Associate of Science in Sport Management
| Sport Management Concentration | (18 hours) |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
| Minimum Semester Hours in degree | 60 |
Bachelor of Business Administration in Sport Management (Traditional)
| Foundations of Business | (39 hours) |
| Majors Courses | (48 hours) |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
12 |
|
3 |
| Minimum Semester Hours in Degree | 122 |
Bachelor of Business Administration in Sport Management (Online)
| Foundations of Business | (39 hours) |
| Majors Courses | (36 hours) |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
|
3 |
| General Electives | (11 hours) |
| Minimum Semester Hours in Degree | 120 |
Master of Business Administration in Sport Management
|
Master of Business Administration, Sport Management
|
|
| ACC 5600: Managerial Accounting |
3
|
| BUS 5001: Foundations of Business* |
3
|
| BUS 5150: Legal & Ethical Environment of Business |
3
|
| BUS 5250: Business Analytics & Research Methods |
3
|
| BUS 5410: Managerial Finance |
3
|
| ECO 5500: Managerial Economics |
3
|
| SPM 5100: Business of Sport |
3
|
| SPM 5200: Risk Management in Sport |
3
|
| SPM 5300: Leadership & Administration of Sport |
3
|
| SPM 5400: Sport Marketing |
3
|
| SPM 5500: Sport Operations & Event Management |
3
|
|
Total Hours
|
30-33
|
| *30 if student does not require BUS 5001 | |
The sport management degree programs at Shorter University have received specialized accreditation through the Commission on Sport Management Accreditation (COSMA) located in Fort Collins, Colorado, USA. The sport management programs in the following degrees are accredited by COSMA:
-
Bachelor of Business Administration in Sport Management
-
Bachelor of Business Administration in Sport Management (Online)
-
Master of Business Administration with concentration in Sport Management
The Hawks Sports Society is a student led organization that encourages and creates network and volunteer opportunities to prepare students for their career paths post-graduation. We encourage students to be involved in the local community, by giving back to those who uplift us. Through this organization, we are confident that students will be prepared for their next chapter in life. Hawks support Hawks!
- Finish in Four – The Shorter Way to 2 Degrees – click here to learn more
- Lecture Series – We host once a semester a College of Business Lecture Series where a high profiled industry professional speaks to the student body, particularly Juniors and Seniors on career advice and interview/resume techniques.
- Job Fair – Each Spring Semester we host 50+ businesses ready to recruit and hire our students. This has proven beneficial for students in making meaningful connections and job placement. We bring in the jobs!
- Kickoff Event – Hosted every Fall Semester in September the College of Business invites all students to take part in a night of fun with free food – pizza, chick-fil-a, the sweet bar, sandwiches etc. As well as games, door prizes, raffle and giveaways. We introduce our faculty, The Hawks Sports Society, and invite alumni as guest speakers.
- Career Development Panel – Each spring we host a panel of industry professionals to speak directly to the students regarding the knowledge, skills, and competencies needed to have successful careers. The insiders view give tips on resume building, sales skills, networking, and professional written and oral communication are just a few of the topics covered.
COSMA Measures and Outcomes
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, BBA, SPM Traditional
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – Demonstrate effective writing as it relates to topics associated within the history of sport culture and profound influences over the years. | |||||
| (Direct) Measure 1: Written assignment from research project in class SPM 3000 discussing sport culture. | The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on the writing portion of the writing rubric. | 28 | 22 | 79% | In SLO1 the sport management program was not able to meet the benchmark in which 22/28 (79%) of students who submitted the paper scored 34/40 points from the writing portion of the rubric.
|
| SLO 2- Demonstrate professional oral presentation skills based on a sport management presentation that encompasses sport marketing research of a company. | |||||
| (Direct) Measure 1: Oral presentation from research project in classes, SPM 1500 and SPM 1500 (LC) via rubric. | The acceptable target of 80% of the students will average at least 34 out of 40pts or higher on the quality of the presentation/
presentation skills of the presentation grading rubric. |
53 | 33 | 62% | In SLO2 the sport management program was unable to meet the benchmark in which 33/53 (62%) of students who participated scored 34/40 points from the presentation skills of the presentation grading rubric.
|
| SLO 3- Apply interview skills and communication into an experiential learning situation in which students are expected to interview a sport professional in an outside setting. | |||||
| (Indirect) Measure 1: SPM 3700 – Sport Management Interview evaluation survey completed by the Interviewee. Specific areas of evaluation include communication, personal qualities and professionalism. | The acceptable target of 80% of the students will average at least 4 out of 5 or higher on items 3, 5, and 6 of interviewee evaluation survey.
|
24 | 18 | 75% | In SLO3 the sport management program was not able to meet the benchmark in which only 18/24 (75%) of students who submitted the paper scored 4 out of 5 or higher on items 3 (takeaway from interview), 4 (dress attire), and 5 (question quality) of the interviewee evaluation survey.
|
| SLO 4- Students will demonstrate effective professionalism and communication skills | |||||
| (Indirect) Measure 1: SPM 4050 – Sport Management site supervisor final internship evaluation. | The acceptable target of 80% of the students will average at least 4 out of 5 or higher on professionalism and communication skills of the internship site supervisor evaluation. | 5 | 5 | 100% | In SLO4 the sport management program was able to exceed the benchmark in which 5/5 (100%) of students’ scores at least 4 out of 5 or higher on professionalism and communication skills on the internship site supervisor evaluation.
