ACTION RESEARCHAND INDUSTRY ENGAGEMENT

Alumni Perception of Industry Engagement: An Action Research Study on Student Satisfaction
and Occupational Preparedness in Sport Management Experiential Learning Curriculum

DISSERTATION
Submitted to Faculty of
East Stroudsburg University in fulfilment
of the requirements
for the degree of Doctor of Education
by
Edward J Arner
Sport Management Department
East Stroudsburg University
December 1, 2023

Dissertation Chair: Dr. Gene White

2

3

Table of Contents
Abstract
Chapter 1: Introduction
1.1. Background
1.2. Purpose of the Study
1.2.1. Theoretical Framework
1.2.2. Operational Definitions
1.2.3. Conceptual Framework
1.3. Chapter 1 Summary
Chapter 2: Review of Related Literature
2.1. Introduction
2.2. Problem of Practice
2.3. Review of Previous Research
2.3.1. Theoretical Framework
2.3.2. Conceptual Framework
2.4. Chapter 2 Summary
Chapter 3: Methodology
3.1. Introduction
3.2. Target Population and Sampling Method
3.3. Instrumentation
3.4. Research Strategy
3.5. Data Collection
3.6. Data Analysis
3.7. Chapter 3 Summary
Chapter 4: Findings
4.1. Structure of the Study
4.2. Demographics of Sample
4.3. Findings Organized by Research Questions
Chapter 5: Conclusion and Discussion
5.1. Introduction
5.2. Interpretation of the Findings
5.3. Recommendations
5.4. Limitations
5.5. Conclusion
Appendix
A. References
B. East Stroudsburg Sport Management Curriculum
C. Commission on Sport Management Accreditation
D. Institutional Review Board (IRB) Approval
E. Invitation to Participate
F. Interview Protocol
G. Interview Question Alignment

4

Abstract
The purpose of this study was to examine sport management experiential learning
curriculum and how sport industry exposure (such as applied coursework, practicums, field trips,
guest lectures, industry networking events, and other immersive/educational experiences) aligns
with student satisfaction and occupational preparedness. Qualitative data was collected to
examine alumni’s perceived occupational preparedness and satisfaction with the experiential
learning curriculum in East Stroudsburg University’s (ESU) sport management program. Alumni
from the university were interviewed about their education and exposure to the sport industry
while enrolled at the university. Using Daniel Funk’s Sport Experience Design Model (2017) as
a conceptual framework, the analysis uncovered five emergent themes: 1) Combining a passion
for sport with business concepts, 2) hands-on learning and networking, 3) real-world application
and transferable skills, 4) alignment with industry expectation, and 5) extracurricular
engagement. These themes serve as a basis for understanding the influence of industry exposure
on perceived student satisfaction and occupational preparedness. Upon completing this action
research study, the emergent themes collectively depict the landscape of experiential learning
within the sport management program and guide future inquiry and development.

5

Chapter 1: Introduction
The rationale for this study stems from the need to enhance the sport management
experiential learning curriculum at East Stroudsburg University (ESU) and improve the students'
overall learning experience by increasing industry exposure. Development of sport management
curriculum in post-secondary education stresses the significance of practical workplace
knowledge through faculty-guided participation (COSMA, 2022; Odio, 2022). While projectbased learning and experiential learning approaches have gained recognition as effective
educational methodologies, there is a gap in understanding how these approaches contribute to
student satisfaction with the educational experience and occupational preparedness upon
graduation.
Background
To further explore this gap in research, this examination pursues the relationship between
program requirements for industry exposure and the perception of alumni regarding satisfaction
with the learning experience and occupational preparedness. Through qualitative data analysis,
exposure to the sport industry is defined, identified, and subsequently examined in connection
with the perception of alumni satisfaction in preparation for employment in the sport industry.
Rationale for including student exposure to industry standards is supported through the literature
review. However, it reveals a deficit of research focused on the number and variation of
opportunities for industry exposure provided by the sport management program. Research has
focused on graduate and undergraduate student perception, faculty pursuit of curriculum
development and application, and sport industry expectation, but is limited in alumni perception
of these topics. Existing literature, such as Stratta (2004), Kolb and Kolb (2005), Deluca and
Braunstein-Minkove (2016), and Milstein, French, and Philips (2023), support the justification
for including student exposure to industry standards, highlighting the need for a comprehensive
review of those program-led opportunities by alumni. This leads to the focus on sport
management alumni, their perception of industry exposure (i.e., applied coursework such as
project-based learning, early internships, and practicums), and the relationship to a more
satisfying educational experience. In addition, based on alumni perception, whether the applied
coursework and industry exposure benefited the graduate upon entering the sport industry
workforce. Advocated by the sport management accrediting body, Commission on Sport
Management Accreditation (COSMA), research focused on student exposure to industry
standards is essential, and this study is intended to build upon that body of knowledge.
The Commission on Sport Management Accreditation (COSMA), since its inception in
2008, has reinforced the necessity for using experiential learning practices. COSMA requires the
use of curriculum-led tools, such as project-based teaching methods, internships, and practicums,
to be recognized as an accredited sport management program (COSMA, 2022). COSMA (2022)
identifies 474 sport management programs and has one of the most significant sport management
academic conferences annually. Their strength within sport management academia has grown
exponentially through rigorous accreditation processes and continuous support of academic
development in the discipline. While COSMA accreditation is not required for a sport
management program, their voice mirrors the industry’s academic standards in emphasizing
experiential learning techniques. Common core requirements for accreditation highlight the need
for “interactive experiences…that enable a student to demonstrate the capacity to synthesize and

6

apply knowledge” (COSMA, 2022, p.19). COSMA’s continued support of sport management as
an academic discipline brands the organization as a leader in curriculum standards.
With the abundant number of recognized sport programs in the United States, to conduct
this research and identify an appropriate sample, it is essential to select an institution of higher
education with a sport management program that adopts experiential learning practices and
echoes the requirements set forth by COSMA. Currently, thirty-three universities or colleges
offer a sport management degree in Pennsylvania, eighteen of which are in the eastern half of the
state. In northeastern Pennsylvania, four universities offered undergraduate degrees in sport
management, with two holding COSMA accreditation. For the purpose of this study and due to
this researcher’s extensive knowledge of the program, a small northeastern Pennsylvania
institution of higher learning was chosen as part of the purposive sampling method. The
university is a part of the Pennsylvania State System of Higher Education (PASSHE) and, when
compared to the other PASSHE schools, has similar sport management curriculum requirements,
including an experiential learning component (CalU, n.d.; ESU, n.d.; KU, n.d.; LHU, n.d.; SRU,
n.d.). To complete the undergraduate program, students at this university are required to
participate in a twelve-credit internship, of which 480 contact hours are mandatory throughout
the practicum. In addition, the selected university’s sport management curriculum provides
courses constructed around applied coursework and project-based learning – an active studentcentered form of instruction, which is characterized by students’ autonomy, constructive
investigations, goal-setting, collaboration, communication, and reflection within real-world
practices (Kotowski, Menzies, & Wiggins, 2016). Through program development and COSMA
accreditation, the program has also demonstrated the importance of the experiential learning
process (see Appendix B). Curriculum designed on applied coursework embraces the concept of
experiential learning and exemplifies the academic standards of COSMA-supported experiential
learning (see Appendix C), making this institution of higher learning appropriate for the direction
of the study.
Investigating sport management curriculum that aligns sport industry exposure (such as
applied coursework, practicums, field trips, guest lectures, industry networking events, and other
immersive/educational experiences) to student satisfaction and occupational preparedness
requires a reflective perspective and interpretation of the learning experience. With a foundation
of John Dewey (1938) and David Kolb (1984), literature reinforcing the impact on skill
development through applied coursework, project-based learning, work studies, and internships
endorse an experiential learning framework in higher education. The majority of sport
management experiential learning research has focused on student perception (Koo, Diacin,
Khojasteh, & Dixon, 2016; DeLuca & Braunstein-Minkove, 2016; Hawzen, McLeod, Holden, &
Newman, 2018; Stratta, 2004), curriculum development and application (Brown, Willett,
Goldfine, & Goldfine, 2018; Pangelinan, Norcross, MacDonald, Rudisill, Wadsworth, &
McDonald, 2018; Kelly, 2004), and industry expectation (Brady, Mahoney, Lovich, & Scialabba,
2018; Brandon-Lai, Armstrong, & Bunds, 2016; Hurd & Schlatter, 2007), but is limited in
alumni perception. Therefore, this study sought to explore alumni's perception of the
opportunities provided by the sport management program, aiming to establish a connection
among satisfaction, occupational preparedness, and sport industry exposure.

7

Purpose of the Study
A literature review also identified a consistent gap in academic research when discussing
experiential learning as a uniform opportunity for all students. The exploration of this topic and
exposure to multiple theoretical frameworks guided this researcher’s interest in student
opportunity, focusing on the influence of curriculum-led industry experiences, such as applied
coursework and project-based learning. The problem of inadequate or inconsistent industry
exposure is prevalent throughout higher education and academic research (Singer, 2005; Cooper
& Hawkins, 2014; Rose & Paisley, 2012). The attention then shifts to actions implemented by
the university, faculty, and program/curriculum to ensure students are provided adequate
industry involvement to meet their needs. Creating this sport educational environment requires a
collaborative effort by all stakeholders (Stratta, 2004; Brown et al., 2018). The recognized
overlap created through the symbiotic relationship of the stakeholders is a focal point for this
study. Aligning with this focus, the following questions are addressed:
RQ1: Does the sport management program provide substantial opportunities for industry
exposure, and do those opportunities contribute to a more satisfying learning experience?
RQ2: What are the key skills and competencies fostered by sport industry exposure that
contribute to a more satisfying learning experience?
RQ3: Does the applied coursework and industry exposure align student needs with
industry expectation?
RQ4: How does the applied coursework and industry experiences shape occupational
preparedness?
Each of these questions centers around the student’s needs, program requirements, and the social
context (sport environment) in which the opportunity is provided. Guided in design by Kolb and
Kolb’s (2005) continued development of the Experiential Learning Theory (ELT), the research
questions incorporate components of the concept of learning spaces - four regions in the ELT
learning process that students navigate in pursuit of knowledge and skill development. The
concept of learning spaces creates an individualized learning process acute to the student’s
experience (Kolb & Kolb, 2005); this lends itself to the current study as each student engages in
the experiential learning process uniquely. By exploring these questions, the study aims to shed
light on the benefit of industry exposure in sport management programs and identify the common
themes that contribute to a positive learning experience, better-preparing graduates for their
careers in the sport industry.
Theoretical Framework
The use of experiential learning has long been a cornerstone of higher education with
focused investigation by John Dewey (1938) and David Kolb (1984) headlining the discussion of
research in experiential education. Their work emphasizes the practical application of course
materials to real-world, career-related experiences, highlighting its potential as a powerful
developmental tool within any program's curriculum. While Dewey’s social constructivism is a
benchmark theoretical approach to education, David Kolb's Experiential Learning Theory (ELT)
provides a comprehensive framework for designing curricula through the introduction of
learning spaces that enhance the experiential learning process.

8

According to Kolb (1984), ELT defines learning as the process in which knowledge is
generated through the transformation of experience. In this process, knowledge is formed by
both comprehending and actively transforming the experiences encountered by an individual.
With the continued development of his ELT, Kolb and Kolb (2005) introduced the concept of
learning spaces, the balance between four regions in the ELT learning process that students
navigate in pursuit of knowledge and skill development. The four regions – Concrete
Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation –
are cyclical in nature and create an individualized learning process acute to the student’s
experience (Kolb & Kolb, 2005). Kolb and Kolb (2005) explain the concept of ELT as
dialectical thinking, where learning is a process of conflict resolution between opposing
perspectives of the four regions (p. 194). In addition, through inclusion of learning spaces,
education through experience can be molded around the needs of the individual (Kolb & Kolb,
2005). Kolb’s ELT provides a foundation for this investigation as the current study explored
curriculum-led industry exposure and the relationship to the perception of satisfaction and
occupational preparedness. Based on this study's interpretive/subjective nature, ELT lends itself
to this investigation as each student engages in the experiential learning process uniquely.
Experiential Learning Theory has gained widespread acceptance as a valuable framework
for promoting educational innovation that prioritizes learner-centered approaches, such as
instructional design and curriculum development (Kolb & Kolb, 2005). The relevance of this
theory for the current study is dissected in greater detail in the literature review. First,
recognition of common vernacular must be outlined to provide context for research application
and comprehension.
Operational definitions
To align theoretical concepts and their application, it is important to develop an
understanding of common vernacular in the context of this research. The terminology outlined
below lay the foundation for the direction of exploration and concepts coupled with curriculum
development and program assessment. While not exclusive to this research, these terms are
utilized in a manner associated with higher education and sport management as an academic
discipline.
First, we must clearly distinguish what is considered the sport experience. To aid in this
clarification, concepts from the academic discipline of sport management, specifically Daniel
Funk, outline the basis for this study’s definition. Funk’s (2017) research is focused on consumer
behavior and interactions with stimuli that solicit behavioral responses. His research describes
the sport user experience as “…a process that generates emotional and physical responses that
can influence satisfaction and future behavior” (Funk, 2017, p. 153). In Funk’s context, the sport
experience is not exclusive to physical activity but, the interaction of the user in the chosen sport
environment. The sport experience does not mean physical participation and/or competition, but
rather sport-associated interactions that induce behavioral responses. Aligning with the current
study, these interactions can occur through the direction of the sport management program,
and/or, through self-driven student ambitions/exploration. The sport experience can occur in any
context, across multiple years, and is crucial in creating the learning environment. Therefore, for
the purpose of this study, the sport experience encompasses various interactions between the
student and the immersive environment created in conjunction with the sport management
curriculum.

