and the University’s 2008-2013 Strategic Plan. Identify similar programs regionally and nationally and distinguish your program from them. Also summarize your findings as they relate to (1) market growth potential, (2) program quality, and (3) student learning. And, summarize any significant changes, achievements (by faculty and students and the program itself), and plans for the future. The mission of the graduate sport management program is to develop students into well-educated, ethical, and highly competent leaders in the global sports industry. This will be achieved by providing students with the theoretical and practical knowledge that will enable them to be successful leaders; establishing a curriculum that is consistent with current principles and practices of professionals in the academic and sport marketplace communities; and delivering instruction that is relevant, effective, and stimulates learning. The University mission suggests that academic programs have a commitment to academic excellence, global awareness, and a strong core curriculum. The sport management program reflects these ideals in that we have a curriculum based on standards set forth by the North American Society for Sport Management (NASSM), a diversified full-time faculty (both demographically and academically), and have developed a course which support the University’s Study Abroad program at the Rome campus. Globalization is also emphasized through the program’s optional “international perspectives” specialization. The College of Professional Studies’ mission suggests that we commit to student-centeredness and design, develop, and deliver professionally oriented undergraduate programs. We align ourselves with these goals by offering thoughtful and comprehensive advisement of students by faculty, and by constantly updating and revising our course curriculum to conform to current industry norms. Sport management programs come in a wide variety of sizes and have different focuses. According to NASSM, there are more than 140 Master’s level sport management programs nationwide. In the Northeast, the preeminent programs are at the University of Massachusetts and the University of Connecticut. Both are highly competitive and limit admissions; it is unrealistic to compare our program to those. Locally, New York University, Manhattanville, Adelphi, Brooklyn College, and Seton Hall all offer graduate sport management programs. We differentiate ourselves in two ways: First is our rich

http://www.stjohns.edu/about/ir/apr



history in sport management. St. John’s University was one of the first institutions in the United States to offer sport management as a major area of study. This undergraduate experience has been parlayed into our graduate program, while only three years old, currently enrolls more than 50 students. Second, our location in the media and sports capital of the world provides students with unparalleled internship (both paid and credit bearing) opportunities. Our enrollment as of Fall 2009 was 45 students and there was a net increase of 7 students in the Spring, so our current enrollment is 52. Most of the students (75%) attend full-time. Given the fact that the program is only three years old, we believe this to be outstanding – projections called for approximately 32 students in 2010. Given our current level of resources we can take on very much more enrollment, and our desire to increase the academic profile of our students, we believe that the market growth potential beyond our current enrollment is limited. In the future, the program and our faculty will strive to continue to achieve the strategic goals we have set for ourselves:

1. Continue to be responsive to the mission of the University and the College of Professional Studies.

2. Continue to provide thorough and thoughtful advisement for our students. 3. Expand internship options for our students, especially by developing contacts

which will lead to internship opportunities outside the New York area and overseas.

4. Closely examine, and if necessary, adjust the graduate sport management curriculum to better reflect industry trends and the demands of employers.

5. Recruit qualified industry professionals to serve as adjunct faculty. 6. Encourage faculty to engage in professional development, especially activities

which can improve the quality of their teaching. 7. Expand online course offerings. 8. Improve the academic profile of our accepted students.



Standard 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s University and of its School/College. (When responding to this standard, please see Items for Reflection under this Standard.) 1a. Narrative: (Suggested limit 1 page) The mission of the graduate sport management program is to develop students into well-educated, ethical, and highly competent leaders in the global sports industry. This will be achieved by providing students with the theoretical and practical knowledge that will enable them to be successful leaders; establishing a curriculum that is consistent with current principles and practices of professionals in the academic and sport marketplace communities; and delivering instruction that is relevant, effective, and stimulates learning. The University mission suggests that we have a commitment to academic excellence, global awareness, and a strong core curriculum. The sport management program reflects each of these ideals:

• Our curriculum is based on the curricular standards of the North American Society for Sport Management (now referred to as the Commission on Sport Management Accreditation, or COSMA, standards). COSMA identifies seven Common Professional Components (CPC) topic areas in sport management; our program is designed to meet and exceed the minimum requirement in each topic area (details are in Standard 3 below).

• One of the available concentrations in the graduate sport management program is “International Dimensions of Sport.” There are two courses specifically tailored for this concentrations – SPG 310 and SPG 311 – which deal with international event management and international sport marketing respectively.

• We have developed a course for the Rome study abroad program (Special Topics in Sport Management: Italy) which was scheduled to run during the May Pre-Session of 2010.

• Our core curriculum is extensive. Students are all required to take 8 required course of their 13 total courses, which cover all of the content areas as mandated by the COSMA.

The CPS mission suggests that we commit to student-centeredness and design, develop, and deliver leadership-oriented graduate programs. We align with these goals as follows:

• All students are advised by the graduate faculty. Students are eager to learn about career choices, internship opportunities, thesis topics, and what other steps they can take to improve their experience as a student. This is often one of the only times that students are willing to engage faculty outside the classroom, and we like to take advantage of that.

• Our curriculum is constantly evolving and is being updated. During the past year, we have made some minor modifications to the course curriculum, including increasing the credit hours for the internship and thesis courses, and offering a more flexible upper-level course schedule.