|
| (Direct) Measure 2: SPM 4050 – Student Internship site-based capstone project: Capstone Rubric. | The acceptable target of 80% of the students will average at least 90% or higher on the cumulative grade of the capstone project. | 5 | 5 | 100% | In SLO4 the sport management program was able to exceed the benchmark in which 5/5 (100%) of students observed averaged at least 90% or higher (considered “exceptional”) on the cumulative grade of the capstone project.
|
| SLO 5– Students will exhibit and apply servant leadership qualities of leadership opportunities and reflection. | |||||
| (Direct) Measure 1: Community engagement presentation (SPM 3500) based on servant leadership opportunity demonstrated through engagement in an event. | The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on servant leadership (stewardship and conceptualization).
|
26 | 17 | 65% | In SLO5 the sport management program was not able to meet the benchmark in which 17/26 (65%) of students who participated scored 34/40 points or higher on the servant leadership
|
Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, BBA, SPM Online
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – – Demonstrate professional communication through the development of a social media plan within an athletic departmental setting. | |||||
| (Direct) Measure 1: Culmination assignment for SPM 3650, Social Media in Sport, in which a student must develop an athletic department social media plan. | The acceptable target of 80% of the students will score 90pts out of 100pts or higher cumulatively on the writing rubric.
|
9 | 9 | 100% | In SLO1, the sport management program was able to meet the acceptable goal of measure 1 in that 80% of the students would satisfactorily complete this assignment with at least a 90pts on the assessment.
The results indicated that 100% (9/9) of the students scored 90pts or higher on the assessment.
|
| SLO 2 – Apply critical thinking skills in developing a personal coaching philosophy. | |||||
| (Direct) Measure 1: Development of an articulation of the coaching philosophy assignment (SPM 3500) based on the critical thinking skills rubric.
|
The acceptable target of 80% of the students will average at least 18pts out of 20pts or higher on critical thinking skills for the coaching philosophy paper. | 15 | 12 | 80% | The sport management program was able to meet the acceptable goal of 80% of students scoring 80% or collectively on the assignment therefore the acceptable target of 80% of the students scoring higher than 80% collectively on the assignment was met. 12 out of 15 (80%).
|
| SLO 3 – Practice application of diversity based on principles of leadership responsibilities. | |||||
| (Direct) Measure 1: Assignment created in SPM 4100 designed to evaluate diversity and leadership responsibilities.
|
The acceptable target of 80% of the students will average at least 18pts out of 20pts or higher on the application of diversity based on leadership skills rubric.
|
10 | 3 | 30% | In SLO3, the sport management program was unable to meet the acceptable goal of measure 1 in that all students would satisfactorily complete this assignment with at least a 90% on the assessment.
The results indicated that 30% (3/10) of the students scored 90% or higher on the assessment
|
| SLO 4 – Development of research and effectiveness with the creation of a Rome Braves research survey for customer satisfaction. | |||||
| (Direct) Measure 1: Effectiveness of utilizing sport research and data analytics to create a customer satisfaction survey (SPM 1500)
|
The acceptable target of 80% of the students will average at least 34 pts out of 40pts or higher on research and effectiveness within the rubric.
|
8 | 6 | 75% | The sport management program was unable to meet the acceptable goal of 80% of students scoring 80% or collectively on the assignment therefore the acceptable target of 80% of the students scoring higher than 80% collectively on the assignment was not met. 6 out of 8 (75%).
|
| SLO 5 – Application of Integration of Faith into the classroom by the sport management professor based on end of course evaluation survey. | |||||
| (Indirect) Measure 1: Student evaluation survey indicating if the professor was successful in integrating Faith into the course.
Assessment question incorporated within the end of course eval: Overall this course met my expectations for the application of the integration of faith of a Shorter University course. |
The acceptable target of 80% of the students will average 34pts out of 40pts or higher on ethical self-awareness and different ethical perspective categories.
|
38 | 37 | 97% | In SLO5, the sport management program was able to exceed the acceptable goal of measure 1 by an average of 4 (strongly agree) for the successful integration of faith into the classroom by the professor.
The results indicated that 97% (37/38) of the students had an above average rating of 4 on the end of course evaluation.
|
| (Direct)
Measure 2: Completion of the end of course evaluation survey.
** See top right of measurement tool. |
The acceptable target of 80% of students within the course will complete the survey.
|
64 | 19 | 30% | In SLO5, the sport management program was unable to meet the acceptable goal of 80% of students completing the survey within the two courses.
|
Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, Graduate: MBA, SPM Online
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – Demonstrate effective risk management strategic planning as a business and sport administrator. | |||||
| (Direct) Measure 1: (SPM 5200) Risk Management course project designed to assess a student’s strategic planning utilizing business and sport principles.
|
The acceptable target of 80% of the students will average at least 100pts out of 120pts or higher cumulative on the risk management plan rubric.
|
18 | 17 | 94% | In SLO1 the sport management program was able to exceed the benchmark in which 17/18 (94%) of students who submitted the paper scored 100/120 points cumulative in the risk management rubric.