9

In addition, another focus of this research is on the opportunities provided by a sport
management program to introduce workforce expectations. This industry exposure describes the
learning opportunities given to sport management students with the purpose of gaining
experience and knowledge of the sport industry. For the purpose of this study, industry exposure
is curriculum-led activities that allow students to engage with and learn from real-world sport
organizations, events, and professionals. The educational initiative of this definition follows
Kolb and Kolb’s (2005) concept of creating learning spaces that are a combination of student
individuality and elements of the learning environment. Therefore, industry exposure includes
internships, practicums, field trips, guest lectures, industry networking events, and other
immersive/educational experiences that provide students with a deeper understanding of the
sport industry's operations, practices, and challenges. This current research explores the extent
and impact of industry exposure on student satisfaction, occupational preparedness, and
curriculum implementation.
Continuing the research alignment of relevant terminology, student satisfaction will be
characterized as the subjective evaluation and perception of the overall learning experience by
sport management students. It encompasses recognizing opportunities to develop relevant skills,
engage in substantial industry-related tasks, and build a networking base (Koo et al., 2016).
Student satisfaction also incorporates the level of fulfillment, contentment, and positive feelings
that students associate with their sport learning experiences, considering several factors such as
industry exposure, the relevance of activities to career aspirations, and the alignment of student
expectations with the sport experience. Satisfaction serves as an essential indicator of the sport
management program’s effectiveness in meeting students' educational and career-related goals,
as well as their level of engagement and motivation within the sport industry. Identifying student
need aligns with comprehension of student satisfaction. Supported by research (Stratta, 2004;
Odio & Kerwin, 2016; Odio, 2016; Satter & Achen, 2021), student need incorporates
components of academic and professional aspirations but are subjective to the student. For this
study, student needs were captured during data collection and interview questions guided by the
conceptual framework, the Sport Experience Design Model (Funk, 2017). To support the
purpose of this study, this research investigated the factors that contribute to student satisfaction
with the educational experience and explored the relationship between industry exposure,
curriculum design, and occupational preparedness of the sport management student.
In a 2016 publication, Deluca and Braunstein-Minkove describe occupational preparedness
as skills that best prepare students for sport-related professions. Additionally, the researchers
identified three sites of student development and the extent to which sport management students
feel equipped and ready to enter the workforce. Occupational preparedness involves the
acquisition of knowledge, skills, and competencies necessary for successful employment in their
chosen career path. This concept encompasses various aspects, including the development of
industry-specific knowledge, practical skills, professional networks, and the ability to apply
theoretical concepts to real-world sport management scenarios. It also involves the cultivation of
critical thinking, problem-solving abilities, adaptability, and a deep understanding of the
industry's dynamics and practices. On the basis of this description, the current research sought to
explore the role of applied coursework, industry exposure, and the overall curriculum design in
enhancing students' occupational preparedness, ultimately aiming to identify the common themes
that contribute to their readiness for the sport industry workforce.

10

The purpose of this study was to examine sport management experiential learning
curriculum and how sport industry exposure (such as applied coursework, practicums, field trips,
guest lectures, industry networking events, and other immersive/educational experiences) aligns
with student satisfaction and occupational preparedness. As identified by Odio, Pate, and Aicher
(2022), pedological implementation of that industry exposure lacks consistency, creating
challenges in achieving program objectives, in the case of this study, student satisfaction and
occupational preparedness. The problem of inadequate or inconsistent industry exposure was
examined through the lens of Funk's (2017) Sport Experience Design model. Although primarily
used to investigate how the sport experience can induce consumer feelings and behaviors, the
adaptation of this framework is intended to highlight the significance of connecting student
needs, curriculum-led experiences, and the social context in shaping the learning process. In
addition, the application of Funk's model will emphasize the role of curriculum structure in
enhancing student satisfaction with the educational experience and occupational preparedness.
By investigating the extent to which sport management programs provide industry exposure, the
study addresses the assessment of program requirements in meeting student satisfaction and
occupational preparedness.
Conceptual Framework: Sport Experience Design (SX) (Funk, 2017)
Daniel Funk's Sport Experience Design model (2017) is the theoretical framework guiding
this investigation. This model provides a valuable lens through which to examine the factors that
influence an individual’s sport experiences, particularly in the context of experiential learning
and industry exposure in sport management programs. The identified gap in academic research
regarding experiential learning and industry exposure aligns with the central tenets of Funk's
model, which emphasizes the importance of the user needs, social context, and sport
organizations in shaping an individual’s sport experiences. In the context of this study, the focus
shifts from Funk's original framework to align with the specific objectives of this investigation.
This adaptation involves redefining the key components of Funk's model to match the focus and
scope of this research. Specifically, redefining the user as the sport management alumni, the
social context as the sport educational environment, and the sport organization as the sport
management program/curriculum.
Funk's model provides a comprehensive framework for understanding the elements that
influence the satisfaction and occupational preparedness of sport management alumni,
particularly in the context of sport experience and industry exposure. By incorporating Funk's
Sport Experience Model into the research design, this study sought to provide a comprehensive
understanding of the factors that contribute to student satisfaction in the sport management
educational experiences. Furthermore, the adaptation of Funk's model emphasized the role of
curriculum structure in enhancing occupational preparedness through the identification of
common themes that contribute to a more satisfying experience. The model serves as a
theoretical foundation to explore the relationship between curriculum-led industry experiences,
student needs, and curriculum structure, ultimately offering insights into improving sport
management programs and assessing their effectiveness.
For this study, the chosen university, as a COSMA-accredited institution, has a sport
management curriculum that exposes students to industry expectations and provides
opportunities for skill development in a controlled, instructor-assisted environment. This
curriculum-led experiential learning strategy enables students to explore their abilities with the

11

support of faculty, fostering important teacher-student relationships. These sites for student
development are constructed to prepare undergraduates in transition to their chosen career path.
An example of this curriculum strategy can be found in Appendix B. Adaptation of the Sport
Experience Design framework will aid in the exploration of key interactions that shape students'
perceptions, satisfaction levels, and occupational preparedness within the experiential learning
curriculum.
Chapter 1: Summary
Integrating Experiential Learning Theory (ELT) and the Sport Experience Design model
offers a comprehensive framework for understanding and enhancing the educational experiences
of sport management students. Experiential Learning Theory, as outlined by Kolb (1984), forms
the foundation by emphasizing the cyclical and individualized nature of the learning process,
where each student engages uniquely in the experiential learning process. ELT's interpretive and
subjective nature aligns well with the diverse experiences described by sport management
alumni, acknowledging the responses to educational experiences. On the other hand, the Sport
Experience Design model, developed by Daniel Funk, provides a structured framework that
considers the interaction of human elements and environmental design, specifically in the
context of sport experiences. By adapting Funk's model to focus on sport management education,
its three domains (sport user, sport context, and sport organization) can be redefined to align with
the specific objectives of the study. This integration allows for an exploration of how alumni
navigated through the learning process, providing insights into satisfaction and occupational
preparedness. By combining ELT and Sport Experience Design model, the united approach
enables investigation of experiential learning experiences within the sport management
curriculum, facilitates a comprehensive assessment of program effectiveness, and assists in
understanding the factors influencing student satisfaction and occupational preparedness for the
sports industry.

12

Chapter 2: Literature Review
To support the focus of this study, a comprehensive literature review was conducted to
emphasize the significance of experiential learning curriculum and the implementation of
industry exposure initiatives, such as project-based learning, applied coursework, and other
immersive educational experiences. These active student-centered instructional approaches foster
autonomy, constructive investigations, goal-setting, collaboration, communication, and reflection
within real-world practices (Kotowski, Menzies, & Wiggins, 2016). Furthermore, the literature
review acknowledges the crucial role of the learning space and its impact on shaping the
application of an experiential learning curriculum that meets the needs and expectations of the
students. In this literature review, a problem of practice – actionable issue that occurs within a
specific educational setting (Mertler, 2021) – will be recognized, along with supportive literature
outlining the current understanding and context of the problem.
In addition, the following examination of literature is presented to underscore the
significance of experiential learning curriculum and the integration of program-led sport industry
exposure (such as applied coursework, practicums, field trips, guest lectures, industry
networking events, and other immersive/educational experiences). The use of experiential
learning has long been a cornerstone of higher education, focused investigation by John Dewey
(1938) and David Kolb (1984) headline the discussion of research in experiential education.
Their work emphasizes the practical application of course materials to real-world, career-related
experiences, highlighting its potential as a powerful developmental tool within any program's
curriculum.
The literature review also aims to highlight the social context, referred to in this study as
the sport educational environment, which is modeled by the interactions among students,
teachers, sport industry, and the structure of the sport curriculum. Understanding the dynamics of
this social context is essential to comprehend the factors that influence student satisfaction,
occupational preparedness, and overall success within the sport management program. By
examining relevant literature, the intent is to establish a strong theoretical foundation and gain
insights into the various aspects of the social context, including its impact on student experiences
and the overall effectiveness of the experiential learning curriculum in preparing students for
careers in sport management.
Problem of Practice
Action research is “a systematic inquiry conducted by educators with a vested interest in
the teaching/learning process or environment for the purpose of gathering information about how
their schools operate, teach, and students learn” (Mertler, 2020, p. 5). This type of research
design is a cyclical process with the intention of generating practical knowledge and facilitating
ongoing progression. Application of this approach facilitates future assessment and continual
development in an ever-changing educational environment. When discussing experiential
learning, a consistent gap in academic research has been the uniform opportunity for all students
within that educational environment. The exploration of this topic and exposure to multiple
theoretical frameworks guided this researcher’s interest in industry exposure, focusing on the
influence of curriculum-led industry experiences, such as applied coursework and project-based
learning. Specifically, the investigation into the experiential learning framework of sport
management curriculum, the need to support integration of additional program-led interactive
opportunities, and the disparities in student opportunity based on the university’s core

13

curriculum. Understanding the problem as inadequate opportunity provided to sport management
students, the focus must then shift to actions implemented by the university, faculty, and
program/curriculum. With this focus, this action research study’s problem of practice should
center around aligning students’ needs, the program requirements, and social context (sport
environment) in which the opportunity is being provided (Mertler, 2020; Mertler, 2021). By
exploring these elements, the study intended to shed light on the benefit of industry exposure in
sport management programs and identify the common themes that contribute to a positive
learning experience, better preparing graduates for their careers in the sport industry.
Review of Previous Research
Support of the experiential learning process has a long history of development. Widely
recognized research such as John Dewey in 1938, Kurt Lewin in 1951, and Jean Piaget in 1970,
acknowledged the importance/impact of experience as part of the learning process and spawned
additional exploration into the development of experiential learning (Atkinson & Murrell, 1988).
The introduction of the Experiential Learning Theory by David Kolb in 1984 was a point of
reference for research in discipline-specific curriculum, such as sport management. Kolb’s
theory provides a foundation for exploration in experiential learning curriculum development
and is the theoretical framework for this investigation.
Theoretical Framework: Experiential Learning Theory (ELT)
The use of experiential learning has long been a cornerstone of higher education with
focused investigation by John Dewey (1938) and David Kolb (1984) headlining the discussion of
research in experiential education. Their work emphasizes the practical application of course
materials to real-world, career-related experiences, highlighting its potential as a powerful
developmental tool within any program's curriculum. While Dewey’s social constructivism is a
benchmark theoretical approach to education, David Kolb's Experiential Learning Theory (ELT)
provides a comprehensive framework for designing curricula through the introduction of
learning spaces that enhance the experiential learning process.
According to Kolb (1984), ELT defines learning as the process in which knowledge is
generated through the transformation of experience. In this process, knowledge is formed by
both comprehending and actively transforming the experiences encountered by an individual.
With the continued development of his ELT, Kolb and Kolb (2005) introduced the concept of
learning spaces, the balance between four regions in the ELT learning process that students
navigate in pursuit of knowledge and skill development. The four regions – Concrete
Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation –
are cyclical in nature and create an individualized learning process acute to the student’s
experience (Kolb and Kolb, 2005). Kolb and Kolb (2005) explain the concept of ELT as
dialectical thinking, where learning is a process of conflict resolution between opposing
perspectives of the four regions (p. 194). In addition, through inclusion of learning spaces,
education through experience can be molded around the needs of the individual (Kolb and Kolb,
2005). Kolb’s ELT provides a foundation for this investigation as the current study explored
curriculum-led industry exposure and the relationship to the perception of satisfaction and
occupational preparedness. Based on the interpretive/subjective nature of this study, ELT lends
itself to this investigation as each student engages in the experiential learning process uniquely.

14

Experiential Learning Theory has gained widespread acceptance as a valuable framework
for promoting educational innovation that prioritizes learner-centered approaches, such as
instructional design and curriculum development (Kolb and Kolb, 2005). It is around Kolb’s
concept of experiential learning, this research studied implementation of industry exposure
within sport management curriculum design.
Building on Kolb’s ELT, the current study was intended to explore multiple factors that
influence satisfaction and occupational preparedness based on industry exposure. To fully grasp
the value of these practical workplace experiences, an investigation into previous research
identifies the importance of addressing students' needs and concerns in sport management
internships, an example of industry exposure. Terese Stratta’s early 2004 study revealed a
recurring theme, indicating that students expect access to opportunities that enhance their
prospects for future employment in the field of sport. In addition to identifying student needs and
expectations, the study's findings propose a commonality in teaching strategies that can serve as
a valuable resource for students, internship sites, and academic programs to improve the quality
of sport management industry exposure, specifically in internships. Stratta (2004) found the
emergent typology to be consistent student expectation of “…opportunities that facilitate future
employment” (Stratta, 2004, p.27). By utilizing the proposed commonality in teaching strategies
and promoting effective communication and collaboration among all stakeholders (e.g., students,
internship sites, and academic advisors), the quality and desired outcomes of sport experiences
can be significantly improved. Stratta’s work was meant to provide a framework for developing
a sport experience that aligns curriculum to student need. Stratta’s early research also provides
support for incorporating experiential learning practices and building upon the body of
knowledge around sport management-specific curriculum development.
Research by Brown, Willett, Goldfine, & Goldfine (2018) support a similar perspective in
the use of experiential learning within sport management curricula. Brown et al. (2018) applied
Dewey's (1938) approach to education to develop a framework for sport management internship
programs and advocate for learning experiences within the sport industry. Brown et al. (2018)
writes:
Sport management is an applied field of study in which the knowledge and
expertise needed to be successful is acquired both inside and outside of the
classroom. The more opportunities students have to immerse themselves in practical
and applied sport management experiences before graduation, the greater the
likelihood they will be attractive to potential employers in the competitive field of
sport management (Brown et al., 2018, p. 75).
Brown et al. (2018) also acknowledge faculty and student relationship is essential to the
mission of higher education. The recognition of this relationship, with a foundation from Stratta
(2004), suggests the fulfillment of academic responsibility must involve all stakeholders and link
the objective of the educator to the needs of the student. This indicates the importance of
aligning the function of experiential learning to student aspirations (needs), exposure to relevant
industry proficiencies, and providing a site for application and practice. Student educational
preferences in conjunction with elements of the environment create the most optimal learning
atmosphere (Kolb and Kolb, 2005). The immersive educational environment created through the
investment of all stakeholders aligns with the concept of learning spaces. It is within these
learning spaces; student development is enhanced through industry exposure.