Our program has two important features which differentiates us from many of our competitors and makes us distinctive:

• First is our rich history in sport management. St. John’s University was one of the first institutions in the United States to offer sport management as a major area of study. When the program was founded in 1976, most sport-related majors were in the areas of athletic training, sports medicine, physical education, or kinesiology. Instead of focusing on the rules of the game and athletic performance, our program focuses on applying business principles to the sport industry. This undergraduate experience has been parlayed into our graduate program, while only three years old, currently enrolls more than 50 students.

• Our location in the media and sports capital of the world provides students with unparalleled internship (both paid and credit bearing) opportunities.

1b. What activities provide evidence that the program furthers the Catholic identity of St. John’s University? (Suggested limit 1/3 page) The program furthers the Catholic identity of St. John’s University though our emphasis on professional preparation and ethical decision making. Sports, by its very nature, requires professionals who are willing and able to deal with individuals from widely varying ethnicities, cultures, and socioeconomic status. An emphasis on sound morals, ethics, and respect for all persons is an important part of the curriculum, staring from the introductory course (SPG 301), on through legal and ethical aspects of sport (SPG 305), and finally the capstone course (SPG 312). 1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page) As noted in the answer to the previous question, our program emphasizes sound morals, ethical decision making, and respect for all persons from the very first sport management course. To date, none of our faculty have integrated service-learning into their courses, but there may be opportunities for our sport management students to provide volunteer assistance to the numerous youth sport organizations in the greater metropolitan area, many of which serve a populations of less-fortunate young people. 1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page) Many of our graduate faculty invite guest speakers into their classes that provide invaluable information for our students. Most of these speakers work in the greater metropolitan area, so our students are exposed to leaders in the sport management field that are centered in New York. Many of the same faculty take students on field trips to the various sport facilities in the area, and many of those, such as Yankee Stadium, Madison Square Garden, and the National Tennis Center are cultural landmarks as well.



To date, most of our graduate students that have chosen the internship option have completed their internship in the New York area. Our location in New York City and the partnerships that we have built over the past 30 years gives our students the opportunity to work with some of the best known organizations in the sports industry in the most exciting sports town in the world.



Standard 2. The program engages in ongoing, systematic planning that is reflective of the University and School/College strategic direction and priorities. (When responding to this Standard, please see Items for Reflection under this Standard.) 2a. Narrative: (Suggested limit 1 page) The mission of the graduate sport management program is to develop students into well-educated, ethical, and highly competent leaders in the global sports industry. This will be achieved by providing students with the theoretical and practical knowledge that will enable them to be successful leaders; establishing a curriculum that is consistent with current principles and practices of professionals in the academic and sport marketplace communities; and delivering instruction that is relevant, effective, and stimulates learning. Our mission will be achieved by paying close attention to the following strategic goals:

9. Continue to be responsive to the mission of the University and the College of Professional Studies.

10. Continue to provide thorough and thoughtful advisement for our students. 11. Expand internship options for our students, especially by developing contacts

which will lead to internship opportunities outside the New York area and overseas.

12. Closely examine, and if necessary, adjust the graduate sport management curriculum to better reflect industry trends and the demands of employers.

13. Recruit qualified industry professionals to serve as adjunct faculty. 14. Encourage faculty to engage in professional development, especially activities

which can improve the quality of their teaching. 15. Expand online course offerings. 16. Improve the academic profile of our accepted students.

2b. How does your program's strategic goals/objectives link to your School/College plan and the University’s 2008-2013 Strategic Plan, specifically related to Mission, Student Engagement, and Globalization. (Suggested limit 1 page) Our strategic goals link to the University mission in a number of ways. Our Catholic and Vincentian identity are best illustrated in a curriculum which emphasizes sound morals, ethical decision making, and respect for all persons from the very first course. Our metropolitan identity is promoted via our widespread use of guest speakers, most who work in the greater metropolitan area, and numerous field trips to various sport facilities in the area, and many of those, such as Yankee Stadium, Madison Square Garden, and the National Tennis Center are cultural landmarks as well. Student engagement is achieved primarily through thorough and thoughtful advisement. All students are advised by the graduate faculty, and those advisement sessions usually entail much more than just scheduling for next semester. Students are eager to learn about



career choices, internship opportunities, and what other steps they can take to improve their experience as a student. Globalization is achieved in three ways. First, one of the available concentrations in the graduate sport management program is “International Dimensions of Sport.” There are two courses specifically tailored for this concentrations – SPG 310 and SPG 311 – which deal with international event management and international sport marketing respectively. Second, our newest faculty member, Dr. Emese Ivan, is a native of Hungary and brings a more Euro-centric approach to her teaching and research activities, further exposing our students a different view of sport and sport management. Finally, our desire to establish relationships with internship sponsors overseas will permit some of our students to experience a work/study experience that would be unparalleled. 2c. How does your program’s strategic goals/objectives link to the University’s institutional focus to “transform the institutional culture to one in which the quality of how we serve our students both in and out of the classroom is exceptional.” (Suggested limit ½ page) The Division strives to serve our students effectively in the classroom in a number of ways:

• By recruiting qualified industry professionals to serve as adjunct faculty. They will provide a perspective of “doing it” that nicely complements the academic perspective that our full-time faculty offers.