|
| SLO 2 – Design an efficient sport-marketing plan as it relates to a student-generated sport organization. | |||||
| (Direct) Measure 2: (SPM 5400) Sport Marketing course project designed to assess a student’s ability to design and develop a Sport Marketing plan utilized business and sport principles.
|
The acceptable target of 80% of the students will average at least 90 pts out of 100pts or higher cumulative on the marketing plan rubric.
|
33 | 28 | 85% | In SLO2 the sport management program was able to meet the benchmark in which 28/33 (85%) of students who submitted the paper scored 90/100 points cumulative in the marketing plan rubric.
|
| SLO 3 – Analyze and evaluate Global Sport Leadership quality within the current culture of sport management. | |||||
| (Direct) Measure 1: Written assignment from research project in class SPM 5300.
|
The acceptable target of 80% of the students will average 52pts out of 60pts or higher on the writing rubric for content of the paper.
|
25 | 18 | 72% | In SLO3 the sport management program was not able to meet the benchmark in which only 18/25 (72%) of students who submitted the paper scored 52/60 points from the writing portion of the rubric.
|
| SLO 4 – Students will effectively apply planning, organization, and leadership skills. | |||||
| (Direct) Measure 1: SPM 5500 cumulative project on creating a sporting event.
|
The acceptable target of 80% of the students will average 52pts out of 60pts or higher on three criteria areas of Planning, Organizing and leading.
|
29 | 26 | 90% | The sport management program was able to exceed the acceptable goal of 80% of students scoring higher than 80%. 26 out of 29 (90%) scored higher than an 80%.
|
| SLO 5 – Students will demonstrate appropriate APA style and citations. | |||||
| (Direct) Measure 1: SPM 5100 term project creating a Sport related small-business plan.
|
The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on APA style/communication and APA citation/reference. | 36 | 33 | 92% | In SLO5 the sport management program was able to exceed the ideal target and the benchmark in which 33/36 (92%) of students who submitted the paper scored 34/40 points from the APA style rubric.
|
Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Program-Level Operational Effectiveness Goals Matrix
Academic Year 2021-22
| Identify Each Operational Effectiveness Goal and Measurement Tool(s) | Identify the Benchmark (e.g., 80% will achieve a rating of 5) | Data Summary | Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| OEG 1 – Demonstrate effectiveness in the classroom. | |||
| (Direct) Measure 1: End of course teaching evaluation conducted by the students. Evaluations of each full-time professor is averaged individually and then combined to indicate the departmental average. Students complete end of course evaluation through learning system.
|
Average rating of 3.7 on a 1-4 rating scale. | Fall 2021 – Full-time
Hooper
Ross
Conkle
Overall, for FT Faculty – 3.88
|
In OEG1, the department of sport management faculty’s end of course evaluations exceeded the ideal benchmark of an average 3.7 rating.
|
| (Direct) Measure 2: End of course teaching evaluation conducted by the students. Evaluations of each Adjunct professor is averaged individually and then combined to indicate the departmental average. Students complete end of course evaluation through learning system. | Average rating of 3.7 on a 1-4 rating scale.
|
Tom Hart
· SPM 3120 ONLH – 3.3 Lauren Duplantis · SPM 3120 ONLH2 – 3.7 Reggie Overton · SPM 3650 ONLH – 3.8 Overall, for Adjunct Faculty – 3.6
|
In OEG1, the department of sport management adjunct faculty’s end of course evaluations did not meet the ideal benchmark of an average 3.7 rating.
|
| OEG 2 – Strategically develop strategies and outreach opportunities to communicate and gain new opportunities for students outside of Shorter University. | |||
| (Direct)
Measure 1: Develop social media platform for SPM program, students, and potential students. |
Social media platform in Instagram, Facebook, and Twitter. | Instagram – 442 followers
Twitter – 71 followers Facebook – 407 followers |
The social media platforms established for SU SPM displayed significant growth in 2 out of the 3 platforms. Facebook and Instagram both grew by over 100 followers where Twitter (our least utilized platform) remained virtually the same. |
| (Indirect) Measure 2: New Internship placements for our students.
|
8 new internship relationships formed.
|
9 new internship relationships were formed. | The department of sport management was able to exceed the ideal benchmark for new internship relationships being formed by having 9 students’ complete internships with the various athletic centered opportunities and platforms.
|
| OEG 3 – Create opportunities for collaboration between the Sport Management department and Shorter University Athletics to create a professional entertaining game environment for all Athletic Events. | |||
| (Direct) Collaboration between athletic department and sport management students.
|
The benchmarks established for this goal are for 4 students to complete an internship with the department of athletics.
|
5 students completed their internship experience within the Department of Athletics at Shorter University. | The department of sport management was able to exceed the ideal benchmark for collaboration between the sport management program and department of athletics at Shorter University by having 5 students’ complete internships with the department of athletics.
|
| OEG 4 – Effectively promote the Sport Management program and discipline through professional development opportunities such as journal publications and/or state and national presentations. | |||
| (Indirect) Each faculty member will have at least one journal publication accepted and published in the academic year.
|
The benchmark for this goal is that all three full-time faculty members will have at least 1 journal publication.
|
Dr. Hooper – 2
Prof. Ross – 11 Prof. Conkle – 1 |
The benchmark for publications was exceeded for the 2021-2022 year.