15

Additional research supports the influence on skill development and the significance placed
on gaining experience through curriculum-led industry exposure, such as internships, work
studies, and practica (Brandon-Lai, Armstrong, & Bunds, 2016). Brandon-Lai et al. (2016)
identify a weakness in previous research on student skill development and occupational
sustainability with regard to sport experiences, in this case internships. Brandon-Lai et al. (2016)
suggest that due to the political environment of sport organizations, development of political
skills is necessary to continue employment after the sport experience. For their study, the
authors’ evaluation of internship effectiveness is built upon the following political skills:
perceived competence, identification of self within the sport industry, and pursuit of employment
(Brandon-Lai et al., 2016). Their assertion of quality is based on assigned tasks by supervisors,
level of responsibility, and interaction within the work environment. Brandon-Lai et al. (2016)
also state that “…great importance is placed on these experiences, as they represent a viable
pathway to employment within the sport industry.” The importance of exposure to industry
standards can also be recognized by the 77% of sport management programs that require a form
of experiential learning (Schoepfer & Dodds, 2010).
While the accepted practice of gaining industry exposure through internships, work studies,
and practica have become integrated into higher education curriculum, a glaring issue repeats
itself throughout this research review. Pangelinan, Norcross, MacDonald, Rudisill, Wadsworth,
& McDonald (2018) recognize the tendency of using experiential learning methods in sport
management programs, they also identify a lack of continuity in their application. Pangelinan et
al. (2018) apply the National Society for Experiential Education (NSEE) best practice principles
in their examination of two undergraduate sport management programs that require a form of
experiential learning. Upon conclusion, Pangelinan et al. (2018) provide recommendations for
other sport management programs based on their critical observation and application of NSEE
standards. This research is significant as it, not only supports the use of experiential learning, but
recognizes the inconsistencies that exist from program to program, and student to student.
Although Pangelinan et al. (2018) focus on the implementation of program curriculum, teacherstudent relationship is mentioned as influential in the students’ opportunity of attaining quality
experience in sport management education. Therefore, the teacher-student relationship is a
critical overlap in creating satisfying experiences and is the direct link between aligning that
curriculum with student expectation/need.
To further explore student need, and ultimately satisfaction, Sauder and Mudrick (2018)
conducted a study to assess the satisfaction of sport management interns by examining their work
experiences and perceived level of learning. To establish the foundation for their research, the
authors reference COSMA by identifying accreditation requirements that involve experiential
learning. At the core of Sauder and Mudrick’s research is the connection between sport
management curriculum and the experiential learning process. Sauder & Mudrick (2018) use
Kolb’s (1984) ELT as a framework to explore perceived satisfaction in student sport experiences,
student internship, and link student experience to perceived satisfaction. Additionally, Stratta's
(2004) categorization of agents (students, faculty/college, and internship site) was utilized by
Sauder and Mudrick to identify the roles and responsibilities that influence a satisfactory
internship experience, including the significance of the teacher-student relationship. Sauder &
Mudrick, while focused on student satisfaction, identify factors their study did not utilize. It is
within this gap of research the authors recognize the need for future exploration into the impact
of multiple experiential learning opportunities. Sauder & Mudrick (2018) found that students

16

who engaged in two or more semesters of early internship experience exhibited significantly
higher levels of satisfaction with their internship duties compared to those with less early
internship experience. One potential explanation for this finding is that students who took part in
more early internship experiences had a better understanding of the duties they desired for a
subsequent experience (Sauder & Mudrick, 2018). While Sauder and Mudrick’s research
centered around student internships, alignment to the current study remains constant: the
relationship of industry exposure to a more satisfying educational experience.
Transitioning from the exploration of student satisfaction in internships, the study by
Sauder and Mudrick (2018) sheds light on the connection between sport management curriculum
and the experiential learning process. As we navigate into the conceptual framework of the Sport
Experience Design model, Sauder and Mudrick's insights become pivotal, setting the stage for a
deeper understanding of how industry exposure contributes to a more satisfying educational
experience within the sport management program.
Conceptual Framework: Sport Experience Design (Funk, 2017)
Human Factors and Ergonomics explores the interaction of human elements and
environmental design with the intention of optimizing well-being and optimal system
performance (Bridger, 2018). Daniel Funk (2017) introduces the sport experience design
framework centered around consumer behavior and is derived from research involving Human
Factors and Ergonomics – an academic discipline focused on human behaviors/characteristics in
a controlled, designed work environment. Funk (2017) identifies three domains – 1) sport user,
2) Sport Context, and 3) Sport Organization – and recognizes the overlapping components as
critical areas of investigation. The intention of this model is to provide an outline of exploration
into the structured system of a sport experience and how that experience can induce consumer
feelings and behaviors (Funk, 2017, p. 151). To support the purpose of this study, Funk’s
framework was adapted and applied to sport management education, specifically, to identify the
perception of student satisfaction with the educational experience and occupational preparedness
within the experiential learning curriculum at East Stroudsburg University.
As stated, the theoretical framework guiding this investigation is Daniel Funk's Sport
Experience Design model (2017). This model provides a valuable lens through which to examine
the factors that influence an individual’s sport experiences, particularly in the context of
experiential learning and industry exposure in sport management programs. The identified gap in
academic research regarding experiential learning and industry exposure aligns with the central
tenets of Funk's model, which emphasizes the importance of the social context, user needs, and
sport organizations in shaping an individual’s sport experiences. In the context of this study, the
focus shifts from Funk's original framework to align with the specific objectives of this
investigation. This adaptation involves redefining the key components of Funk's model to match
the focus and scope of this research. Specifically, redefining the user as the sport management
alumni, the social context as the sport educational environment, and the sport organization as the
sport management program/curriculum.
First, Funk's (2017) original concept of the user in his model is redefined as the sport
management alumni in the context of this study. Instead of considering the user as a spectator or
participant in a sporting event, we shift the perspective to view the sport management alumni as
the primary recipient and participant in the sport experience. This adjustment allows us to
explore how the alumni’s needs, expectations, and perceptions of industry exposure influenced

17

their behavior. Second, the social context, as conceptualized in Funk's model, can be understood
as the sport educational environment within the context of sport management education. This
includes the academic setting, the interactions with peers, faculty, and industry, and the overall
atmosphere and culture of the sport management program. By examining the social context of
the sport management educational environment, we can gain insights into how it shaped the
alumni’s experiences, opportunities for industry exposure, and overall satisfaction with the sport
management program. Finally, the sport organization, as originally defined by Funk, can be
equated to the sport management program or curriculum in the context of this study. The sport
management program acts as the organizing entity that provides the structure, resources, and
educational experiences necessary for alumni to develop their skills and knowledge in
preparation for careers in the sport industry. By examining the influence of the sport
management program on sport experience and industry exposure, we can assess the effectiveness
of the program in meeting the needs and expectations of the alumni.
In alignment with our research focus, acknowledgment of the overlapping sections of the
adapted model is critical. As depicted in Figure 1, each of the elements discussed earlier has
intersecting components that establish a connection to the corresponding element. These overlaps
highlight the dynamic relationships and interactions between the alumni, sport educational
environment, and the sport program/curriculum. Overlap A represents the engagement of alumni
in activities that contribute to the exploration and definition of their career interests, which may
extend beyond the specific realm of the sport curriculum. This emphasizes the importance of
considering diverse sport experiences and opportunities in shaping alumni’s professional
aspirations. Overlap B signifies the alignment between the alumni's needs and the organization's
efforts to fulfill those needs, thereby achieving educational objectives. This mutual
understanding and collaboration between the alumni and the sport management program are
essential in creating meaningful and fulfilling experiences. Overlap C focuses on the role of the
sport management program/curriculum in creating opportunities within the sport educational
environment based on their understanding and perception of alumni needs. It highlights the
program's responsibility to design and deliver experiences that cater to the educational and
developmental requirements of the alumni. Finally, Overlap D encompasses the comprehensive
integration of the sport management program within the sport educational environment,
providing multiple opportunities for students to engage in activities that align with their
educational and career objectives. This overarching overlap emphasizes the extensive scope and
impact of the sport management program in facilitating alumni's growth, learning, and
preparation for future careers.
Funk's model provides a comprehensive framework for understanding the elements that
influence the satisfaction and occupational preparedness of sport management alumni,
particularly in the context of sport experience and industry exposure. By incorporating Funk's
Sport Experience Model into the research design, this study sought to provide a comprehensive
understanding of the factors that contribute to student satisfaction in the sport management
educational experiences. Furthermore, adaptation of Funk's model emphasized the role of
curriculum structure in enhancing occupational preparedness through the identification of
common themes that contribute to a more satisfying experience and occupational preparedness.
The model serves as a theoretical foundation to explore the relationship between curriculum-led
industry experiences, student needs, and curriculum structure, ultimately offering insights into
improving sport management programs and assessing their effectiveness.

18

For this study, the chosen university, as a COSMA-accredited institution, has a sport
management curriculum that exposes students to industry expectations and provides
opportunities for skill development in a controlled, instructor-assisted environment. This
curriculum-led experiential learning strategy enables students to explore their abilities with the
support of faculty, fostering important teacher-student relationships. These sites for student
development are constructed to prepare undergraduates in transition to their chosen career path.
An example of this curriculum strategy can be found in Appendix B. Adaptation of the Sport
Experience Design framework will aid in the exploration of key interactions that shape students'
perceptions, satisfaction levels, and occupational preparedness within the experiential learning
curriculum.
Figure 1:
Adapted Funk Sport Experience Design model (2017)

Element 1: alumni

A
D
Element 2: Sport
Educational
Environment

C

B
Element 3: Sport
Management
Program/Curriculum

Note: This is the adapted Sport Experience Design; elements are redefined to apply to the
research. The user as the sport management alumni, the social context as the sport educational
environment, and the sport organization as the sport management program/curriculum.
Chapter 2 Summary

19

This literature review supports the focus and objectives of the current research, which is
meant to explore the factors that influence student satisfaction and occupational preparedness in
the sport management experiential learning process. Previous literature emphasizes the
significance of experiential learning curriculum and the integration of applied coursework and
project-based learning, which are essential components of this study. These active studentcentered approaches, as highlighted in the literature, foster skill development essential for
potential sport professionals. Moreover, the literature review acknowledges the crucial role of the
teacher-student relationship, which aligns with the objective of understanding the significance of
this relationship in the application of a curriculum that meets the needs and expectations of the
students.
Furthermore, the literature review emphasizes the importance of considering the social
context, referred to as the sport environment, which encompasses the interactions among
students, teachers, and the structure of the sport curriculum. Understanding the dynamics of this
social context is vital for exploring the factors that influence student satisfaction, occupational
preparedness, and overall success within the sport management education program. This is in
line with the study's objective to investigate how the social context influences student
experiences and the effectiveness of the experiential learning curriculum in equipping students
for sport management careers.
The reviewed research also supports the predominant perspective on the use of experiential
learning in sport management curricula, providing further validation for our study's focus on
experiential learning and its potential benefits. Additionally, the identified gaps in previous
research, such as the need for consistency in the application of experiential learning methods and
the exploration of multiple experiential learning opportunities, align with our study's goal of
contributing to the understanding of these areas. Considering the findings by Sauder and
Mudrick (2018), which suggest that students with multiple early internship experiences exhibit
higher levels of satisfaction with their internship duties, our study seeks to investigate similar
trends and potential explanations within the context of sport management curriculum. This
supports the significance of early industry exposure and the understanding of desired tasks, as
well as the need for further exploration of the impact of multiple experiential learning
opportunities.
In addition, the literature review conducted in this study establishes a strong connection to
Funk's Sport Experience Design model (2017). When applied, the Sport Experience Design
model underscores the integration of theory and practice in sport management education, which
aligns with the focus of the literature review. By exploring the significance of experiential
learning curriculum, the literature review supports the practical application of knowledge within
real-world sport contexts. With reference to Funk’s model, this integration of theory and practice
seeks to develop well-rounded sport management professionals who can effectively navigate the
complexities of the sport environment through experiences manufactured by both the exploration
of student needs and curriculum development. Furthermore, the literature review acknowledges
the importance of student need within the sport environment, which is a key element of Funk's
model. Understanding the dynamics and interactions among students, teachers, and the structure
of the sport curriculum is essential for comprehending the factors that influence student
satisfaction, occupational preparedness, and overall success within sport management education
programs. The literature review examines these dimensions, emphasizing the importance of the

20

social context, student needs, and the influence of the sport management curriculum on student
experiences.
In summary, the literature review supports the combination and application of Kolb’s
Experiential Learning Theory and Funk's Sport Experience Model by emphasizing the
integration of the social context, individual student needs, and curriculum in shaping student
experiences. By exploring these connections, the study contributes to a deeper understanding of
the practical implementation of both ELT and Funk's model in an educational setting and its
relevance in preparing students for careers in sport management.