• By encouraging faculty to engage in professional development that enhances their teaching, students will be exposed to new and dynamic teaching techniques.

• An increase in the number of online courses will permit interested students to enroll in sport management courses without the natural limitations and boundaries of traditional face-to-face classes.

Out of the classroom we offer our students thorough and thoughtful advisement and expanded internship options. 2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page) The Chair has embarked on a “quality control” initiative, which began when he was appointed last July. To date, the following steps have been taken to ensure that our program does its best to achieve its strategic goals:

1. All adjunct faculty, both new and continuing, were subject to a classroom evaluation of performance by the Chair. Additionally, all course syllabi were reviewed. The results were (or will be) discussed with each faculty member, and suggestions for improvement (where warranted) were identified. The Chair has expressed to all adjunct faculty that expectations are high, and that the Division



expects our adjunct faculty to perform at a high level of both instructional delivery and rigor.

2. All course syllabi are currently under review by full-time faculty. Each course has been assigned a faculty “leader,” who is in charge of evaluating the course content, and guiding any adjunct faculty that may be teaching the course. The last wholesale review of syllabi occurred in 2000, and many were out-of-date. Given the speed at which the industry changes, a system has been put in place which, on a rotating basis, will ensure that all course syllabi are evaluated at least once in a three year period.

3. Regular monthly meetings of the Division’s graduate faculty have been, and will continue to be held. It is important that all members of the Division get on board with these initiatives, and also feel comfortable offering input as to how the Division and the program can best meet their strategic goals.

2e. What activities undertaken by the program provide evidence of monitoring the external and internal environment, specifically, what are the strengths, weaknesses, opportunities and threats facing this program? How were these identified? What actions have been taken in response to these findings? What characteristics of the program suggest a competitive edge against other programs regionally and nationally? (Suggested limit ½ page) To date the program has not taken on any systematic SWOT analysis. At the present time, casual analysis identifies the following:

• Strengths: Thorough and thoughtful advisement, long history at the undergraduate level with an extensive alumni network, New York location, internship or thesis option available, nationally recognized Division I athletic program provides many grad assistantship opportunities.

• Weaknesses: Not all faculty have terminal degrees, increasing reliance on adjunct faculty, some faculty not active in professional development, lack of resources for faculty travel and professional development and extra-curricular activities for students, NASSM accreditation runs out this December and both the many faculty (time) and administration (costs) are disinterested in renewing.

• Opportunities: Expanded study abroad opportunities in Rome, Paris, and elsewhere; increased internship opportunities outside the New York area and overseas; growth in undergraduate sport management programs both at St. John’s and elsewhere may increase interest in the program.

• Threats: Increasing competition from local schools offering graduate sport management programs (in the past five years, Manhattanville, NYU, Hofstra, Seton Hall, and Adelphi have started programs).

Our competitive advantage against other graduate sport management programs lies in two primary arenas:

• First is our rich history in sport management. St. John’s University was one of the first institutions in the United States to offer sport management as a major area of study. When the program was founded in 1976, most sport-related majors were in



the areas of athletic training, sports medicine, physical education, or kinesiology. Instead of focusing on the rules of the game and athletic performance, our program focuses on applying business principles to the sport industry. Students are required to take general business courses in accounting, business law, management, marketing and economics as well as sport-specific courses such as sports law and sports economics.

• Second is our location in New York city, which provides students choosing the internship option unparalleled opportunities.

2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page) Our program has grown rapidly in just its first three years. We started with 23 students in 2007, doubled to 45 in 2009, and currently have 53 students enrolled in the program. This rapid growth has been due in part to the growth in graduate programs at other institutions, and there is now more competition than ever (http://www.nassm.com/InfoAbout/SportMgmtPrograms/United_States). It is also possible that there has been pent-up demand, specifically for a sport management program here at St. John’s. Given our current level of resources, it is unreasonable to expect our enrollment to grow beyond what we have now. First, sections are full and no new full-time faculty lines are expected. It would be irresponsible to suggest that we can grow much further without additional resources and university support, which given the current economic climate is unlikely to be forthcoming. Second, growth in enrollment may mean accepting more marginal candidates. When the program began, very few students were denied acceptance. It showed, and a number of those original 23 students did not survive (about 60% have, or on track to, graduate). Last Spring, we rejected about half of our applicants and still enrolled 12 new students for Spring enrollment. It is the sense of the graduate faculty that we should hold the line on enrollment, which may have the ancillary effect of improving the academic profile of our students.

http://www.nassm.com/InfoAbout/SportMgmtPrograms/United_States



Standard 3. The program provides a high quality curriculum that emphasizes and assesses student learning and engagement. (When responding to this Standard, please see Items for Reflection under this Standard.) When the graduate sport management curriculum was developed in 2006, it was designed to closely follow the curricular standards of the North American Society for Sport Management (now referred to as the Commission on Sport Management Accreditation, or COSMA, standards). COSMA identifies seven Common Professional Components (CPC) topic areas in sport management; each CPC is listed below along with the course that has content which meets the standard:

1. Social, psychological and international foundations of sport: SPG 301 (Strategic Sport Management), SPG 304 (Philosophy, Organization, and Leadership in Sport) and SPG 307 (Social and Psychological Aspects of Sport).

