An Alumni Oriented Approach to Sport Management Curriculum Design Using Performance Ratings and a Regression Model

Abstract

Current methods employed for curriculum design fail to integrate the work demands placed on graduates of professional preparation programs. This is especially true of curricula which are designed using traditional and expert strategies. As an alternative, this present investigation proposes an alumni-based model to curriculum design. The alumni-based model relies on the assessment of curriculum by alumni. In addition, the alumni model utilizes performance ratings of employers and measures of satisfaction by alumni in a regression model to identify curricula leading to increased work performance and satisfaction. This model was tested with sport management alumni from the major sport management preparation programs. Surveys were sent to sport management alumni to assess their graduate training and work satisfaction. Surveys were also sent to employers of these graduates to assess sport manager performance. The regression analysis revealed that alternative curricular designs relate to manager performance and worker satisfaction. Results of the regression model and implications for sport management curriculum are discussed.     

Body Mass and Circumference of Upper Arm Are Associated With Race Performance in Ultraendurance Runners in a Multistage Race—The Isarrun 2006

In the present study, we investigated the association of anthropometric parameters with race performance in ultraendurance runners in a multistage ultraendurance run, in which athletes had to run 338 km within 5 consecutive days. In 17 male successful finishers, calculations of body mass, body height, skinfold thicknesses, extremity circumference, skeletal muscle mass (SM), and percentage body fat (%BF) were performed before the race to correlate anthropometric parameters with race performance. A positive association was shown between total running time and both body mass (r² = .29, p < .05) and upper arm circumference (r² = .23, p < .05). In contrast, body height, skinfold thicknesses, extremity circumference, SM, and %BF showed no association with race performance (p > .05). We concluded that in a multistage ultraendurance run, body mass and upper arm circumference were negatively associated with race performance in well experienced ultraendurance runners. In contrast, body height, skinfold thicknesses, circumferences of the other extremities, SM, and %BF showed no association with race performance.     

UNVEILING THE HIDDEN INFORMATION IN CREDENTIALS: A PROPOSAL TO INTRODUCE A “SUPPLEMENT TO HIGHER EDUCATION DIPLOMAS”

As the world shrinks and becomes increasingly integrated with regard to the diffusion of technologies, the flow of educated personnel and the requirements both of higher education institutions and of employers, the twin questions of educational mobility and of mobility with regard to employment, are becoming increasingly important. A major barrier to the granting of equivalences is lack of information about the meaning and the value of academic credentials, diplomas, and degrees despite the creation of information centres in various countries and the formulation of various international equivalence agreements, including the Unesco regional conventions on equivalence and the recognition of diplomas and degrees of higher education. Programmes diversify; they undergo rapid change; there ¦ are so many exceptional cases, that general information devices cannot keep up to date. What the authors propose and describe is a supplement to be granted with each diploma, the items within it being sufficiently standardized so as to make the value of each corresponding diploma and credential transparent enough to facilitate the granting of equivalences.     

Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.     

Leseleistungen deutscher Schülerinnen und Schüler im internationalen Vergleich (PISA)

Zusammenfassung Der Vergleich der Lesekompetenz 15-j?hriger Schülerinnen und Schüler steht im Mittelpunkt des ersten Zyklus der PISA-Studie (Baumert u.a. 2001). Im Rahmen dieses Artikels wird ein überblick über die zentralen Befunde des 31 Staaten umfassenden internationalen Vergleichs gegeben. Neben den Leistungsverteilungen in den L?ndern wird der Anteil von Schülerinnen und Schülern auf verschiedenen Kompetenzstufen analysiert. Der relativ hohe Anteil an schwachen Lesern in Deutschland wird zum Anlass genommen, potenzielle F?rderm?glichkeiten von Lesekompetenz zu untersuchen. Hierzu werden auf Basis eines Vorhersagemodells die Effekte interventionsnaher Schülermerkmale (Lernstrategiewissen und Interesse) bei statistischer Kontrolle der Effekte der kognitiven Grundf?higkeit sowie der Dekodierf?higkeit der Schülerinnen und Schüler spezifiziert. Der relativ hohe Effekt des Lernstrategiewissens und der ebenfalls noch nachweisbare Effekt des Leseinteresses weisen darauf hin, dass eine F?rderung im Bereich der Informationsverarbeitungskompetenz sowie der Motivation vielversprechend ist. Zus?tzliche empirische Evidenz hierfür ergibt sich aus dem Befund, dass Schüler am unteren Ende der Leistungsverteilung über eine vergleichsweise geringe Informationsverarbeitungskompetenz und-bereitschaft verfügen.

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Summary Reading Literacy of German Students in International Comparison (PISA): Results and Explanations A comparison of the reading comprehension (reading literacy) of 15-year-old students is the central focus of the first cycle of PISA (Baumert et al. 2001). This article provides an overview of the main evidence from the international comparison of 31 countries. Besides the ability distribution of the participating countries, the proportion of students at each competence level is analysed. The relatively high proportion of weak readers in Germany is taken as grounds to investigate opportunities to support reading comprehension. On the basis of a prediction model, the effects of students’ characteristics related to intervention (knowledge of learning strategies, interest) are investigated whilst statistically controlling for basic cognitive ability and the students’ ability to decode written information. The relatively strong effect of knowledge of learning strategies and the effect of interest in reading, indicate that support of information-processing ability and motivation are the most promising support strategies. Additional empirical evidence for this can be found in the fact that students at the bottom of the ability distribution also show signs of weak information-processing ability and lacking motivation.