21

Chapter 3: Methodology
To support the purpose of this study, data collected has identified common themes tied to
the transition from curriculum-led industry exposure to the perception of student satisfaction and
occupational preparedness based on social context (sport environment), student need, and the
sport management curriculum. This examination pursued the relationship between program
requirements for industry exposure and alumni perception of student satisfaction with the
educational experience and occupational preparedness. Through analysis of qualitative data,
curriculum-led opportunities for industry exposure are defined, identified, and subsequently
connected with the perception of alumni satisfaction in preparation for employment in the sport
industry. Investigating sport management curriculum that aligns industry exposure, such as
applied coursework, to student satisfaction in the experiential learning process requires a
reflective perspective and interpretation of the learning experience.
Target Population and Sampling Method
Based on the interpretive/subjective nature of this study, qualitative data collection was
deemed best to explore this topic. Using a department-generated list of sport management alumni
and a call to participate through social media outlets (LinkedIn, Twitter), alumni were asked to
contact the primary researcher. Interested alumni were asked to contribute to the study through a
semi-structured interview. This type of purposive sampling, also known as judgmental or
selective sampling, is a non-probability sampling technique commonly used in qualitative
research. Purposive sampling involves deliberately selecting participants who possess specific
characteristics or meet certain criteria that are relevant to the research objectives (Creswell and
Poth, 2018). The current study employs this sampling method due to the researcher's knowledge
and expertise of the sport management curriculum (see Appendix B), allowing rich and in-depth
information related to the research topic. Criterion sampling, a method of purposive sampling,
was used to select participants who meet specific criteria and reach the desired number of eight
(8) to twelve (12) interviews. Specifically, sport management undergraduate alumni who have
graduated within the past five (5) years. Due to the lengthy history of the program and the
national academic accreditation, East Stroudsburg University provided generalizability to the
larger population of sport management graduates and offers the advantage of focused data
collection.
For this study and due to this researcher’s extensive knowledge of the program, East
Stroudsburg University (ESU) was chosen as part of the purposive sampling method. ESU is a
part of the Pennsylvania State System of Higher Education (PASSHE) and when compared to the
other PASSHE schools, such as California University of Pennsylvania, Kutztown University,
Lock Haven University, and Slippery Rock University, ESU sport management has similar
program obligations including an experiential learning component (CalU, n.d.; ESU, n.d.; KU,
n.d.; LHU, n.d.; SRU, n.d.). For example, ESU students, in order to complete the undergraduate
program, are required to participate in a twelve-credit internship, of which, 480 contact hours are
mandatory throughout the practicum. In addition, the ESU sport management curriculum
provides courses constructed around applied coursework and project-based learning – an active
student-centered form of instruction, which is characterized by students’ autonomy, constructive

22

investigations, goal-setting, collaboration, communication, and reflection within real-world
practices (Kotowski, Menzies, & Wiggins, 2016). ESU, through program development and
COSMA accreditation, has also demonstrated the importance of the experiential learning process
(see Appendix B). Through a curriculum designed on applied coursework, ESU embraces the
concept of experiential learning and exemplifies the academic standards of COSMA-supported
experiential learning (see Appendix C).
Instrumentation
In alignment with Experiential Learning Theory (Kolb, 1984), constructivism is a
research philosophy that emphasizes the active construction of knowledge and meaning by
individuals through their experiences and interactions with the world (Creswell and Poth, 2018).
This philosophy of research suggests knowledge is actively created by learners as they engage in
experiences and integrate them with their personal surroundings. In constructivism, the
environment is subjective and context-dependent, with individuals actively constructing their
own interpretations and understanding of the world. This research philosophy acknowledges the
role of social interaction and cultural influences in shaping knowledge and emphasizes the
importance of individual context. Centered on this philosophy, this research explored the
complex and dynamic nature of knowledge construction, seeking to understand how our students
make sense of their experiences. Ultimately, this research sought to understand the concepts that
influence how students perceive and interpret their evolving needs, the dynamics of the sport
environment they construct, and their comprehension of the influence the curriculum has on
meeting their needs. By embracing the principles of constructivism, this research can gain
valuable insights into the diverse perspectives and interpretations that our students bring to the
educational environment.
Based on the interpretive/subjective nature of this study, inductive qualitative research is
deemed best to explore this topic. Inductive qualitative research is an approach that aims to
develop conceptual frameworks based on the analysis of empirical data (Metler, 2020). The
focus of this research approach is on exploring and understanding the patterns and themes that
emerge from the data, allowing the research findings to guide the development of relevant
concepts and constructs. Inductive qualitative research is often associated with exploratory
methods of data analysis, such as thematic analysis, grounded theory, and thematic analysis. It
offers the flexibility to capture the richness and complexity of human experiences, allowing for a
deep exploration of individual perspectives and social experiences (Creswell and Poth, 2018, p.
43). By allowing patterns to emerge organically, aligning this research approach to the current
topic can uncover alumni insights that contribute to the development of knowledge in sport
management experiential curriculum.
With this philosophical foundation in mind, nine (9) interview questions were
constructed, each designed to extract themes associated with the Sport Experience Design model
and subsequent overlaps (see Appendix E). Interview questions one, two, and three explore the
motives, expectations, and decision-making process of the alumni. These questions address the
user element of Funk’s model, exploring how the student's needs, expectations, and perceptions
of industry exposure influence their behavior. Questions four, five, and eight of the interviews

23

explore the program's contribution to students' comprehension of the sport industry and industry
exposure in preparing them for careers. These questions address the sport organization that
provides the structure, resources, and educational experiences necessary for students to develop
their skills and knowledge in preparation for careers in the sport industry. Interview questions six
and seven are intended to explore the alumni’s perspective of the social context, or sport
educational environment. By examining the social context of the sport management educational
environment, we can gain insights into how it shapes the students' experiences, opportunities for
industry exposure, and overall satisfaction with the sport management program. Finally, the
ninth question overlaps all elements of the model by inquiring about challenges related to all
three elements of the adapted Sport Experience Design: alumni, sport management program, and
sport educational environment.
Research Strategy
Action research is “a systematic inquiry conducted by educators with a vested interest in
the teaching/learning process or environment for the purpose of gathering information about how
their schools operate, teach, and students learn” (Mertler, 2020, p. 5). This research design is
meant to be a participatory approach that combines research and practical action to improve
educational practices. Action research is a cyclical process with the intention of generating
practical knowledge and facilitating ongoing progression. Application of this approach facilitates
future assessment and continual development in an ever-changing environment. Collaboration of
stakeholders (e.g., faculty and alumni) is an integral part of improving professional practices in
this educational setting. The focus of this research was on improving practice, enhancing
understanding, and promoting the development of an experiential curriculum that meets the
needs of our students. Action research emphasizes the active involvement of participants; this
collaborative approach fosters engagement in the learning process and the development of
practical solutions that are context-specific. The evaluative nature of action research allows for
continuous reflection and adaptation of instructional methodologies, ensuring that findings and
recommendations are responsive to the evolving needs and challenges of the context. The current
study, while cross-sectional, provided a base for ongoing assessment of the ESU sport
management program.
With this research strategy, the researcher’s association as an active faculty member, and
due to the targeted populace, an application to conduct this study was submitted to the ESU’s
Institutional Review Board (IRB). On August 31st, 2023, the board approved the application (see
Appendix D), and data collection procedures began. The first interview was conducted on
September 14th, with the final interview on October 11th.
Data Collection Procedures
The use of semi-structured interviews is a common data collection method in qualitative
research. These interviews offer a flexible and adaptive approach to gathering in-depth
information from the targeted population. Unlike structured interviews that follow a strict format,
semi-structured interviews provide a framework of research-specific topics to guide the
conversation while allowing for the autonomy of the interviewer to explore possible themes
relevant to the research that may arise (Creswell and Poth, 2018). The interviewer has the

24

freedom to probe for more details, ask follow-up questions, and allow the conversation to unfold
naturally. This approach promotes responses that express experiences, perspectives, and
emotions in the participants’ own words. The data obtained from semi-structured interviews can
be analyzed thematically, uncovering patterns that contribute to the research inquiry (Creswell,
2014). Following study-specific interview protocols ensure uniformity in the delivery of the
questions, but semi-structured methodology allows for flexibility in the investigation and
exploration of underlying themes (Creswell and Poth, 2018). Semi-structured interviewing as a
data-collecting method following the responsive interview model (Rubin and Rubin, 2012), the
established protocol helps to create a bond between the researcher and participants. In continuity
with action research methodology, the researcher’s voice is an aspect of the investigation and an
integral part of improving professional practices in education (Mertler, 2020).
Upon approval of the IRB and using a department-generated list of sport management
alumni, a call to participate through social media outlets (LinkedIn, Twitter) was posted with
interested alumni asked to contact the primary researcher. Email addresses of willing participants
were collected, and a subsequent invitation to participate (see Appendix D) was sent. Accepting
participants were provided with a synopsis of the study, identification of the interview process
along with an explanation of potential follow-up questions that may arise based on their
responses (See Appendix F). To facilitate the interview process, a scheduled Zoom meeting was
arranged, enabling the conversation to be recorded for further analysis and transcription
purposes. Transcripts of the interview were converted into Word documents and Excel
spreadsheets, and only shared with an assisting data analyst after each participant was given a
pseudonym to ensure anonymity. The recordings were kept on this researcher’s passwordprotected computer until the completion of the data analysis process, after which the recordings
were deleted. Transcripts of the interviews are kept throughout the completion of the study, with
the only identifiable participant indicator being the pseudonym provided by this researcher.
Consisting of questions designed to solicit alumni perception of their experiential
education and occupational preparedness, thirteen (13) interviews were conducted in alignment
with the Sport Experience Design model. Participants consisted of alumni who graduated from
the sport management program, ranging from the Spring semester of 2018 to the Spring semester
of 2023. Each consented to participate in a video-recorded interview that was transcribed for
analysis. Introductory questions provided insight into the participants’ current employment
status, educational level achieved, and possibility of continuing their education. Nine (9) of the
alumni still work in the sport industry, eight (8) attained graduate degrees, and five (5) are
considering continuing their education. This information provided a foundation for analysis of
the research questions.
Data Analysis
For this research, it was determined that thematic analysis would be the best approach to
analyze the data collected from the semi-structured interviews. This approach developed codes
and themes inductively with direction from Funk’s Sport Experience Design framework (2017).
The intention of this model is to provide an outline of exploration into the structured system of a
sport experience and how that experience can induce consumer feelings and behaviors. To

25

support the purpose of this study, Funk’s framework was adapted and applied to sport
management education, specifically, to identify the repetitive themes in the perception of student
satisfaction with the educational experience and occupational preparedness within the
experiential learning curriculum. Thematic analysis is a commonly used qualitative research
method that involves identifying, analyzing, and interpreting patterns or themes within textual
data. It involves carefully examining and interpreting the content of the data to identify patterns,
themes, and relationships (Creswell, 2014). For this study, the process began with the conversion
of transcripts into Word documents and Excel spreadsheets, followed by the development of
coding categories that capture the key concepts present in the interview transcripts. Consistent
with common practices of thematic analysis (Braun and Clarke, 2006; Creswell, 2014; Mertler,
2020), upon completion of each interview, the researcher reviewed the data collected and
engaged in the initial coding process.
This research employed rigorous coding procedures to ensure consistency and accuracy
in the coding process. The six-step procedure for inductive analysis suggested by Braun and
Clarke (2006) was utilized and the analysis was guided organically by the data. First, each
interview was transcribed verbatim and reviewed by the researcher to get a general sense of the
data. This phase enables the researcher to establish a preliminary comprehension of how the
three elements in the Sport Experience Design model are applied and identified. In the second
step, data was reviewed line by line to generate preliminary codes. Based on the alignment of the
interview questions to Sport Experience Design elements (see Figure 1), data coding was linked
to the adapted elements (alumni, sport program/curriculum, and sport educational environment)
of the theoretical framework. In the third step, initial codes were organized into themes
representative of the sport management alumni-educational environment-program/curriculum
interaction, Overlap D of the adapted model. In the fourth step, codes within each category were
reviewed and assembled into subthemes based on repeated patterns of meaning. In the fifth and
sixth steps, themes were refined to generate clear and accurate labels, and supporting text
extracts were selected to substantiate each theme and produce the qualitative narrative.
Once the coding is complete, the data is summarized and analyzed to identify recurring
patterns and interpretations. The use of investigator triangulation will be employed to assure the
validity and reliability of the data analysis process. In this type of triangulation, a data analyst, a
thematic investigator for this study, was involved in the data analysis process allowing different
interpretations and ensuring that findings are not solely dependent on the perspective of a single
researcher (Andrew, Pedersen, & McEnvoy, 2011; Creswell and Poth, 2018; Mertler, 2020).
Triangulation strengthens the credibility of qualitative research by reducing the potential for bias,
increasing the reliability of findings, and providing a more comprehensive and holistic picture of
the research topic (Mertler, 2020). Furthermore, researchers can engage in data triangulation by
incorporating various sources of data within the interview itself. This can include using prompts
or probes to encourage participants to provide examples, narratives, or reflections on their
experiences, which can be further validated or complemented by other data sources (Creswell
and Poth, 2018). By employing these triangulation strategies, the researchers of this study
enhanced the trustworthiness and validity of the findings obtained from semi-structured

26

interviews and gain a more comprehensive understanding of the research topic (Andrew,
Pedersen, & McEnvoy, 2011; Creswell and Poth, 2018; Mertler, 2020).
Analysis of the transcripts followed a systematic process guided by the principles of
qualitative thematic analysis (Braun & Clarke, 2006). All interviews were transcribed verbatim
and reviewed to grasp the alumni's perspectives on their sport management experiential
education and occupational preparedness. This initial step allowed us to identify preliminary
codes associated with the research questions and guided the subsequent analysis. The data was
then systematically reviewed, line by line, to generate more specific codes. Codes were assigned
to segments of text related to the primary research questions, enabling the identification of
patterns and themes. Investigator triangulation was employed to ensure the validity and
reliability of the data analysis process. In this type of triangulation, a thematic investigator was
involved in the data analysis process, allowing different interpretations, and ensuring that
findings are not solely dependent on the perspective of a single researcher (Andrew et al., 2011;
Creswell & Poth, 2018; Mertler, 2020). Member checking – the practice of validating raw data
collected from an interview with the participant to ensure the accuracy of analysis (Creswell and
Poth, 2018; Metler, 2020) – was employed to establish the trustworthiness of data gathered.
Summary
In summary, the methodology supports the utilization of Funk's Sport Experience Model by
exploring the integration of the social context, student needs, and curriculum in shaping student
sport experiences. Aligning interpretative meanings of exploration with the subjective nature of
the constructive philosophy, and through the use of triangulation, the collected data will support
the ongoing development of sport management curricula. In addition, the study contributes to a
deeper understanding of the practical implementation of Funk's model in an educational setting
and its relevance in preparing students for careers in sport management.