2. Management: SPG 301, SPG 312 (Seminar in Sport Management), and SPG 310

(Event/Sport Venue Administration: International Perspectives).

3. Ethics in sport management: SPG 301, SPG 304, SPG 312, and SPG 305 (Ethical and Legal Aspects of Sport).

4. Sport Marketing & Communication: SPG 302 (Media Relations in Sport) and

SPG 311 (Sport Marketing: International Perspectives).

5. Finance/Accounting/Economics: SPG 306 (Financial Perspectives in Sport).

6. Legal aspects of sport: SPG 305.

7. Integrative Experience, such as: a. Strategic Management/Policy: SPG 312. b. Internship: SPG 500 (Sport Management Internship). c. Capstone experience : SPG 312 and SPG 502 (Thesis).

The curriculum aligns with the 2008-2013 Strategic Plan areas of focus in several ways. First, many of our courses discuss ethical behavior, both as a citizen and as a manager, Specifically, SPG 304 and 305 include a number of case studies in which students are asked to place themselves in the position of an employee and are faced with an ethical dilemma. Second, an emphasis on group work, with close faculty guidance, is designed to enhance the levels of student engagement in the classroom. Finally, international sport and cultural issues are emphasized throughout the curriculum, and the Spring 2010 pre-session offered Special Topics in Sport Management: Italy for those students interested in capitalizing on a study abroad experience. As above, the following courses are aligned with the University’s Core Competencies:



1. Demonstrate the ability to think critically. Students are presented with several case studies throughout their sequence of courses, cumulating in the capstone course, SPG 312.

2. Demonstrate proficiency in information literacy. Students are required to take SPG 303 (Information Management in Sport). Throughout their sport management course sequence, students are required to do research for assignments and term papers, in which they will likely utilize common business-based retrieval systems (ProQuest, EBSCOhost, and ABI/Inform) and one sport-specific database (Sports DISCUS).

3. Demonstrate the ability to write skillfully. Faculty are encourage to require numerous writing assignment throughout their sport management sequence, using APA formatting where applicable. Students with difficulties are encouraged to seek out assistance from their instructor, peers, or the Writing Center.

4. Demonstrate skill in oral presentation. Virtually every course in the sport management sequence requires students to prepare and present material in class.

5. Demonstrate the ability to use quantitative reasoning. Quantitative reasoning is stressed in two courses: SPG 306 and SPG 401 (Research Methods in Sport).

3b. Please describe the comprehensive assessment model currently implemented for the 2009-2010 academic year for the program through WeaveOnline. Be sure to include how many objectives have been indicated for each program, the number of objectives being measured with findings and action plans for this assessment cycle, and the time it will take in this model to complete assessment of all objectives. (Suggested limit ¾ page) The current assessment cycle has identified five goals and 21 objectives for our sport management students: 1: Recognize, appraise, and clearly communicate the core competencies of sport management professionals as defined by the Commission on Sport Management Accreditation.

• Objective 1: Identify and critically evaluate the social and psychological aspects of sport

• Objective 2: Apply the basic principles of management (planning, organizing, leading, and controlling) to various aspects of the sport industry.

• Objective 3: Compare and contrast various leadership styles and processes and assess their efficacy in governance, general management, and coaching situations in sport.

• Objective 4: Identify and appraise various sport governance models that exist worldwide.

• Objective 5: Judge decision making using the accepted ethical standards of the sport management industry and St. John's University.



• Objective 6: Interpret and evaluate balance sheets, income statements, and other relevant accounting documents.

• Objective 7: Apply the basic principles of managerial finance and economics to the sport industry.

• Objective 9: Compile, analyze, and critique current research in sport management 2. Recognize, assess, and clearly articulate the competencies of the students’ chosen upper-level course sequence.

• Objective 10: Compare and contrast the management processes employed by domestic and global sport organizations.

• Objective 11: Formulate a well-organized and effective event management plan. • Objective 12: Construct a well-organized and effective facility management plan. • Objective 13: Evaluate marketing principles and techniques that are effective in

the sport industry. • Objective 14: Compare and contrast various coaching styles and techniques and

identify and assess situations in which certain styles and techniques would be more effective than others.

• Objective 15: Construct an effective coaching plan at either the professional, intercollegiate, high school, or youth sport level.

3. Demonstrate effective oral and written communication skills

• Objective 16: Plan and write several substantial research papers using APA formatting.

• Objective 17: Prepare and deliver effective oral presentations. 4. Complete an integrative experience

• Objective 18: Propose, research, and write a thesis under the supervision of a faculty member.

• Objective 19: Secure and complete an internship in the sport industry 5. Design and continuously evaluate an effective career plan.

• Objective 20: Conduct a career path assessment • Objective 21: Engage in professional preparation for entry into the sport industry

by identifying and developing skills and experiences relevant to achieving specific career goals.

3c. From the 2008-2009 Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page) There were no action plans planned, on-hold, or terminated from the 2008-2009 Assessment Plan.