Ross, M.A. (2022). Auburn Men’s Basketball Avoids Increased Sanctions Despite Highest-Level Infractions Incurred. Journal of NCAA Compliance, (2), (Online).
Hooper, H. & Ross, M. A. (2021). Mental health (pp. 315-317). In Encyclopedia of sport management. Cheltenham, UK: Edward Elgar. Conkle, K. (2021). College Football Stadiums: A Vaccination Station? Sports Facilities and the Law. Hackney Publications, 3-4.
|
| (Direct) SPM Faculty attendance and participation at Sport Management Conferences.
|
Attend and Present at 1 Sport Management conference.
|
Conferences attended/ Presentations conducted
Dr. Hooper – 2/1 Prof. Ross – 2/2 Prof. Conkle – 1/1 |
All three full-time faculty members of the Shorter SPM Department attended and presented at one or more conferences this academic year.
Ross · Commission of Sport Management Association Conference – Houston, TX: 2022 – Topic: “Administrator Track – Building Credibility: The Move from Faculty to Administrator” · Served as chairman for a presentation panel at the National Communication Association with a focus on Navigating the Landscape of Kids and Sports: Contemporary Realities and Calls for Transformation in Youth Sport Culture – Seattle, Washington – 2021. Hooper
Conkle
|
| OEG 5 – Initiate innovative recruitment strategies to increase sport management majors for the following academic year. | |||
| (Direct) Increase the number of traditional Sport Management enrolled majors.
|
Increase Traditional Sport Management Majors by 5%
Spring 2020: 126 Spring 2021: 99 |
Spring 2022:
120 majors |
The sport management traditional major was able to exceed the benchmark in adding 8 majors between Spring 2021 and Spring 2022. |
| (Direct) Increase the number of online Sport Management enrolled Majors (BBA & MBA).
|
Increase Online Sport Management Majors by 5%
Spring 2021 Spring 2022 |
BBA SPM Online
2021: 23 2022: 61
MBA SPM Online 2021: 28 2022: 48 |
The SPM online offerings exceeded expectations. We increased in online enrollment for the program Online offerings as a whole.
Due to Spring student-athletes earning another year of eligibility (COVID-19), we have had numerous students enroll into the MBA SPM Graduate Program to participate in their sport for the following year. I anticipate our numbers to continue to increase for the next academic year based on this justification in addition to becoming COSMA accredited.
Despite out Online BBA enrollment numbers declining, we were able to increase total Online Programs enrollment overall. We will be working with admissions and advancement to come up with marketing programs to address the decline in our BBA Online enrollment numbers moving forward.
Also, we have developed a direct admission program in which we will be creating a partnership with colleges and universities nationwide that do not offer a Graduate Degree in Sport Management.
|
| Note: You are not required to have five OEGs – you may have more or fewer.
Required Narrative: Close the loop and explain why you met, exceeded or did not meet any expectations. Explain why there was insufficient data (if applicable). Discuss what you may do differently next year or any corrective action you will take.
OEG1: o Continue practicing excellence in the classroom as full-time faculty and adjunct faculty of SPM. Our students appreciate the design of our classes and program. It is evident in the evaluations completed at the end of every course. OEG2: o Building upon the 2020-2021 academic year, we have continued to be creative and innovative in the way we develop partnerships and opportunities for our students. We have brought in multiple guest speakers ranging from recreation to professional based career professionals for our students to network and gain invaluable insight into the sports world. We will continue to grow our presence in the local and surrounding region to ensure our students have internship opportunities readily available. A focus on finding the most pertinent and valuable internship for each student will be a key priority of our staff as we continue to build these partnerships specifically for each student. Our student group (Hawks Sports Society) has also increased their presence within the community in terms of fundraising opportunities and community engagement. They also successfully worked Holiday Hoopsgiving in Atlanta, Georgia and the NCAA Men’s Final Four Basketball Tournament held in New Orleans, Louisiana. OEG3: o We successfully forged a closer relationship with our athletics department which directly aligns with our internship and volunteer/experiential learning goals for the benefit of both programs and all students involved. Professor Ross and Professor Conkle implemented an experiential learning opportunity in which two of our classes were mandated to work various events and home games as organized by the Shorter University athletics department. Between these opportunities and the internships solidified between both parties, students were able to receive valuable information and better understand both event and facility management components while adding to their resumes. We aim to strengthen this relationship and become even more involved next academic year. OEG4: o Dr. Hooper, Professor Ross , and Professor Conkle will continue to make a presence in the community and scholarly field with journal publications. Dr. Hooper, Professor Ross, and Professor Conkle will continue publishing and presenting within their areas of focus. All fulltime faculty will attend conferences on a yearly basis. Both Professor Ross and Professor Conkle achieved ABD status and will work toward completing their respective dissertations. OEG5: o Our traditional SPM program remains the strongest degree (numbers wise and accolades) for the College of Business. SPM is the largest major at Shorter University. We will continue to strengthen the traditional program with innovative offerings and student recruitment. o Due to COVID-19 restricting the 2020-2021 athletic competition, the NCAA has allocated an extra year of eligibility for all Spring sport athletes in which many of these students have chosen to continue at shorter in the MBA SPM program. We are still experiencing multiple students utilizing their “Covid year” and electing to complete their MBA within our Sport Management program. This consideration being combined with the fact that we are fully COSMA accredited should continue to provide a strong foundation to see our enrollment increase and marketing potential for all of our SPM offerings. o BBA SPM Online numbers – Our program received a number 1 national ranking from Intelligent.com which has proven to be a valuable marketing tool for our online program. We will continue to find ways to promote our online programs to increase enrollment. |
|||
PROGRAM INFORMATION PROFILE
This profile offers information about the program in the context of its mission, basic purpose and key features.