27

Chapter 4: Findings
The purpose of this study is to examine sport management experiential learning curriculum
and how sport industry exposure (such as applied coursework, practicums, field trips, guest
lectures, industry networking events, and other immersive/educational experiences) aligns with
student satisfaction and occupational preparedness. To support this purpose, data collected has
identified common themes tied to the transition from curriculum-led industry exposure to the
perception of student satisfaction and occupational preparedness. These themes are based on
alumni need, sport environment, and the sport management curriculum, the adapted elements of
Daniel Funk’s (2017) Sport Experience Design model. This examination pursued the relationship
between program requirements for industry exposure and alumni perception of student
satisfaction with their educational experience and occupational preparedness. Through thematic
analysis of qualitative data, curriculum-led opportunities for industry exposure are connected
with the perception of alumni satisfaction in preparation for employment in the sport industry.
Due to this researcher’s extensive knowledge of the program, East Stroudsburg
University (ESU) was chosen as part of the purposive sampling method. ESU is a part of the
Pennsylvania State System of Higher Education (PASSHE) and when compared to the other
PASSHE schools, such as California University of Pennsylvania, Kutztown University, Lock
Haven University, and Slippery Rock University, ESU sport management has similar program
obligations including an experiential learning component (CalU, n.d.; ESU, n.d.; KU, n.d.; LHU,
n.d.; SRU, n.d.). Due to the lengthy history of the program, and similarity to other universities
with sport management programs, and the national academic accreditation (through COSMA),
this populace provides generalizability to the larger population of sport management
undergraduates and offers the advantage of focused data collection.
The use of semi-structured interviews offers a flexible and adaptive approach to gathering
in-depth information from the targeted population. Consisting of questions designed to solicit
alumni perception of their experiential education and occupational preparedness, thirteen (13)
interviews were conducted in alignment with the Sport Experience Design model. Participants
consisted of alumni that graduated from the sport management program, ranging from Spring
semester of 2018 to Spring semester of 2023. Each consented to participate in a video recorded
interview that was transcribed for analysis. Introductory questions provided insight into the
participants’ current employment status, educational level achieved, and possibility of continuing
their education. Nine (9) of the alumni still work in the sport industry, eight (8) attained graduate
degrees, and five (5) are considering continuing their education. This information provided a
foundation for analysis of the research questions.
Analysis of the transcripts followed a systematic process guided by the principles of
qualitative thematic analysis (Braun & Clarke, 2006). All interviews were transcribed verbatim
and reviewed to grasp the alumni's perspectives on their sport management experiential
education and occupational preparedness. This initial step allowed the researcher to identify
preliminary codes associated with the research questions and guided the subsequent analysis.
The data was then systematically reviewed, line by line, to generate more specific codes. Codes
were assigned to segments of text related to the primary research questions, enabling the
identification of patterns and themes. Investigator triangulation was employed to ensure the

28

validity and reliability of the data analysis process. In this type of triangulation, a thematic
investigator was involved in the data analysis process, allowing different interpretations, and
ensuring that findings are not solely dependent on the perspective of a single researcher (Andrew
et al., 2011; Creswell & Poth, 2018; Mertler, 2020). Member checking – the practice of
validating raw data collected from an interview with the participant to ensure the accuracy of
analysis (Creswell and Poth, 2018; Metler, 2020) – was employed to establish the
trustworthiness of data gathered. The following is a breakdown of the information collected
aligning the Sport Experience Design model with this study’s research questions.
4.1 Emergent Themes
The analysis of the interviews revealed several key themes that provide insight into the
perceptions of the sport management alumni regarding satisfaction in their experiential education
and occupational preparedness. The five common themes derived from the data were: 1)
Combining a passion for sport with business concepts, 2) hands-on learning and networking, 3)
real-world application and transferable skills, 4) alignment with industry expectation, and 5)
extracurricular engagement. These themes provide a context for exploring the influence industry
exposure has on perceived student satisfaction and occupational preparedness. The emergent
themes align with overlapping elements of the Sport Experience Design model and provide
insight into improving the sport management program and assessing its effectiveness.
The first theme, combining a passion for sport with business concepts, aligns with the
purpose of this study by emphasizing the motivation behind students pursuing a sport
management program. The study sought to delve into how students, driven by their love for
sports, integrate this fervor with the business aspects of the sports industry. Many alumni
expressed a deep passion for sports and an interest in merging their love for sports with the
business side of the industry. They emphasized how their personal enthusiasm for sport
motivated their decision to pursue a sport management program. One participant explained,
“I knew I wanted to be within sports because it always had a team environment
and I love the culture. It kind of amps you up, but [I] also knew I wanted to stay
under a business side, because that stuff I feel like is always important to me, as far as
marketing, sales, finances, anything under that branch. With sport management it has
kind of best of both worlds, because it would allow me to still stick with business
side, but it would be more directed toward sport.”
This theme aligns with Funk's model and the adapted alumni perspective (Element 1),
emphasizing the importance of passion and personal interest in shaping the learning experience.
By exploring this alignment, we gain insight into how the alumni’s inherent motivations
contribute to their satisfaction and readiness for careers in the sport industry.
The second emergent theme, hands-on learning and networking, indicates a focus on how
the curriculum provides practical, hands-on experiences and facilitates networking opportunities
for students. Several alumni highlighted the significance of practical experience, internships, and
networking in their sport management education. They described the perceived value of handson learning opportunities, such as project-based learning and internships, which allowed them to
gain industry exposure and build essential connections.

29

"Hands-on learning in my sport management program was the game-changer. It
wasn't just about textbooks and lectures; it was about diving into real projects, facing
challenges head-on, and learning the ropes of the sports industry through practical
experience."
This theme emphasizes the importance of experiential learning, internships, and networking
within the curriculum. The study sought to uncover how these components are structured within
the sport management program, and how they enhance the students' understanding of the sport
industry. Ultimately, these hands-on learning experiences and networking opportunities
contribute to students' overall satisfaction and readiness for the sport industry.
The next theme derived from the data collected was real-world application and
transferable skills. With this theme, the practical application of theory and development of
competencies that are interchangeable across professional environments became paramount. A
common thread among alumni was the emphasis on real-world application and the development
of transferable skills during their education. Participants spoke of how their coursework and
industry experiences prepared them for the challenges of the sports industry and provided them
with skills applicable beyond the field.
"Like, I said. I think it touched on all aspects of the business world. Everything I
learned in class, I definitely apply to my job now, whether it be in sports or not, it's
just business related, and just getting that hands-on experience was super important."
This theme supports the development of skills students gain through the experiential learning
curriculum, and the proficiencies integrated into the learning environment cultivates transferable
skills applicable across industries. The real-world application and transferable skills are fostered
by the curriculum in an attempt to create a sport industry immersive learning environment.
When discussing the curriculum many of the alumni recognized the alignment of industry
expectation and the program’s experiential learning practices. Alumni discussed the importance
of their education structured around industry expectations and highlighted faculty guidance
throughout industry exposure. One alumnus stating,
"The course work and the professors at ESU definitely take the time to make sure
that what they're teaching in class is going to relate to you at some point in your
work, and even now, like being two years in. I'm definitely still seeing that."
This example underscores how the program's structure and faculty efforts align with industry
expectations. It indicates that the program is designed to ensure relevance to practical
application, efforts that continue to be evident after the participant has worked in the industry.
The final theme extracted from the transcripts was extracurricular engagement. This
concept is taken from alumni’s perception of industry involvement and the importance of selfdriven engagement. Participants described how these experiences enriched their education and
helped them adapt to changing circumstances and challenges in the sport industry.
“I started taking part more in the [SMGT] club, taking part more in those field
trips that we would take down to college nights at Scranton, Wilkes Barre, or with the
Iron Pigs. Things like that. I think that definitely helps paint that picture for you
outside the classroom."

30

In this quote the participant identifies the opportunities to engage in activities outside the
program requirements. The alumni’s description of self-driven industry exposure underlines the
importance of extracurricular engagement in shaping one's career trajectory. Other responses
included, “wish I started sooner”, and “I wish I would have done it earlier in freshmansophomore year”, both examples of how motivation influence choices in educational practices
and engagement.
The five themes align with the overlapping components of Funk's Sport Experience
Design model, emphasizing the dynamic relationships and interactions between students (user),
the sport management program (organization), and the sport environment (social context). The
overlapping elements highlight how each theme contributes to the overall sport management
education experience and influences the satisfaction and engagement of students. Funk's model
provides a comprehensive framework for understanding the elements that influence the
satisfaction and occupational preparedness of sport management students(alumni), particularly in
the context of sport experience and industry exposure. The next section will explore the
identified themes in relation to the research questions posed in this investigation.
4.2 Research Questions and Themes
By analyzing the feedback regarding industry exposure among alumni, the identification
of themes revealed insight into student satisfaction in their experiential learning education and
readiness to enter the sport industry workforce. These themes capture facets of adapted Funk
model, and provide alignment to alumni, the sport environment, and the sport management
program/curriculum in shaping the learning process. Emergent themes revealed student need was
driven by personal interest and passion for sport (overlap A of Funk’s model), but recognized
uncertainty in career direction upon entering the educational program. In addition, themes
established the educational environment created was driven by the interaction between both the
student need and the sport management experiential learning curriculum (overlap C of Funk’s
model). Thematic analysis also revealed industry exposure sought by the student, and provided
by the program, assisted in outlining industry expectation and possible career direction. Linked
to the broader context of the study's research questions, these themes offer insight into the
motivation driving students to pursue a sport management education, their industry expectations,
and the impact of the curriculum on professional development. As we delve into the alignment of
these emergent themes with the Sport Experience Design model, an understanding of the
concepts influencing student satisfaction and occupational preparedness begins to unfold.
Building upon the emergent themes, we now turn our attention to the first research
question, aiming to dissect the opportunities for industry exposure provided by the sport
management program and establish how these opportunities contribute to a more satisfying
learning experience.
4.2.1 Research Question 1 (RQ1)
Research Question 1 was intended to explore the motivations and decision-making
processes that lead students to pursue sport management as an academic discipline. This research
question is posed to examine the factors that attract individuals to sport management programs,
with a specific focus on industry exposure. With this question as a driving factor, it was revealed
that many students are drawn to these programs due to their genuine love for sports and a desire
to combine this passion with business practices. The propensity to view a sport management

31

program as a tool/pathway to transform a passion for sports into a meaningful career aligns with
the direction of this research question. Participants recognized a lack of knowledge about
industry expectation and career opportunities but demonstrated a desire to explore avenues of
professional development. Individual aspirations of the student, such as the love for sport, drove
decisions to seek educational programs that supported their initial ambitions, outlining the
student’s need. Alignment of that student need, therefore, is realized through engagement in the
sport environment with the assistance of the sport management program.
In the context of the Sport Experience Design model, the research question embraces
respondents' passion for sports and their interest in combining sports with business. This aligns
with the user's perspective and their needs, represented in Overlap A. This overlap signifies the
engagement of students in activities that contribute to the exploration and definition of their
career interests. In support of that career exploration, one of the participants explained:
"I knew going in, I wanted to be in sports. So I was, like okay, let's see what
happens here. And I think when I had my voluntary internship with the Blue Rocks
my sophomore year, it really hit me. I was like this is it! I knew I wanted this
personally, and I knew I found my goal in life. This would be in facilities and events
and see that side of things. So really, I feel like it's a throughout the years for me
where I discovered where I wanted to be with sports."
This alumnus represents the sentiments of all the research participants. Each of the thirteen
participating subjects commented on the variety of opportunities present in the educational
environment. It was their search for personal passions that ignited the direction of career
interests, and ultimately, choices to engage in industry exposure opportunities. Responsibility in
providing those sites of self-exploration falls onto the sport management program. For the
educational experience to support student aspirations, the sport management program must
understand each of the goals and objectives of the student. This is identified in Overlap B of the
Sport Experience Design Model.
Overlap B signifies the alignment between the student's needs and the organization's efforts
to fulfill those needs, thus achieving educational objectives. This mutual understanding and
collaboration between the student and the sport management program is essential in creating
meaningful and fulfilling experiences. With relation to RQ1, respondents recognized the efforts
of the sport management program through the varying opportunities provided by the curriculum
and the educational environment created. One participant stated,
"I think when I went into sport management, it definitely exceeded my
expectations of what it was going to be. I got a lot of experience, and I got to talk to a
lot of professionals, which was something that I definitely needed. With my own
career now... I think that's the beauty of sport for me because there's variety for
everyone."
This respondent, like many others, entered the educational program with uncertainty, just an
exuberance for sport and the need for career inquiry. Driven by that passion, this student relied
on the sport management program to create a learning space for their exploration of career
ambitions. Uncertainty in career direction is an underlying component of student needs, Overlap
C provides the sport management program with direction in creating an educational environment
that fulfills student need based on industry expectations.