Standard 4. The program has the faculty resources required to meet its mission and goals. (When responding to this Standard, please see Items for Reflection under this Standard and complete the following chart(s).) 4a. Narrative: (Suggested limit 1 page) At the present time, the faculty are barely able to meet the mission and goals of the graduate sport management program. This is primarily due to the number of students enrolled in the program (approximately 435, combined undergraduate and graduate) relative to our six full-time faculty members. It should also be noted that to support the undergraduate program on the Staten Island Campus, at least one of those faculty will need to teach two or three courses to serve the 40 or so majors on that campus. One faculty member is unqualified to teach graduate courses, so we are effectively left with five graduate faculty. In the past several years, we have become more reliant on adjunct faculty to teach our undergraduate courses. As the program has grown, the time and energy spend on student advisement (both curriculum and career) has expanded to take up much of the faculty’s time. If we are to achieve our mission as a program, College, and University, we must strive to continue to provide hands-on guidance for our students, both graduate and undergraduate. This is becoming harder and harder to do given our teaching workloads. Our program would benefit greatly from the addition of at least one more faculty member. There is no reason why this faculty member could not be brought in under the “Industry Professional” tenure-track of CPS. This would provide a good complement to our current faculty, two of which have doctorates in Sport Management, while the others have academic backgrounds in education, law, and business. Our qualified faculty could then spend more time teaching graduate courses. According to the COSMA accreditation standards, all of our faculty meet the criteria of either being doctorally or “professionally” qualified. Unlike many other disciplines, sport management suffers from excess demand for PhD’s in sport management. The accreditation standards of COSMA recognizes this: The COSMA believes that quality teaching should be supported by highly-qualified faculty who are capable of providing opportunities for student learning and who are active in professional and scholarly activities. This principle requires extensive academic preparation for faculty, including but not limited to holding graduate degrees in sport management or sport management-related fields in which they are teaching. The COSMA also recognizes the importance and applicability of degrees in collateral fields education and law. Further, faculty members with appropriate practical experience are encouraged to be part of the academic unit/sport management program (COSMA Accreditation Principles and Self Study Preparation, July 2008). To be perfectly frank, our faculty has been falling behind in terms of research productivity and professional development. This can be attributed in part to the high



teaching load and the absence of travel funds available to defray the costs of attending conferences and travelling to present papers. This is especially an issue with our junior faculty, who are making less but required to spend more to meet their statutory requirements for tenure. 4b. What is the student to full-time faculty ratio based on number of majors and minors in the program and the number of full-time faculty assigned to the program? For full-time faculty assigned to the program, please provide the most recent year and previous years if available. The number of majors and minors can be found below. Full-time faculty by program is only available through departmental records. Please complete the table below and provide additional information in 4e if that may help to explain the pattern of this ratio.

# Majors/ FT

Faculty

Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009

FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total Majors 0 0 2 21 23 4 30 34 32 13 45 Minors 0 0 0 0 0

Majors & Minors Combined 0 0 0 0 0 0 2 21 23 4 30 34 32 13 45 # of FTE Students (Majors

& Minors) 0.00 0.00 0.00 0.00 0.00 0.00 2.00 7.00 9.00 4.00 10.00 14.00 32.00 4.33 36.33 # of FTE Faculty assigned

to the program 0 0 2 1 2.3 3 2 3.7 4 1 4.3

FTE Student/

FTE Faculty Ratio 0 0 3.9 3.8 8.4

Fall 2010 Fall 2011 Fall 2012 Fall 2013

# of FTE faculty assigned to the program

FTE Student/FTE Faculty Ration




F P Total F P Total F P Total F P Total

Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors

MAJORS 36 22 58 45 21 66 51 20 71 59 22 81


F P Total F P Total F P Total F P Total

FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE

Total FTE MAJORS

36 7.333 43.333 45 7 52 51 6.667 57.667 59 7.333 66.333

Important Notes: FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3) This methodology is used by STJ for all external reporting. If your department provides service instruction to support the core curriculum, please explain in the context of student credit hours taught, 4c, and courses taught, 4d, and 4e below. 4c. How many credit hours has the department delivered by full-time faculty? How many credit hours has the department delivered by part-time faculty (including administrators)? What percent of the total credit hours consumed were by non-majors? Credit Hours Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009

Taught # % # % # % # % # %

FT Faculty 2481 81% 2427 80% 2640 78% 2343 68% 2229 63%

PT Faculty 588 19% 618 20% 750 22% 1128 32% 1290 37%

Total 3069 100% 3045 100% 3390 100% 3471 100% 3519 100%

% consumed by Non-Majors 21% 21% 18% 19% 13%



Credit Hrs Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013 Number Percent Number Percent Number Percent Number Percent

F-T Faculty 1,995 54.2% 2,289 54.6% 1,935 56.3% 1,680 49.0%

P-T Faculty (inc Admin) 1,683 45.8% 1,905 45.4% 1,500 43.7% 1,746 51.0%

0.0% 0.0% 0.0% 0.0%

Total 3,678 100% 4,194 100% 3,435 100% 3,426 100%

% Consumed by Non-Majors

567 15.4% 1,083 25.8% 414 12.1% 390 11.4% 4d. How many courses has the department delivered by full-time faculty? How many courses has the department delivered by part-time faculty (including administrators)?

Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # %

FT Faculty 27 75% 28 74% 30 71% 31 65% 29 62%

PT Faculty 9 25% 10 26% 12 29% 17 35% 18 38%

Total 36 100% 38 100% 42 100% 48 100% 47 100%

Courses Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013 Number Percent Number Percent Number Percent Number Percent

F-T Faculty 21 46.7% 48 60.0% 23 51.1% 19 44.2%

P-T Faculty (inc Admin) 24 53.3% 32 40.0% 22 48.9% 24 55.8%

0.0% 0.0% 0.0% 0.0%

Total 45 100% 80 100% 45 100% 43 100% 4e. Narrative: Provide any additional information about the student (majors & minors)/full-time faculty ratio, credit hours delivered and courses taught by full-time and part-time faulty that may be helpful to understand the noted trends above. (Suggested limit ½ page). The student/full time faculty ratio of the graduate program is deceiving. All of our faculty split time between teaching undergraduate and graduate courses, so to say that a full-time faculty member is “assigned” to a graduate course is not wholly accurate. It is also the



opinion of the chair that the full time/part time student data is inaccurate. It would be better to focus on class size, and the overall ratio of full-time to part-time faculty. With our current level of enrollment, core courses run with between 20-25 students. It is the sense of the faculty that this is the absolute limit if we are to deliver effective instruction. Upper-level courses have run with as few as 4 and as many as 16 students – the disparity depends on whether the student is focusing on the “international dimensions” or “coaching leadership” tracks. A recent change in upper-level requirements may ease that disparity. As of right now, we are comfortable with the part time/full time ratio at the graduate level. Most of the classes (70-80&) are taught by full-time faculty …. It is important to note that some graduate sport management programs, such as the MS program at Manhattanville, use adjunct faculty exclusively. 4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page) The table below represents aggregated data for both sport management and hospitality. This narrative will consider only the graduate sport management faculty. The fact that two of our five full-time faculty members are female is noteworthy given the discipline. Sport management has typically be dominated by male faculty, so we are proud to say that 40% of our full-time faculty are female. One of our sport management faculty is African-American and that percentage of 20% is higher than the University-wide percentage of African-American faculty. Of the five full-time faculty, two are tenured, two are untenured tenure-track faculty, and one is a non-tenure track faculty.



Departmental Data

2005 2006 2007 2008 2009 FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total # % # % # % # % # % # % # % # % # % # %

Gender

Male 6 75% 6 86% 12 5 63% 5 71% 10 5 63% 3 75% 8 6 67% 7 78% 13 5 63% 7 70% 12

Female 2 25% 1 14% 3 3 38% 2 29% 5 3 38% 1 25% 4 3 33% 2 22% 5 3 38% 3 30% 6 Total 8 100% 7 100% 15 8 100% 7 100% 15 8 100% 4 100% 12 9 100% 9 100% 18 8 100% 10 100% 18

Ethnicity

Black 1 13% 0 0% 1 1 13% 0 0% 1 0 0% 0 0% 0 1 11% 2 22% 3 1 13% 2 20% 3 Hispanic 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0

Asian 1 13% 0 0% 1 1 13% 0 0% 1 1 13% 0 0% 1 1 11% 0 0% 1 1 13% 0 0% 1 White 5 63% 7 100% 12 6 75% 7 100% 13 6 75% 4 100% 10 6 67% 6 67% 12 5 63% 7 70% 12

Unknown 1 13% 0 0% 1 0 0% 0 0% 0 1 13% 0 0% 1 1 11% 1 11% 2 1 13% 1 10% 2 Total 8 100% 7 100% 15 8 100% 7 100% 15 8 100% 4 100% 12 9 100% 9 100% 18 8 100% 10 100% 18

Tenure Status

Tenured 2 25% 2 4 50% 4 4 50% 4 5 56% 5 5 63% 5 Tenure-Track 3 38% 3 1 13% 1 2 25% 2 2 22% 2 2 25% 2

Not Applicable 3 38% 3 3 38% 3 2 25% 2 2 22% 2 1 13% 1 Total 8 100% 8 8 100% 8 8 100% 8 9 100% 9 8 100% 8



2010 2011 2012 2013

FT PT T FT PT T FT PT T FT PT T

# % # % # % # % # % # % # % # %

Gender Male 4 57% 7 54% 11 6 67% 12 67% 18 5 71% 11 100% 16 4 57% 9 90% 13

Female 3 43% 6 46% 9 3 33% 6 33% 9 2 29% 0% 2 3 43% 1 10% 4

Total 7 1 13 20 9 18 27 7 11 18 7 10 17

Ethnicity Black 1 14% 1 8% 2 2 22% 2 11% 4 1 14% 1 9% 2 0% 1 10% 1

Hispanic 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 Asian 1 14% 0% 1 1 11% 0% 1 0% 0% 0 0% 0% 0

American Indian/Alaskan Native 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 White 5 71% 12 92% 17 6 67% 16 89% 22 6 86% 10 91% 16 7 100% 9 90% 16

2 or More Races Native Hawaiian/Pacific Islander

Unknown 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0

Total 7 13 20 9 18 27 7 11 18 7 10 17

Tenure Status Tenured 4 57%

4 4 44%

4 3 43%

3 3 43%

3

Tenure-Track 3 43%

3 3 33%

3 3 43%

3 4 57%

4 Not Applicable 0%

0 2 22%

2 1 14%

1 0%

0

Total 7 7 9 9 7 7 7 7



4g. What evidence exists that the program’s faculty have engaged in research and scholarship on teaching or learning in the program’s field of study? (Suggested limit ½ page) Faculty evidence of research and scholarship are as follows:

• Dr. Ivan – Received a “Sport in Society Research Fellowship” – submitted an article for review entitled “The Olympic Games: An Intuitional Analysis in the Olympic Context”

• Prof. Gerstner – Presented a paper at the Annual Meeting of the Eastern Economic Association entitled “Integrating Economics and Finance into the graduate Sport Management Curriculum”

• Dr. Merritt – Presented a paper at the MAPACA Regional Conference entitled “Room, Books, Board, and Tuition: The Great NCAA Myth”

4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page) None. 4i. The table below shows the amount of external funding received by the department.

External Funding

Fiscal Year 04/05 05/06 06/07 07/08 08/09

$ Amount Program n/a n/a n/a 0 0

$ Amount Department n/a n/a n/a 0 0

External Funding

Fiscal Year 09/10 10/11 11/12 12/13

$ Amount Program

$ Amount Department

-

1,000

-

-

If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are only available through departmental records.) Comments (Suggested limit ½ page) The type of faculty that we attract to our program has a lot to do with the lack of funding. Active researchers are discouraged from joining our faculty when they find out that the



typical teaching load is 12 credits per semester, and that opportunities for research reductions are few and far between. With undergraduate classes routinely numbering 30-40 students, and core graduate courses in the 20-25 range, faculty need to put an inordinate amount of energy towards their teaching load. The first area which will suffer is their research program. Our one-year contract faculty member, Dr. Emese Ivan, has shown great promise in research. She has published a few articles, and has applied for external grants to fund her research into the Olympic movement.



Standard 5: The program attracts, retains, and graduates high quality students. (When responding to this Standard, please see Items for Reflection under this Standard.) 5a. Narrative: (Suggested limit 1 page) The quality of our student body has been improving since classes were first offered in 2007. Our first class of 23 students included several marginal applicants, who were admitted conditionally. Several of them did not survive until the second year. This past year, a number of applications were rejected, and there were only a couple of students conditionally admitted – all of those due to a lack of either a sport management or business undergraduate background, not due to a low GPA. While there is no data regarding the retention of graduate students, 6 of the original 23 students graduated in two years. Another 8 will graduate from September 2009, January 2010, or May 2010, and 4 of the part-time students are still enrolled in the program. We have come to realize that thorough advisement and a willingness to discuss options with students will increase the number of students who finish the program in a reasonable time period. Of the six original graduates, four were employed within 30 days of graduation (at Lafayette College, The Big East Conference, the New York Islanders, and Dowling College). Another enrolled in the PhD program at the University of Northern Colorado. The last graduate, as of our last contact, still was seeking employment in the sports industry. As the program matures, we will begin to systematically collect data about our graduate’s employment history. 5e. Graduate Standardized Test Scores(Verbal/Quantitative)

Fall 2005 2006 2007 2008 2009

Program 380/543 380/495 School/College Average Rate 380/543 425/493

Regional Comparison N/A N/A N/A N/A N/A

National Comparison The National Overall Average for verbal is 150.6 and a quantitative of 151.9, based on those tested between August 1, 2011 and April 30, 2013.



New Graduate Students GRE Verbal Mean Scores


Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score Sport Management

MPS old 417 530 485 new

151 146

New Graduate Students GRE Quantitative Mean Scores


Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score

Sport Management

MPS old 655 584 510 new

145 149

As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new) New Graduate Students GRE Verbal Mean Scores


Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score Coll of Profession Stud-Grad

old 447 430 475 315 new 146 146

New Graduate Students GRE Quantitative Mean Scores


Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score Coll of Profession Stud-Grad

old 567 530 633 415 new 144 148

As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)



General test percentage distribution of scores within intended graduate major field that is based on the performance of seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.

GRE Intended Graduate Major Test-

Takers Mean Score

(Verbal) Mean Score

(Quantitative) Social Sciences* 75,604 153 150

* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf. 5f. Narrative: Please describe how your program compares with your peer and aspirational institutions. (Suggested limit ½ page) Without data from our peer institutions, it is unclear how a meaningful comparison can be made. My completely casual observation is that our student profile is probably far below NYU and Columbia (obviously), slightly below Seton Hall and Hofstra (those programs are housed in their business school), in line with Manhattanville and Adelphi and above Brooklyn College (based on conversations with two of our undergraduate students who were denied acceptance to our program but accepted there). The GRE results are probably not representative of all of our students. We do not require the GRE for admission, but most of our foreign applicants (many from China) routinely take the GRE. Predictably, their verbal scores are far below the median. 5g. If applicable, describe your program’s student performance over the past 5 years on licensure or professional certifications exams relative to regional and national standards. (Suggested limit ¼ page) Not applicable. 5h. Number of majors and minors enrolled over the past five years? Please complete the table below. Fall

Number of Students 2005 2006 2007 2008 2009 Majors 0 0 23 34 45 Minors 0 0 0 0 0 Total 0 0 23 34 45

http://www.ets.org/s/gre/pdf/gre_guide.pdf




Majors Majors Majors Majors

MAJORS SPM MPS 58 66 71 81

5i. Number of degrees granted during the past five years. Please complete the table below.