Name of Institution: Shorter University
Program/Specialized Accreditor(s): Commission on Sport Management Accreditation (COSMA)
Institutional Accreditor: Southern Association of Colleges and Schools (SACS)
Date of Next Comprehensive Program Accreditation Review: ’27-’28 academic year
Date of Next Comprehensive Institutional Accreditation Review: ’30-’31 (10-year reaffirmation)
URL where accreditation status is stated: https://www.shorter.edu/accreditations/#:~:text=Shorter%20University%20is%20accredited%20by,%2C%20baccalaureate%2C%20and%20master’s%20degrees.
Indicators of Effectiveness with Undergraduates [As Determined by the Program]
- Graduation Year: _2021__ # of Graduates: 34 Graduation Rate: 100
- Average Time to Degree: 4-Year Degree: __4yrs___ 5-year Degree __________
- Annual Transfer Activity (into Program): Year: __2021___
# of Transfers: __32___ Transfer Rate: __39%___
- Graduates Entering Graduate School: Year: _____
# of Graduates: _____ # Entering Graduate School: _____
- Job Placement (if appropriate): Year: _____
# of Graduates: _____ # Employed: _____
Form developed by the Council for Higher Education Accreditation. © updated 2020
The sport management degree programs at Shorter University have received specialized accreditation through the Commission on Sport Management Accreditation (COSMA) located in Fort Collins, Colorado, USA. The sport management programs in the following degrees are accredited by COSMA:
-
Bachelor of Business Administration in Sport Management
-
Bachelor of Business Administration in Sport Management (Online)
-
Master of Business Administration with concentration in Sport Management
COSMA Measures and Outcomes
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, BBA, SPM Traditional
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – Demonstrate effective writing as it relates to topics associated within the history of sport culture and profound influences over the years. | |||||
| (Direct) Measure 1: Written assignment from research project in class SPM 3000 discussing sport culture. | The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on the writing portion of the writing rubric. | 28 | 22 | 79% | In SLO1 the sport management program was not able to meet the benchmark in which 22/28 (79%) of students who submitted the paper scored 34/40 points from the writing portion of the rubric.
|
| SLO 2- Demonstrate professional oral presentation skills based on a sport management presentation that encompasses sport marketing research of a company. | |||||
| (Direct) Measure 1: Oral presentation from research project in classes, SPM 1500 and SPM 1500 (LC) via rubric. | The acceptable target of 80% of the students will average at least 34 out of 40pts or higher on the quality of the presentation/
presentation skills of the presentation grading rubric. |
53 | 33 | 62% | In SLO2 the sport management program was unable to meet the benchmark in which 33/53 (62%) of students who participated scored 34/40 points from the presentation skills of the presentation grading rubric.
|
| SLO 3- Apply interview skills and communication into an experiential learning situation in which students are expected to interview a sport professional in an outside setting. | |||||
| (Indirect) Measure 1: SPM 3700 – Sport Management Interview evaluation survey completed by the Interviewee. Specific areas of evaluation include communication, personal qualities and professionalism. | The acceptable target of 80% of the students will average at least 4 out of 5 or higher on items 3, 5, and 6 of interviewee evaluation survey.
|
24 | 18 | 75% | In SLO3 the sport management program was not able to meet the benchmark in which only 18/24 (75%) of students who submitted the paper scored 4 out of 5 or higher on items 3 (takeaway from interview), 4 (dress attire), and 5 (question quality) of the interviewee evaluation survey.
|
| SLO 4- Students will demonstrate effective professionalism and communication skills | |||||
| (Indirect) Measure 1: SPM 4050 – Sport Management site supervisor final internship evaluation. | The acceptable target of 80% of the students will average at least 4 out of 5 or higher on professionalism and communication skills of the internship site supervisor evaluation. | 5 | 5 | 100% | In SLO4 the sport management program was able to exceed the benchmark in which 5/5 (100%) of students’ scores at least 4 out of 5 or higher on professionalism and communication skills on the internship site supervisor evaluation.
|
| (Direct) Measure 2: SPM 4050 – Student Internship site-based capstone project: Capstone Rubric. | The acceptable target of 80% of the students will average at least 90% or higher on the cumulative grade of the capstone project. | 5 | 5 | 100% | In SLO4 the sport management program was able to exceed the benchmark in which 5/5 (100%) of students observed averaged at least 90% or higher (considered “exceptional”) on the cumulative grade of the capstone project.
|
| SLO 5– Students will exhibit and apply servant leadership qualities of leadership opportunities and reflection. | |||||
| (Direct) Measure 1: Community engagement presentation (SPM 3500) based on servant leadership opportunity demonstrated through engagement in an event. | The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on servant leadership (stewardship and conceptualization).