32

Overlap C focuses on the role of the sport management program/curriculum in creating
opportunities within the sport environment based on their understanding and perception of
student needs. It highlights the program's responsibility to design and deliver experiences that
cater to the educational and developmental requirements of the students. The hands-on learning
and networking theme, as indicated by students actively seeking opportunities within the
curriculum for practical application of theoretical knowledge, directly speaks to the investigation
of RQ1. Molding varying curriculum-led experiences of industry exposure provides opportunity
for student engagement within their chosen learning space. This variety influences students’
perception of the curriculum as offering valuable, real-world experiences that contribute to the
educational environment and individual learning space. Ultimately, the overlap of the sport
management experiential curriculum within the sport environment that provides industry
exposure fulfilling student need is outlined in Overlap D of the Sport Experience Design model.
This study defines student satisfaction as the subjective evaluation and perception of the
overall learning experience by sport management students. It encompasses recognizing
opportunities to develop relevant skills, engage in substantial industry-related tasks, and build a
networking base (Koo et al., 2016). Overlap D of this study’s conceptual framework incorporates
elements of student need, the sport educational environment, and curriculum-led industry
exposure to support defining of student satisfaction. Directly relating to RQ1, Overlap D
suggests that student satisfaction align their broader career objectives and educational goals
within the sport environment while providing industry exposure that allows for career
exploration. Participants outlined their perception of student satisfaction through repeated
reference to industry exposure within the program created educational environment. When asked
about their sport management education all thirteen of the participants responded with an
example of varying opportunities for industry exposure. This underscores the significance of
creating a co-curricular environment with varying industry exposure opportunities to meet
student satisfaction.
To summarize the findings for RQ1, Overlaps A, B, and C highlight the importance of
diverse experiences and opportunities that can contribute to a more satisfying learning
experience. They emphasize the engagement of students in activities that help define their career
interests (Overlap A) and the role of the sport management program in providing opportunities
based on student needs (Overlap B). It is also incumbent of the sport program to understand the
chosen sport environment and create industry exposure opportunities within that context
(Overlap C). These overlaps provide insights into how industry exposure opportunities offered
by the program align with student needs and industry expectations. Therefore, the more
opportunities for industry exposure provided by the educational program, the more satisfying the
educational experience.
4.2.2 Research Question 2 (RQ2)
The identified hands-on and networking theme aligns with the second research question
(RQ2), which seeks to pinpoint the key skills and competencies cultivated by sport industry
exposure. Networking emerges as a critical skill in the sports industry, and when students
emphasize its role in their education, it indicates a recognition of the importance of building
professional connections. One participant acknowledged:
"I got my job off of LinkedIn. I saw the application on LinkedIn, and I would
have never gotten LinkedIn if professors didn't pound on us to get linked. Same with

33

like alumni who went to [Sport Industry Networking Event], who also said,
networking. LinkedIn, Get this, do this, so I wouldn't have done any of that if I wasn't
suggested to, or kind of told, you won't really go anywhere if you don't do this in the
sport world. I would say, LinkedIn, because that's how I'm here today."
This quote stresses the importance of networking, particularly with LinkedIn, in securing a job
opportunity. It highlights the proactive approach of leveraging networking platforms based on
the advice received from industry professionals, emphasizing the role of networking in career
success. Again, all the participants referred to interaction with sport professionals (networking)
as a critical skill to develop in attainment of career objectives. The alignment of this theme
directly contributes to the overarching goal of this study, investigating how industry exposure
contributes to student satisfaction and occupational preparedness.
In addition, the theme of extracurricular engagement, representing self-motivated sport
experiences, is also directly pertinent to RQ2. Alignment of this research question and theme
suggest these self-motivated sport experiences contribute to a more satisfying learning
experience. Extracurricular engagement involving voluntary internships, volunteering, personal
projects, and other self-initiated activities, embodies the proactive involvement of students in the
sports industry. Understanding the nature and impact of these extracurricular activities provides
valuable insights into how students actively shape their own learning experiences beyond the
formal curriculum. All of the thirteen participants made reference to engaging in sport-related
activities outside the formal curriculum. Although each participant recognized extracurricular
involvement, each had different examples of those activities. This further supports the
assumption of co-curricular involvement in creating the sport educational environment.
In the context of Funk's model, both of these themes provide examples of multiple
overlaps. Overlap B, which signifies the alignment between the student's needs and the sport
management program’s efforts to fulfill those needs, is evident in the data collected through
consistent reference to industry exposure. The emphasis on hands-on learning, internships, and
networking aligns with Overlap A, emphasizing the engagement of students in activities that
contribute to exploring their career interests and gaining practical experience. Overlap D
considers the integration of the sport management program within the sport environment,
providing multiple opportunities for students to engage in activities that align with their
educational and career objectives. This alignment with key components of Funk's model further
enriches the understanding of how industry exposure, networking, and self-motivated sport
experiences contribute to students' satisfaction and fulfillment within the sport management
program.
In summation, the findings of RQ2 emphasized the critical role of industry exposure,
networking, and self-driven sport experiences in cultivating key skills and competencies that
contribute to a more satisfying learning experience within the sport management program. The
proactive approach to building professional connections, guided by advice from sport industry
professionals and the sport management program, emphasized the importance of industry
exposure in career development and occupational preparedness.
4.2.3 Research Question 3 (RQ3)
The third research question of this study is intended to explore whether the applied
coursework and industry exposure align student needs with industry expectations. Students

34

expressed that their education fostered what the industry expected, indicating a positive
connection between the curriculum and the broader expectations of the sports industry. This
alignment is essential for ensuring that students are well-prepared and that their educational
experiences meet both their individual needs and the industry's standards. In participant
responses, numerous mentions of how the coursework, experiential learning, and real-world
examples provided by the sport management program connected with industry expectations. One
graduate explained:
"I think, practically in every course there were guest speakers. or like real-life
examples of what was being taught. So, I think it made it really easy to apply what
you're learning... bringing in the guest speakers a lot, helps [recognize] 'this is a real
person that did all this stuff'. So, it definitely works as long as you can apply it. You
know, combining it with examples of sport experiences and then bringing it to your
internship or things like that."
In this quote, the participant highlights the insertion of guest speakers and real-life examples in
nearly every course, emphasizing practical application. This suggests that this type of industry
exposure contributes to aligning student needs with industry expectations by providing tangible
connections between theoretical knowledge and real-world scenarios.
In addition, the extracurricular engagement theme offers insights into the broader
experiences that contribute to students' overall satisfaction and engagement, addressing aspects
of the RQ3. By exploring students' involvement in activities outside the formal coursework, the
study intended to uncover factors that enhance satisfaction and the sport educational experience,
shedding light on the nature of the sport management education experience. Participants
responses demonstrate that activities beyond the standard curriculum play a significant role in
preparing students for the expectations of the sport industry. These activities provide practical
experiences, networking opportunities, and exposure to the sport world contributing to the
alignment of student needs with industry expectations. This experiential learning aspect is crucial
for aligning educational experiences with the practical demands of the industry.
"The [Sport Industry Networking Event] definitely teaches you the way to act in a
professional setting, how to dress, how to conduct yourself, how to be at meetings
and take notes, and all of those little details and attention to those details. I think, sets
me up for the most success. I didn't come in unprepared. I wasn't late. I do my job. I
focus on those little things."
This quote highlights how extracurricular engagements, specifically a sport industry networking
event, goes beyond traditional coursework to teach practical aspects of professionalism. It
emphasizes the importance of details and how such engagements contribute to setting up
students for success in a professional setting, aligning their skills and behaviors with industry
expectations.
Looking through the lens of the Sport Experience Design model, Overlap C echoes the
initiatives of this research question. The role of the sport management program in providing
opportunities based on student need suggests an adaptable curriculum connected to the sport
industry. Program design should cater to the educational and developmental requirements of the
students, ensuring that what is offered aligns with their expectations. Alumni interviewed
commented,

35

"Guest speakers coming in and explaining their workday helps me narrow down
what I wanted to actually do. Having ticket sales reps, come in and talk, I knew that's
not what I wanted to do. And then [Sport Industry Networking Event], how some
years we bring in a bunch of different people; college athletic employees, Minor
League, all that kind of stuff also helped."
This quote demonstrates how these experiences played a role in helping the individual identify
their interests through program-led industry exposure. In addition, the comment establishes the
sport management program’s attempt to inject variety of that industry exposure to align with the
needs of the student. This encapsulates the initiative of overlap C.
The investigation into RQ3 reveals a strong alignment between the applied coursework,
industry exposure, and the fulfillment of student needs in meeting industry expectations within
the sport management program. Participants consistently emphasized the practical relevance of
their education, citing examples of guest speakers and real-world applications integrated into
coursework (project-based learning). This connection between theoretical knowledge and
industry expectations was considered essential by the participants in forming a link to the
industry after graduation. In addition, the recurring extracurricular engagement theme highlights
activities beyond formal coursework and establishes a significant contribution in preparing
students for the demands of the sports industry. Through initiatives like networking events, the
program not only encourages sites for practical skill development, but also aligns students'
behaviors with industry expectations. The Sport Experience Design model, particularly Overlap
C, appropriately captures these efforts, showcasing a curriculum that is flexible to the various
needs of the sports industry, ensuring that students' educational experiences are coordinated with
industry standards.
4.2.4 Research Question 4 (RQ4)
The last research question (RQ4) directly corresponds to the study’s purpose of how sport
industry exposure (such as applied coursework, practicums, field trips, guest lectures, industry
networking events, and other immersive/educational experiences) aligns with occupational
preparedness. As described, occupational preparedness involves the acquisition of knowledge,
skills, and competencies necessary for successful employment in their chosen career path. In
alignment with the direction of this research, multiple themes emerged and are applicable in the
investigation of RQ4. Alumni interviewed recognized the ability to use their developing skills
and competencies across a spectrum of segments of the business industry, beyond that of sport
management. These transferable skills were highlighted multiple times through comments such
as this:
“…because what was taught in business transfers over to sport management. You
just changed the product. Vice versa, everything we learned in sport management,
whether it's sport marketing or management concepts, I can take the same process to
business marketing. But now we're not talking about stadiums and teams, we're
talking about other types of products. The principles there are still the same."
The mention of transferable skills within this theme is crucial. It indicates that students recognize
the broader application of the skills acquired in the learning process, suggesting that they believe
these skills are not only relevant to the sports industry but also transferable to other contexts.

36

This aligns with the idea of occupational preparedness, as individuals who perceive their skills as
transferable may feel more confident and prepared for career challenges.
In the context of the fourth research question (RQ4), alignment with industry expectation
theme provides insights into how the applied coursework and industry experiences shape
students' perceptions of their preparedness for real-world challenges. This theme suggests that
students value aspects of their education that go beyond theoretical knowledge. Program-led
industry exposure guided the alumni in comprehension of workforce expectation. One participant
commented:
"The [Sport Industry Networking Event] definitely teaches you the way to act in a
professional setting, how to dress, how to conduct yourself, how to be at meetings
and take notes, and all of those little details and attention to those details. I think, set
me up for the most success. I didn't come in unprepared. I wasn't late. I do my job. I
focus on those little things."
This quote reflects on a program-led networking event that served as a platform for learning how
to act professionally, which is indicative of understanding the expectations within the sports
industry. The emphasis on alignment with industry expectations suggests that students perceive
the educational experiences as directly relevant to the realities of the sports industry. This is
crucial for understanding how industry exposure prepares them for real-world challenges. If
students believe that what they are learning aligns with what they will encounter in their future
careers, it implies practical and effective preparation for the challenges they may face.
With relation to RQ4 to the Sport Experience Design model, Overlap D plays a significant
role in providing insight into this research question. Overlap D encompasses the comprehensive
integration of the sport management program within the sport environment, providing multiple
opportunities for students to engage in activities that align with their educational and career
objectives. It emphasizes the extensive scope and impact of the program in facilitating students'
growth, learning, and preparation for future careers. According to participants, the sport
management program is proactive in creating opportunities that mirror the real-world challenges
in an attempt to create an immersive learning environment.
"I think all of the classes that I took in my four years really touched on all aspects
of the industry. We went from sports law to coaching... And then, like I said, the
Special Olympics was also super hands-on and really put what we were learning in
the classroom to an applied test and applied learning."
The industry exposure generated intersects the three elements of the Sport Experience Design
model and provides sites for professional development. The emphasis on real-world application
and transferable skills, as well as alignment with industry expectation, outlines how applied
coursework and varying industry experiences contribute to occupational preparedness.
The identified themes and relation to adapted Sport Experience Design model provides
insight into how sport management alumni perceive their education and its impact on their
satisfaction and occupational preparedness. The analysis of the interviews revealed several key
themes that provide insight into the perceptions of the sport management alumni. The five
common themes derived from the data were: 1) Combining a passion for sport with business
concepts, 2) hands-on learning and networking, 3) real-world application and transferable

37

skills, 4) alignment with industry expectation, and 5) extracurricular engagement. These themes
provide a context for exploring the influence industry exposure has on perceived student
satisfaction and occupational preparedness. Further conversation addressing the application of
these findings will be discussed in the next chapter. Specifically, in addition, providing varying
opportunities for industry exposure and its contribution to occupational preparedness will be
highlighted.
Chapter 4 Summary
The exploration of themes through the lens of Funk’s Sport Experience Design model
offers insight into how sport management alumni conceptualize their education and its impact on
their satisfaction and occupational preparedness. The analysis uncovered five emergent themes:
1) Combining a passion for sport with business concepts, 2) hands-on learning and networking,
3) real-world application and transferable skills, 4) alignment with industry expectation, and 5)
extracurricular engagement. These themes serve as a context basis for understanding the
influence of industry exposure on perceived student satisfaction and occupational preparedness.
The subsequent chapter will delve into a discussion, focusing on data that suggests the more
opportunities for industry exposure provided by the educational program, the more satisfying the
educational experience. In addition, data revealed the impact of providing varying opportunities
for industry exposure on occupational preparedness.

38

Chapter 5: Conclusion and Recommendations
The purpose of this study is to examine sport management experiential learning
curriculum and how sport industry exposure (such as applied coursework, practicums, field trips,
guest lectures, industry networking events, and other immersive/educational experiences) aligns
with student satisfaction and occupational preparedness. In the previous chapter, findings of
qualitative data collected from sport management alumni align with perceived occupational
preparedness and satisfaction with the experiential learning curriculum in East Stroudsburg
University’s (ESU) sport management program. This chapter engages in a comprehensive
discussion of qualitative data through an in-depth exploration of sport management alumni. The
analysis, anchored in Kolb and Kolb’s (2005) Experiential Learning Theory and Daniel Funk’s
(2017) Sport Experience Design model, has revealed common themes that stress the relationship
between industry exposure and the perception of student satisfaction and occupational
preparedness. Based on social context (sport environment), student need, and the sport
management experiential learning curriculum, we delve into the implications of these themes and
how they can impact the delivery of sport management curricula.
The common themes identified align directly with the research questions posed in this
investigation. For this study, the following research questions were designed to derive perception
of student satisfaction with their educational experience and occupational preparedness:
RQ1: Does the sport management program provide substantial opportunities for industry
exposure, and do those opportunities contribute to a more satisfying learning experience?
RQ2: What are the key skills and competencies fostered by sport industry exposure that
contribute to a more satisfying learning experience?
RQ3: Does the applied coursework and industry exposure align student needs with
industry expectation?
RQ4: How does the applied coursework and industry experiences shape occupational
preparedness?
Each of these questions centers around the student’s needs, program requirements, and the social
context (sport environment) in which the opportunity is being provided. Guided in design by
Kolb and Kolb’s (2005) continued development of the Experiential Learning Theory (ELT), the
research questions incorporate components of the concept of learning spaces - four regions in the
ELT learning process that students navigate in pursuit of knowledge and skill development. The
concept of learning spaces creates an individualized learning process acute to the student’s
experience (Kolb and Kolb, 2005), this lends itself to the current study as each student engages
in the experiential learning process uniquely.
Grounded in the exploration of these questions lies the root of how students navigate their
individual learning experience within a sport management program. The theoretical foundation
of Kolb and Kolb’s (2005) ELT, particularly the concept of learning spaces, provides the basis
through which we explore the intersections of student needs, program requirements, and the
social context (sport environment). As we delve into the identified themes shaping the
discussion, we look to bridge the theoretical and practical, shedding light not only on the
findings themselves but also on their implications for educational strategies and the ongoing
enhancement of sport management programs.