Degrees Granted

Academic Year 04/05 05/06 06/07 07/08 08/09

Graduate MPS 0 0 0 0 6

10/11 11/12 12/13

Degrees Conferred

Degrees Conferred

Degrees Conferred

CPS-GR-Q SPM Sport Management MPS 18 26 22

5i (1). Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS website. This is based on the Classification of Instructional Program (CIP) Code of 31-Parks, Recreation, Leisure and Fitness Studies.

2009-2010

2010-2011

2011-2012

Masters

Local 56 49 65

National 5,617 6,553 7,047

1Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University, Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University, Seton Hall University, Stony Brook University, and Wagner College.

5j. Narrative: How do these trends compare to institutional, regional and national patterns? (Suggested limit ¼ page) Sport management graduate degrees are growing both locally and nationally. There are currently more than 140 schools that offer Master’s level degrees in sport management (according to NASSM). Locally, a number of schools have begun graduate programs in the past five years, including Seton Hall, Hofstra, Manhattanville, NYU, and Adelphi. It is likely that the rapid growth in our program has been fueled, in part, to the emergence of sport management as a legitimate and popular graduate discipline.



5k. What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a collaborative effort to provide quality advising and support services to students. (Suggested limit ¼ page) All of our graduate students are advised by the Program Director, so they all receive top-notch advisement. These advisement sessions also permit preliminary discussion about internship opportunities, thesis topics, and career aspirations. Working with the Dean’s Office, we have also begun to closely monitor student performance (GPA) and progress (keeping in mind the 5-year time limit). Students with less than a 3.25 are sent a letter reminding them that they need to achieve a minimum 3.0 GPA to remain in the program.



Standard 6. The program has adequate resources to meet its goals and objectives. (When responding to this Standard, please see Items for Reflection under this Standard.) Although financial data is not available at the program level, departmental information is provided below for your reference.

Department Information - Earned Income/Direct Instruction Expense Ratio (FY 2013 data not yet available) FY 2004 FY 2005 FY 2006 FY 2007 FY 2008 $ From Grants 0 0 0 0 0

Earned Income from Instruction 3,268,696 3,780,678 4,692,259 5,066,571 5,400,254 (by student credit hours taught)

General Fees (includes lab fees)

109,095 138,988 162,577 172,105 224,768 Direct Instructional Cost 663,000 686,000 787,000 901,000 1,003,000 (Departmental Budget) Earned Income/Direct Instructional Expense Ratio 5.09 5.71 6.17 5.81 5.61



FY 2009 FY 2010 FY 2011 FY 2012

$ FROM GRANTS - - 1,000 -

EARNED INCOME FROM INSTRUCTION (By student credit hours taught) 5,854,330 5,596,565 6,118,193 7,278,682

GENERAL FEES (includes Lab Fees) 248,688 251,876 265,172 310,281

DIRECT INSTRUCTIONAL COST (Departmental budget) 1,120,000 1,097,000 1,090,000 1,310,000

EARNED INCOME/DIRECT INSTRUCTIONAL EXPENSE RATIO 5.45 5.33 5.86 5.79 6a. Narrative: (Suggested limit 1 page)

While we are not privy to the financial data from other Divisions, it appears that the Division of Hospitality, Tourism, and Sport Management is a cash cow. The decline in the earned income/budget ratio from 2006-2008 are likely due to the increase in sections required by the Graduate Sport Management program, instituted in 2007. We expect the ratio to stay in the 5.6-6.0 range for the foreseeable future. As for the graduate program specifically, it should be noted that the program was developed from scratch using existing faculty. It now has more than 50 students, and that has been achieved without any earmarked marketing funds from the University. The Division would like to address three important issues as it pertains to our budget. First, there has not been any money available for travel over the past two academic years. Faculty who wish to present papers and commiserate with colleagues at academic conferences have been unable to receive any academic support. If we expect faculty to be active researchers and get the program in the mix nationally, the University must provide some sort of support in this area.



Second, undergraduate sport management internships continue to take an inordinate amount of faculty time and resources. The details surrounding this issue is explained in detail in the undergraduate sport management program review. Finally, there does not seem to be any Divisional control over the budget. The Chair believes that if a Division is awarded a budget, he should be permitted to allocate said budget in a ways that he sees fit. Arbitrary decisions such as no travel money and no professional dues money take discretion away from myself – supposedly the person who is closest to the Division and knows what is best for it – and back on the Administration, who may not see our needs in the same light. To summarize, it is the sense of the Division that considering the enormous contribution we make to the University’s bottom line, we are being shortchanged in a number of crucial budget areas. 6b. To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to the program during the past five years? (Bulleted list.) There have been no capital projects linked to the program since its inception in 2007.

Standard 7. The program has taken effective actions based on the findings of the last program review. (When responding to this Standard, please see Items for Reflection under this Standard.) 7a. Narrative: (Suggested limit 1 page) This is the first time the graduate sport management program has been subject to program review, so this section is not applicable.

Documents

Academic Program Review Self Study Template · Academic Program Review Self-Study Template AY 2009 - 2010 CPS_HTSM_SPORTSMGMT_MPS_Q Self-Study Template page 2 history in sport …