|
26 | 17 | 65% | In SLO5 the sport management program was not able to meet the benchmark in which 17/26 (65%) of students who participated scored 34/40 points or higher on the servant leadership
|
Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, BBA, SPM Online
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – – Demonstrate professional communication through the development of a social media plan within an athletic departmental setting. | |||||
| (Direct) Measure 1: Culmination assignment for SPM 3650, Social Media in Sport, in which a student must develop an athletic department social media plan. | The acceptable target of 80% of the students will score 90pts out of 100pts or higher cumulatively on the writing rubric.
|
9 | 9 | 100% | In SLO1, the sport management program was able to meet the acceptable goal of measure 1 in that 80% of the students would satisfactorily complete this assignment with at least a 90pts on the assessment.
The results indicated that 100% (9/9) of the students scored 90pts or higher on the assessment.
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| SLO 2 – Apply critical thinking skills in developing a personal coaching philosophy. | |||||
| (Direct) Measure 1: Development of an articulation of the coaching philosophy assignment (SPM 3500) based on the critical thinking skills rubric.
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The acceptable target of 80% of the students will average at least 18pts out of 20pts or higher on critical thinking skills for the coaching philosophy paper. | 15 | 12 | 80% | The sport management program was able to meet the acceptable goal of 80% of students scoring 80% or collectively on the assignment therefore the acceptable target of 80% of the students scoring higher than 80% collectively on the assignment was met. 12 out of 15 (80%).
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| SLO 3 – Practice application of diversity based on principles of leadership responsibilities. | |||||
| (Direct) Measure 1: Assignment created in SPM 4100 designed to evaluate diversity and leadership responsibilities.
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The acceptable target of 80% of the students will average at least 18pts out of 20pts or higher on the application of diversity based on leadership skills rubric.
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10 | 3 | 30% | In SLO3, the sport management program was unable to meet the acceptable goal of measure 1 in that all students would satisfactorily complete this assignment with at least a 90% on the assessment.
The results indicated that 30% (3/10) of the students scored 90% or higher on the assessment
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| SLO 4 – Development of research and effectiveness with the creation of a Rome Braves research survey for customer satisfaction. | |||||
| (Direct) Measure 1: Effectiveness of utilizing sport research and data analytics to create a customer satisfaction survey (SPM 1500)
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The acceptable target of 80% of the students will average at least 34 pts out of 40pts or higher on research and effectiveness within the rubric.
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8 | 6 | 75% | The sport management program was unable to meet the acceptable goal of 80% of students scoring 80% or collectively on the assignment therefore the acceptable target of 80% of the students scoring higher than 80% collectively on the assignment was not met. 6 out of 8 (75%).
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| SLO 5 – Application of Integration of Faith into the classroom by the sport management professor based on end of course evaluation survey. | |||||
| (Indirect) Measure 1: Student evaluation survey indicating if the professor was successful in integrating Faith into the course.
Assessment question incorporated within the end of course eval: Overall this course met my expectations for the application of the integration of faith of a Shorter University course. |
The acceptable target of 80% of the students will average 34pts out of 40pts or higher on ethical self-awareness and different ethical perspective categories.
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38 | 37 | 97% | In SLO5, the sport management program was able to exceed the acceptable goal of measure 1 by an average of 4 (strongly agree) for the successful integration of faith into the classroom by the professor.
The results indicated that 97% (37/38) of the students had an above average rating of 4 on the end of course evaluation.
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| (Direct)
Measure 2: Completion of the end of course evaluation survey.
** See top right of measurement tool. |
The acceptable target of 80% of students within the course will complete the survey.
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64 | 19 | 30% | In SLO5, the sport management program was unable to meet the acceptable goal of 80% of students completing the survey within the two courses.
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Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Student Learning Outcomes Matrix – Academic Year 2021 – 2022 BBA, Graduate: MBA, SPM Online
| Identify Each Student Learning Outcome and Measurement Tool(s) | Identify Benchmark | Total Number of Students Observed | Total Number of Students Meeting Expectation | Assessment Results:
Percentage of Students Meeting Expectation |
Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| SLO 1 – Demonstrate effective risk management strategic planning as a business and sport administrator. | |||||
| (Direct) Measure 1: (SPM 5200) Risk Management course project designed to assess a student’s strategic planning utilizing business and sport principles.
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The acceptable target of 80% of the students will average at least 100pts out of 120pts or higher cumulative on the risk management plan rubric.
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18 | 17 | 94% | In SLO1 the sport management program was able to exceed the benchmark in which 17/18 (94%) of students who submitted the paper scored 100/120 points cumulative in the risk management rubric.
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| SLO 2 – Design an efficient sport-marketing plan as it relates to a student-generated sport organization. | |||||
| (Direct) Measure 2: (SPM 5400) Sport Marketing course project designed to assess a student’s ability to design and develop a Sport Marketing plan utilized business and sport principles.
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The acceptable target of 80% of the students will average at least 90 pts out of 100pts or higher cumulative on the marketing plan rubric.
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33 | 28 | 85% | In SLO2 the sport management program was able to meet the benchmark in which 28/33 (85%) of students who submitted the paper scored 90/100 points cumulative in the marketing plan rubric.