39

The identified themes, such as 1) Combining a passion for sport with business concepts,
2) hands-on learning and networking, 3) real-world application and transferable skills, 4)
alignment with industry expectation, and 5) extracurricular engagement, form the foundation of
our discussion. This chapter not only dissects the key findings but also critically examines their
implications for educational practices and implementation. Additionally, it offers a platform to
discuss the necessity for diverse industry exposure opportunities and their impact on graduates'
readiness for the challenges of the sport industry. The conversation extends beyond the mere
presentation of results, delving into the practical significance of these findings and their potential
to guide future educational strategies, ultimately contributing to the ongoing evolution of sport
management programs.
Interpretations of the Findings
In the context of this investigation, which explores the impact of curriculum-led industry
exposure, ELT's adaptability to the subjective nature of the study is particularly relevant. Each
student engages in the experiential learning process uniquely, aligning with the cyclical nature of
ELT. As a widely accepted academic framework for promoting student-centered approaches,
ELT provides a solid theoretical foundation for understanding and enhancing educational
experiences. Additionally, using Funk’s Sport Experience Design model (2017) as a conceptual
framework for the development of interview questions and to view emergent themes, provides
for an examination of how students navigate through the learning process. Linking these two
concepts provides a structure for investigation and an avenue for analysis of data collected
regarding student satisfaction and occupational preparedness of sport management students.
The integration of ELT and the Sport Experience Design model effectively aligns with
key emergent themes in the responses from sport management alumni. First, the combination of
a passion for sport with business concepts resonates with ELT's emphasis on learning through
balance conflict within the learning space of experiences. Creating and linking industry
experiences to the student’s interests stimulates motivation and enhances learning efficacy (Kolb
and Kolb, 2005; Shen et al., 2009; Bardorfer & Dolenc, 2022; Okada, 2023). By incorporating
real-world applications within the curriculum, students can actively engage in the sports industry,
merging their passion for sports with a deeper understanding of business principles. This aligns
with the Sport Experience Design model's focus on the sport user actively participating in
crafting their educational experiences (Overlap A). This type of active engagement by the
student in developing industry exposure is supported by the concept of curricular freedom.
Deluca and Fornatora in a 2020 study introduce the idea of curricular freedom and found that
students who felt they had an active role in the direction of their learning, a guided autonomy,
were more engaged due to the alignment of their interests (Deluca and Fornatora, 2020). In
addition, Milstein, French, and Phelps (2023) suggests early involvement in industry exposure
promotes engagement “…in academic activities which pertain to their chosen career paths” (p.
16). These studies emphasize the importance of personal interest in shaping the learning
experience, and, in turn, gain insight into how the students' inherent motivations contribute to
their satisfaction and readiness for careers in the sport industry.
The next themes of hands-on learning and networking are well-supported by both ELT
and the Sport Experience Design model. ELT's emphasis on active experimentation and

40

reflective observation corresponds to the hands-on learning experiences highlighted by
respondents. These hands-on experiences, as facilitated by the sport management program's
curriculum, align with Funk's model's recognition of the sport management efforts to fulfill the
needs of the alumni (Overlap B). This theme also emphasizes the relationships and interactions
between students, the sport organization, and the sport environment (Overlap D). Such
interactions become opportunities for networking within the sports industry, contributing to the
development of meaningful connections. Brown et al. cite the importance of creating that
connection within the experiential learning process.
Furthermore, the concept of real-world application and transferable skills is intrinsic to
both ELT and the Sport Experience Design model. ELT's emphasis on applying knowledge in
real-world settings corresponds to the Sport Experience Design model's focus on creating
opportunities within the sport environment based on an understanding of student needs (Overlap
C). This integration ensures that students not only gain theoretical knowledge but also acquire
practical skills that are transferable to various contexts within the sports industry.
Alignment with industry expectations, the fourth theme, is a key outcome of combining
ELT and the Sport Experience Design model. ELT's cyclical learning process, involving
concrete experiences, reflective observation, abstract conceptualization, and active
experimentation, ensures that students are well-prepared to meet industry expectations by
constantly adapting and applying their knowledge (Kolb and Kolb, 2005). This aligns with
Funk's model, which recognizes the role of the sport organization in shaping students'
experiences and aligning them with industry needs (Overlap D).
Finally, the theme of extracurricular engagement is supported by the integrated
framework. ELT's recognition of diverse learning styles and experiences, coupled with Funk's
emphasis on the sport environment and user needs, provides a lens through which to view and
encourage extracurricular activities. Overlapping sections in the adapted Sport Experience
Design model, such as engaging students in activities that contribute to the exploration of career
interests (Overlap A), underscore the importance of considering diverse sport experiences and
opportunities in shaping alumni's professional aspirations outside the formal curriculum.
The emergent themes, supported by the combination of ELT and the Sport Experience
Design model, demonstrate key factors involved with student satisfaction and places emphasis
on providing variety with industry exposure to ensure occupational preparedness. The study
revealed that sport management alumni regard industry exposure experiences provided by the
curriculum as a critical component in their educational process, but also recognize the
importance of variation in those experiences. Exposure to real-world scenarios and opportunities
to apply theoretical knowledge in different capacities within the sport environment were found to
significantly contribute to their satisfaction with their education. These experiences aligned with
the alumni’s needs and expectations, creating a fulfilling learning experience. In addition, alumni
perceived the development of essential skills and competencies during their education, often
referring to critical thinking, problem-solving, communication, and adaptability. These
competencies were regarded as transferable, extending beyond the sports industry, and preparing
alumni for diverse career challenges.
The analysis revealed that applied coursework and industry experiences were
instrumental in shaping occupational preparedness. The alumni described how these experiences
equipped them with practical knowledge and confidence, enhancing their readiness for the sport

41

industry workforce. The study found that sport management programs, like the one at ESU,
successfully aligned with both student needs and industry expectations. The curriculum was
tailored to provide opportunities that met the demands of the sports industry while addressing the
academic and career objectives of the students.
Recommendations
Considering the findings from this investigation, and in line with the transformative
nature of action research, it is recommended that the sport management program at ESU consider
structuring industry exposure in collaboration with the learner’s ambitions. This coordination in
curriculum design between the student and sport management program will align with the needs
and expectations of students and the sports industry. The research revealed that industry
exposure is a key factor contributing to student satisfaction and occupational preparedness.
Therefore, integrating more diverse and hands-on experiences within the curriculum could be
beneficial. This enhancement should focus on creating a variety of industry exposure
opportunities with guidance from student aspiration, ensuring that students encounter real-world
scenarios and can apply theoretical knowledge in different capacities within the sport
environment. This concept also requires a strong connection/relationship to be fostered between
the sport management program and the sport industry.
In addition, flexibility and adaptation of the curriculum should be considered. The
research emphasized the unique and subjective nature of each student's experiential learning
process. To cater to the students’ educational need, the program should explore ways to provide
more flexibility in the curriculum, allowing students to customize their industry exposure
experiences based on their individual interests and career goals. This tailored approach could
contribute to a more personalized and fulfilling learning experience. The recommendation
suggests offering a variety of industry exposure opportunities within the curriculum. This aligns
with the Sport Experience Design model, emphasizing the importance of creating an educational
environment that caters to the diverse needs and interests of students. By expanding the range of
industry exposure options, the program can better serve the aspirations of its students, providing
them with a comprehensive and satisfying learning experience.
These recommendations center around collaborative curriculum development and
flexibility in program design. Additionally, the establishment of variety in industry exposure
opportunities will aid in the development and guidance of transferable skills. These adjustments
aim to optimize the alignment between the sport management program, student needs, and sport
industry, ultimately enhancing the overall educational experience for sport management students
at ESU.
Limitations
This study is subject to several methodological considerations that could impact the
interpretation and generalizability of its findings. The use of purposive sampling, while
advantageous for capturing rich and in-depth information from participants, introduces potential
sampling bias. The selection of participants based on their status as East Stroudsburg University
(ESU) sport management alumni may limit the broader applicability of the study's findings to
other populations. The decision to focus exclusively on a single institution, although beneficial
for leveraging the researcher's extensive knowledge of the program and in line with action
research, may restrict the generalizability of the findings to sport management programs at

42

different institutions with distinct structures or demographics. Additionally, the deliberate
exclusion of a detailed exploration of the traditional classroom setting limits the comprehensive
understanding of how these contribute to the overall educational experience.
The research design, characterized by an interpretive/subjective qualitative approach,
allows for a deep exploration of individual perspectives but raises concerns about the
generalizability of findings to wider contexts. In terms of data collection and analysis, the semistructured interview format may introduce social desirability bias (Fisher & Katz, 2000), as
participants might shape their responses to align with perceived study goals. Although member
checking was employed to mitigate this bias, some degree of it may persist. Additionally, the
thematic analysis focused on identifying common themes, potentially limiting the exploration of
divergent perspectives among participants.
The findings of this study are context-specific to the sport management program at East
Stroudsburg University. Caution is warranted when applying these findings to programs with
different structures, industry demands, or demographic contexts. The exclusion of student
characteristics such as race, gender, and socioeconomic status from the study design limits the
understanding of how these factors may influence the learning process and perceptions of
industry exposure. Future research endeavors should consider incorporating these elements for a
more comprehensive analysis. Comparative studies that explore differences in perceptions and
experiences among sport management programs with varying structures and curriculum designs,
as well as longitudinal studies tracking alumni career trajectories over time, could provide
valuable insights into the enduring impact of experiential education on professional lives.
Conclusion
In concluding this investigation into the impact of curriculum-led industry exposure on
sport management alumni satisfaction and occupational preparedness, the alignment of
educational theory and practical experience emerges as a cornerstone for the effectiveness of
experiential learning. Rooted in Kolb and Kolb’s (2005) extension the Experiential Learning
Theory (ELT) that included the concepts of learning spaces, and through the lens of Daniel
Funk's Sport Experience Design model, this study delved into the dynamic interplay between
students, the sport management curriculum, and the broader sport environment. The emergent
themes — the fusion of passion with business concepts, hands-on learning and networking, realworld application of transferable skills, alignment with industry expectations, and extracurricular
engagement — collectively depict the landscape of experiential learning within the sport
management program at East Stroudsburg University.
The findings illuminate the reciprocal relationship between students' intrinsic
motivations, program structures, and industry demands. The significance of integrating personal
passion with academic pursuits not only validates the user perspective of Funk's model but also
highlights the importance of tailoring educational experiences to individual interests. The
emphasis on hands-on learning and networking experiences echoes the Sport Experience Design
model's recognition of the overlapping elements within the learning environment. In addition, the
recurrent theme of real-world application and transferable skills signifies the program's effort in
preparing students for diverse challenges beyond the sports industry.
Alignment with industry expectations emerges as a key outcome, validating the cyclical
nature of experiential learning as proposed by Kolb and emphasizing the adaptability of students

43

to the demands of the sport industry. The exploration of extracurricular engagement sheds light
on the self-driven efforts of students to expand their industry exposure, showcasing a proactive
approach to career preparation. It is within this experiential learning environment we see the
influences of Kolb’s ELT.
Embedded within this exploration is the theoretical framework of ELT and the
development of learning spaces. Originating from the works of John Dewey (1938) and further
refined by David Kolb (1984), ELT offers a comprehensive lens through which the elements of
experiential education can be understood. Kolb's model, with its four learning spaces —
Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active
Experimentation — provides an understanding of the cyclical and dialectical nature of the
learning process. ELT's adaptability to individual experiences aligns with the interpretive and
subjective nature of this study, providing a theoretical support that echoes the uniqueness of each
student's engagement in the experiential learning process.
It is, however, important to acknowledge the limitations inherent in the study design. The
exclusive focus on one institution, ESU, and the specific demographics of its sport management
program may restrict the generalizability of the findings. The deliberate exclusion of certain
student characteristics and a comprehensive exploration of traditional classroom settings adds a
layer of complexity to the broader understanding of the learning process.
In summation, this study provides valuable insights into the relationships between
experiential learning, student satisfaction, and occupational preparedness within a sport
management program. The findings contribute to the ongoing dialogue on the effectiveness of
curriculum-led industry exposure and provide a foundation for future research endeavors. By
grounding the investigation in Funk's Sport Experience Design model and leveraging the unique
context of ESU, this study not only enriches the academic dialogue but also offers actionable
recommendations for enhancing sport management education. As Dewey said, “the belief that all
genuine education comes about through experience does not mean that all experiences are
educative…” (Dewey, 1938, p. 25).