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| SLO 3 – Analyze and evaluate Global Sport Leadership quality within the current culture of sport management. | |||||
| (Direct) Measure 1: Written assignment from research project in class SPM 5300.
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The acceptable target of 80% of the students will average 52pts out of 60pts or higher on the writing rubric for content of the paper.
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25 | 18 | 72% | In SLO3 the sport management program was not able to meet the benchmark in which only 18/25 (72%) of students who submitted the paper scored 52/60 points from the writing portion of the rubric.
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| SLO 4 – Students will effectively apply planning, organization, and leadership skills. | |||||
| (Direct) Measure 1: SPM 5500 cumulative project on creating a sporting event.
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The acceptable target of 80% of the students will average 52pts out of 60pts or higher on three criteria areas of Planning, Organizing and leading.
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29 | 26 | 90% | The sport management program was able to exceed the acceptable goal of 80% of students scoring higher than 80%. 26 out of 29 (90%) scored higher than an 80%.
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| SLO 5 – Students will demonstrate appropriate APA style and citations. | |||||
| (Direct) Measure 1: SPM 5100 term project creating a Sport related small-business plan.
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The acceptable target of 80% of the students will average at least 34pts out of 40pts or higher on APA style/communication and APA citation/reference. | 36 | 33 | 92% | In SLO5 the sport management program was able to exceed the ideal target and the benchmark in which 33/36 (92%) of students who submitted the paper scored 34/40 points from the APA style rubric.
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Note: If you are using different direct and indirect measures for different degree programs, please replicate the matrix, using one matrix for each program that has different measures. If different programs use the same measures, only one copy of the matrix is needed.
Program-Level Operational Effectiveness Goals Matrix
Academic Year 2021-22
| Identify Each Operational Effectiveness Goal and Measurement Tool(s) | Identify the Benchmark (e.g., 80% will achieve a rating of 5) | Data Summary | Assessment Results:
Does not meet expectation Meets expectation Exceeds expectation Insufficient data |
| OEG 1 – Demonstrate effectiveness in the classroom. | |||
| (Direct) Measure 1: End of course teaching evaluation conducted by the students. Evaluations of each full-time professor is averaged individually and then combined to indicate the departmental average. Students complete end of course evaluation through learning system.
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Average rating of 3.7 on a 1-4 rating scale. | Fall 2021 – Full-time
Hooper
Ross
Conkle
Overall, for FT Faculty – 3.88
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In OEG1, the department of sport management faculty’s end of course evaluations exceeded the ideal benchmark of an average 3.7 rating.
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| (Direct) Measure 2: End of course teaching evaluation conducted by the students. Evaluations of each Adjunct professor is averaged individually and then combined to indicate the departmental average. Students complete end of course evaluation through learning system. | Average rating of 3.7 on a 1-4 rating scale.
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Tom Hart
· SPM 3120 ONLH – 3.3 Lauren Duplantis · SPM 3120 ONLH2 – 3.7 Reggie Overton · SPM 3650 ONLH – 3.8 Overall, for Adjunct Faculty – 3.6
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In OEG1, the department of sport management adjunct faculty’s end of course evaluations did not meet the ideal benchmark of an average 3.7 rating.
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| OEG 2 – Strategically develop strategies and outreach opportunities to communicate and gain new opportunities for students outside of Shorter University. | |||
| (Direct)
Measure 1: Develop social media platform for SPM program, students, and potential students. |
Social media platform in Instagram, Facebook, and Twitter. | Instagram – 442 followers
Twitter – 71 followers Facebook – 407 followers |
The social media platforms established for SU SPM displayed significant growth in 2 out of the 3 platforms. Facebook and Instagram both grew by over 100 followers where Twitter (our least utilized platform) remained virtually the same. |
| (Indirect) Measure 2: New Internship placements for our students.
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8 new internship relationships formed.
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9 new internship relationships were formed. | The department of sport management was able to exceed the ideal benchmark for new internship relationships being formed by having 9 students’ complete internships with the various athletic centered opportunities and platforms.
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| OEG 3 – Create opportunities for collaboration between the Sport Management department and Shorter University Athletics to create a professional entertaining game environment for all Athletic Events. | |||
| (Direct) Collaboration between athletic department and sport management students.
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The benchmarks established for this goal are for 4 students to complete an internship with the department of athletics.
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5 students completed their internship experience within the Department of Athletics at Shorter University. | The department of sport management was able to exceed the ideal benchmark for collaboration between the sport management program and department of athletics at Shorter University by having 5 students’ complete internships with the department of athletics.
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| OEG 4 – Effectively promote the Sport Management program and discipline through professional development opportunities such as journal publications and/or state and national presentations. | |||
| (Indirect) Each faculty member will have at least one journal publication accepted and published in the academic year.
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The benchmark for this goal is that all three full-time faculty members will have at least 1 journal publication.
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Dr. Hooper – 2
Prof. Ross – 11 Prof. Conkle – 1 |
The benchmark for publications was exceeded for the 2021-2022 year.
Ross, M.A. (2022). Auburn Men’s Basketball Avoids Increased Sanctions Despite Highest-Level Infractions Incurred. Journal of NCAA Compliance, (2), (Online).