44

Appendix A:
References
Andrew, P.S., Pedersen, P.M., and Envoy, C. D. (2011), Research Method and Design in Sport
Management. Champaign, IL: Human Kinetics.
Atkinson, G., Jr., & Murrell, P. H. (1988). Kolb’s Experiential Learning Theory: A Meta-Model
for Career Exploration. Journal of Counseling and Development, 66(8), 374–77.
Bardorfer, A., & Dolenc, P. (2022). Teacher-Student Rapport as Predictor of Learning
Motivation within Higher Education: The Self-Determination Theory Perspective.
Journal of Psychological & Educational Research, 30(2), 115–133.
Bo Shen, McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of Teacher Autonomy
Support and Students’ Autonomous Motivation on Learning in Physical Education.
Research Quarterly for Exercise & Sport, 80(1), 44–53.
Brandon-Lai, S. A., Armstrong, C. G., & Bunds, K. S. (2016). Sport Management Internship
Quality and the Development of Political Skill. Journal of Applied Sport Management,
8(3), 96–111.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bridger, R. S. (2018). Introduction to Human Factors and Ergonomics, 4th Edition. Boca Raton,
FL, USA. CRC Press.
Brown, C., Willett, J., Goldfine, R., & Goldfine, B. (2018). Sport management internships:
Recommendations for improving upon experiential learning. Journal of Hospitality,
Leisure, Sport & Tourism Education (Elsevier Science), 22, 75–81.
Brown, K., & Williams, A. (2019). Out of Bounds: A Critical Race Theory Perspective on “Pay
for Play.” Journal of Legal Aspects of Sport, 29(1), 30–85.
California University of Pennsylvania. (n.d.) Sport Management. Retrieved from
https://www.calu.edu/academics/undergraduate/bachelors/sport-management/index.aspx
Cooper, J. N., & Hawkins, B. (2014). The Transfer Effect: A Critical Race Theory Examination
of Black Male Transfer Student Athletes’ Experiences. Journal of Intercollegiate Sport,
7(1), 80–104.
COSMA. (2018). COSMA Accreditation Process Manual April 2016. Commission on Sport
Management Accreditation. Retrieved from https://www.cosmaweb.org/accreditationmanuals.html
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches
(4th ed.). Thousand Oaks, CA: Sage.
Braunstein-Minkove, J. R., DeLuca, J. R., & Baucum, S. C. (2023). Transferable Skills:
Preparing Sport Management Students for Careers Both Within and Outside the Sports
Industry. Sport Management Education Journal (Human Kinetics), 17(2), 135–143.

45

DeLuca, J. R., & Braunstein-Minkove, J. (2016). An Evaluation of Sport Management Student
Preparedness: Recommendations for Adapting Curriculum to Meet Industry Needs. Sport
Management Education Journal (Human Kinetics), 10(1), 1–12.
DeLuca, J. R., & Fornatora, E. (2020). Experiential Learning from a Classroom Desk: Exploring
Student Perceptions of Applied Coursework. Sport Management Education Journal
(Human Kinetics), 14(2), 142–150.
Diacin, M. J. (2018). An Experiential Learning Opportunity for Sport Management Students:
Manager Interview and Facility Inspection. Sport Management Education Journal
(Human Kinetics), 12(2), 114–116.
East Stroudsburg University. (2019). Mission Statement. Retrieved from
https://www.esu.edu/about/history_beliefs/mission_statement.cfm
Fisher, R. J., & Katz, J. E. (2000). Social-desirability bias and the validity of self-reported
values. Psychology & Marketing, 17(2), 105–120. https://doi.org/10.1002/(SICI)15206793(200002)17:2<105::AID-MAR3>3.0.CO;2-9
Flick, U. (2014). An introduction to qualitative research. Thousand Oaks, CA: Sage.
Funk, D. C. (2017). Introducing a Sport Experience Design (SX) framework for sport consumer
behaviour research. Sport Management Review, 20(2), 145–158.
Jones, D. F., Brooks, D. D., & Mak, J. Y. (2008). Examining Sport Management Programs in the
United States. Sport Management Review (Sport Management Association of&#160;
Australia & New Zealand), 11(1), 77–91.
Kelley, D. R. (2004). Quality Control in the Administration of Sport Management Internships.
JOPERD: The Journal of Physical Education, Recreation & Dance, 75(1), 28–30.
https://doi.org/10.1080/07303084.2004.10608538
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-Based Learning: A Review of the
Literature. Improving Schools, 19(3), 267–277.
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing
Experiential Learning in Higher Education. Academy of Management Learning &
Education, 4(2), 193–212. https://doiorg.proxyesu.klnpa.org/10.5465/AMLE.2005.17268566
Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development.
New Jersey: Prentice-Hall.
Gi-Yong Koo, Diacin, M. J., Khojasteh, J., & Dixon, A. W. (2016). Effects of Internship
Satisfaction on the Pursuit of Employment in Sport Management. Sport Management
Education Journal (Human Kinetics), 10(1), 29–42.
Kutztown University. (n.d.) Bachelor of Science: Sport Management. Retrieved from
https://www.kutztown.edu/academics/undergraduate-programs/sport-management.htm

46

Lock Haven University. (n.d.) Department of Sport Studies. Retrieved from
http://www.lockhaven.edu/sportstudiesdep/
Mertler, C. A. (2021). Action Research as Teacher Inquiry: A Viable Strategy for Resolving
Problems of Practice. Practical Assessment, Research & Evaluation, 26(1), 1–12.
Mertler, C.A. (2020). Action Research: Improving Schools and Empowering Educators. 6th Ed.
Thousand Oaks, California. SAGE.
Milstein, S., French, P., & Phelps, S. (2023). Professional Preparedness: Starting with the
Sophomore Experience. College Student Journal, 57(1), 11–22.
North American Society for Sport Management. (2018) Sport Management Programs: United
States. Retrieved from
https://www.nassm.com/Programs/AcademicPrograms/United_States
Odio, M. A., Pate, J. R., & Aicher, T. J. (2022). Breaking Down Barriers in Sport Management
Internships Using the Universal Design for Learning. Sport Management Education
Journal (Human Kinetics), 16(2), 183–193.
Okada, R. (2023). Effects of Perceived Autonomy Support on Academic Achievement and
Motivation Among Higher Education Students: A Meta‐Analysis. Japanese
Psychological Research, 65(3), 230–242. https://doi.org/10.1111/jpr.12380
Pangelinan, M., Norcross, M., MacDonald, M., Rudisill, M., Wadsworth, D., & McDonald, J.
(2018). Development, Management, and Evaluation of Undergraduate Experiential
Learning: Recommendations for Best Practices. Kinesiology Review, 7(4), 339–344
Sattler, L., & Achen, R. (2021). A Foot in the Door: An Examination of Professional Sport
Internship Job Announcements. Sport Management Education Journal (Human
Kinetics), 15(1), 11–19.
Sauder M. H. and Mudrick, M. (2018) Student Satisfaction and Perceived Learning in Sport
Management Internships. Sport Management Education Journal, 12 (1), 26-38.
https://doi.org/10.1123/smej.2016-0032
Schoepfer, K. L., & Dodds, M. (2010). Internships in Sport Management Curriculum: Should
Legal Implications of Experiential Learning Result in the Elimination of the Sport
Management Internship? Marquette Sports Law Review, 21(1), 183–201.
Sheptak, R. D., & Menaker, B. E. (2016). Learning and working with the pros: Student
perspectives on an embedded experiential learning project. Journal of Hospitality,
Leisure, Sport & Tourism Education (Elsevier Science), 19, 104–114.
Slippery Rock University. (n.d.) Sport Management. Retrieved from
http://www.sru.edu/academics/majors-and-minors/sport-management
Stratta, T. M. P. (2004). The Needs and Concerns of Students During the Sport Management
internship Experience. JOPERD: The Journal of Physical Education, Recreation &
Dance, 75(2), 25–34. https://doi.org/10.1080/07303084.2004.10608555

47

48

Appendix B:
Required:
SMGT 201
SMGT 302
SMGT 304
SMGT 346
SMGT 347

East Stroudsburg Sport Management Program of Study

Foundations of Sport Management
Psychosocial Aspects of Activity
Historical Concepts of Movement and Sport
Computer Applications in Sport Management
Introduction to Sport Law
Comparative and International Issue in Sport and Physical
SMGT 405
Activity
SMGT 408
Financing Sport Operations
SMGT 409
Concepts of Sport Marketing
SMGT 440
Contemporary Sport
SMGT 445
Organization and Administration of Sport Operations
SMGT 447
Sport Facilities
SMGT 486
Field Experience & Internships
Select 6 credits from:
SMGT 209
Principles of Coaching
SMGT 286
Early Internship
SMGT 327
Stress Management in Exercise and Sport
SMGT 402/EXSC
402
Psychology of Sport and Exercise
SMGT 403
Women, Sports and the Body
SMGT 404
Philosophical Concepts of Movement and Sport
SMGT 406
Theory and Techniques of Coaching
Denotes Industry Exposure embedded in course

49

Appendix C:

50

Appendix D:

East Stroudsburg University Institutional Review Board
Human Research Review
Protocol # ESU-IRB-002-2324
Date:

August 31, 2023

To:

Edward Arner and Gene White

From: Shala E. Davis, Ph.D., IRB Chair
Proposal Title: “Alumni Perception of Industry Engagement: An Action Research Study on Student
Satisfaction and Occupational Preparedness in Sport Management Experiential Learning Curriculum”
Review Requested:

Exempted

Expedited X

Full Review

Review Approved:

Exempted

Expedited X

Full Review

FULL RESEARCH
____

Your full review research proposal has been approved by the University IRB (12 months). Please
provide the University IRB a copy of your Final Report at the completion of your research.

____

Your full review research proposal has been approved with recommendations by the University
IRB. Please review recommendations provided by the reviewers and submit necessary
documentation for full approval.

____

Your full review research proposal has not been approved by the University IRB. Please
review recommendations provided by the reviewers and resubmit.

EXEMPTED RESEARCH
____ Your exempted review research proposal has been approved by the University IRB (12
months). Please provide the University IRB a copy of your Final Report at the
completion of your research.
____ Your exempted review research proposal has been approved with recommendations by
the University IRB. Please review recommendations provided by the reviewers and
submit necessary documentation for full approval.
____ Your exempted review research proposal has not been approved by the University IRB.
Please review recommendations provided by the reviewers and resubmit, if appropriate.
EXPEDITED RESEARCH

51

__X_ Your expedited review research proposal has been approved by the University IRB
(12months). Please provide the University IRB a copy of your Final Report at the
completion of your research.
____ Your expedited review research proposal has been approved with recommendations by
the University IRB. Please review recommendations provided by the reviewers and
submit necessary documentation for full approval.
____ Your expedited review research proposal has not been approved by the University IRB.
Please review recommendations provided by the reviewers and resubmit, if appropriate.
______________________________________________________________________________
Please revise or submit the following:

NOTE: Include IRB contact on Appendix

52

Appendix E:
Invitation to Participate
Good afternoon,
As part of my ongoing development in the area of research and analysis of instruction, I would
like to ask for your participation in an interview. I am completing an action research project that
assists in the development of our curriculum. My intention is to explore student needs, our
curriculum requirements, and the learning environment with internship satisfaction.
The semi-structured interview should take about 25 to 30 minutes and will be done via Zoom. As
we are all extremely busy, my goal is to complete the data collection segment within the next
month. Please keep in mind, anonymity will be maintained throughout the entire process. If you
are willing to participate, please let me know your availability by responding to this email or
texting/calling me at 570.460.0137.
Thank you for your consideration,
Edward J. Arner
Appendix F:
INTERVIEW PROTOCOLS
Synopsis
The purpose of this study is to examine sport management experiential learning curriculum and
how sport industry exposure (such as applied coursework, practicums, field trips, guest lectures,
industry networking events, and other immersive/educational experiences) aligns with student
satisfaction and occupational preparedness. Your participation will help our department
understand the changing needs of our students while supporting the evolving learning
environment. The research is focused on exposure to the sport industry during your
undergraduate study at ESU. The goal is to provide insight into improving ESU’s sport
management program and, through a conceptual behavioral model, a template for assessing the
experiential learning curriculum.
Interview Structure
To collect data for this research, the outline for the semi-structured interview is intended to
solicit responses about your exposure to the sport industry. The semi-structured interviews
provide flexibility by asking open-ended questions that allow for follow-up inquiry. I have
prepared a list of questions related to your time as an undergraduate at ESU. However, during the
interview, you may be asked to elaborate and provide a more in-depth response. This method
encourages participants to share their feelings, thoughts, and opinions while still maintaining a
certain level of consistency across interviews. The semi-structured nature of our interview will
also allow further exploration into unexpected themes that may arise, ensuring a comprehensive
understanding of your experience.
Opening Statement of the Interview

53

I have begun recording this interview, do you give me permission to do so? (Wait for consent)
Thank you for participating in this action research study. The intention of this investigation is to
explore sport management experiential learning curriculum that aligns with student satisfaction
and occupational preparedness. Your feelings, thoughts, and opinions are important to the
ongoing development of curriculum at ESU. With that being said, measures to protect your
anonymity will be taken and the only identifiable marker will be that you graduated within the
past five (5) years. All information collected will be stored on a password-protected computer.
You will be given a pseudonym and transcripts of our conversation will be the only thing shared
with colleagues, but not before reviewed for any identifiable data. The transcripts of our
discussion will be coded and analyzed, but at no time will your identity be revealed or disclosed
to other researchers. Please understand this is a voluntary study, you may end the interview at
any time with no penalties.
Do you understand and agree to these terms? (Wait for consent)
Do you have any questions about the research?
Appendix G
Interview Questions and Rationale of Structure
Applying Funk’s (2017) Sport Experience Model as the framework for this study, the following
questions are intended to establish the elements of the model. Responses may apply to multiple
overlapping components.
Order of Questions:
Rationale for Choosing/Entering a Sport Management Program:
1. What motivated you to pursue a sport management program (as an academic discipline)?
Can you elaborate on your decision-making process?
2. Were there specific aspects of sport management programs that attracted you? If so, what
were they?
3. How did your expectations align with the reality of your sport management education and
subsequent career experiences?
Perception of Curriculum-Led Opportunities:
4. Can you describe the applied coursework or project-based learning experiences you had
during your sport management program here at ESU? How did they contribute to your
understanding of the sport industry?
5. How did the curriculum prepare you for real-world challenges and professional
opportunities in the sport management industry?
Self-Motivated Sport Experiences:

54

6. Beyond the formal curriculum, did you engage in any additional sport-related experiences
(e.g., internships, volunteering, personal projects)? If yes, could you share some
examples?
7. What role did networking, mentorship, or involvement in professional associations play
in shaping your career trajectory within the sport industry?
Exploration of the Educational Experience and Recommendations for Improvement:
8. Reflecting on your sport management education, what aspects do you believe were most
beneficial to your professional development? Can you provide examples?
9. Were there any challenges or limitations within the educational experience that you
encountered? If so, how do you think they could be addressed or improved?