Hooper, H. & Ross, M. A. (2021). Mental health (pp. 315-317). In Encyclopedia of sport management. Cheltenham, UK: Edward Elgar. Conkle, K. (2021). College Football Stadiums: A Vaccination Station? Sports Facilities and the Law. Hackney Publications, 3-4.
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| (Direct) SPM Faculty attendance and participation at Sport Management Conferences.
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Attend and Present at 1 Sport Management conference.
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Conferences attended/ Presentations conducted
Dr. Hooper – 2/1 Prof. Ross – 2/2 Prof. Conkle – 1/1 |
All three full-time faculty members of the Shorter SPM Department attended and presented at one or more conferences this academic year.
Ross · Commission of Sport Management Association Conference – Houston, TX: 2022 – Topic: “Administrator Track – Building Credibility: The Move from Faculty to Administrator” · Served as chairman for a presentation panel at the National Communication Association with a focus on Navigating the Landscape of Kids and Sports: Contemporary Realities and Calls for Transformation in Youth Sport Culture – Seattle, Washington – 2021. Hooper
Conkle
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| OEG 5 – Initiate innovative recruitment strategies to increase sport management majors for the following academic year. | |||
| (Direct) Increase the number of traditional Sport Management enrolled majors.
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Increase Traditional Sport Management Majors by 5%
Spring 2020: 126 Spring 2021: 99 |
Spring 2022:
120 majors |
The sport management traditional major was able to exceed the benchmark in adding 8 majors between Spring 2021 and Spring 2022. |
| (Direct) Increase the number of online Sport Management enrolled Majors (BBA & MBA).
|
Increase Online Sport Management Majors by 5%
Spring 2021 Spring 2022 |
BBA SPM Online
2021: 23 2022: 61
MBA SPM Online 2021: 28 2022: 48 |
The SPM online offerings exceeded expectations. We increased in online enrollment for the program Online offerings as a whole.
Due to Spring student-athletes earning another year of eligibility (COVID-19), we have had numerous students enroll into the MBA SPM Graduate Program to participate in their sport for the following year. I anticipate our numbers to continue to increase for the next academic year based on this justification in addition to becoming COSMA accredited.
Despite out Online BBA enrollment numbers declining, we were able to increase total Online Programs enrollment overall. We will be working with admissions and advancement to come up with marketing programs to address the decline in our BBA Online enrollment numbers moving forward.
Also, we have developed a direct admission program in which we will be creating a partnership with colleges and universities nationwide that do not offer a Graduate Degree in Sport Management.
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| Note: You are not required to have five OEGs – you may have more or fewer.
Required Narrative: Close the loop and explain why you met, exceeded or did not meet any expectations. Explain why there was insufficient data (if applicable). Discuss what you may do differently next year or any corrective action you will take.
OEG1: o Continue practicing excellence in the classroom as full-time faculty and adjunct faculty of SPM. Our students appreciate the design of our classes and program. It is evident in the evaluations completed at the end of every course. OEG2: o Building upon the 2020-2021 academic year, we have continued to be creative and innovative in the way we develop partnerships and opportunities for our students. We have brought in multiple guest speakers ranging from recreation to professional based career professionals for our students to network and gain invaluable insight into the sports world. We will continue to grow our presence in the local and surrounding region to ensure our students have internship opportunities readily available. A focus on finding the most pertinent and valuable internship for each student will be a key priority of our staff as we continue to build these partnerships specifically for each student. Our student group (Hawks Sports Society) has also increased their presence within the community in terms of fundraising opportunities and community engagement. They also successfully worked Holiday Hoopsgiving in Atlanta, Georgia and the NCAA Men’s Final Four Basketball Tournament held in New Orleans, Louisiana. OEG3: o We successfully forged a closer relationship with our athletics department which directly aligns with our internship and volunteer/experiential learning goals for the benefit of both programs and all students involved. Professor Ross and Professor Conkle implemented an experiential learning opportunity in which two of our classes were mandated to work various events and home games as organized by the Shorter University athletics department. Between these opportunities and the internships solidified between both parties, students were able to receive valuable information and better understand both event and facility management components while adding to their resumes. We aim to strengthen this relationship and become even more involved next academic year. OEG4: o Dr. Hooper, Professor Ross , and Professor Conkle will continue to make a presence in the community and scholarly field with journal publications. Dr. Hooper, Professor Ross, and Professor Conkle will continue publishing and presenting within their areas of focus. All fulltime faculty will attend conferences on a yearly basis. Both Professor Ross and Professor Conkle achieved ABD status and will work toward completing their respective dissertations. OEG5: o Our traditional SPM program remains the strongest degree (numbers wise and accolades) for the College of Business. SPM is the largest major at Shorter University. We will continue to strengthen the traditional program with innovative offerings and student recruitment. o Due to COVID-19 restricting the 2020-2021 athletic competition, the NCAA has allocated an extra year of eligibility for all Spring sport athletes in which many of these students have chosen to continue at shorter in the MBA SPM program. We are still experiencing multiple students utilizing their “Covid year” and electing to complete their MBA within our Sport Management program. This consideration being combined with the fact that we are fully COSMA accredited should continue to provide a strong foundation to see our enrollment increase and marketing potential for all of our SPM offerings. o BBA SPM Online numbers – Our program received a number 1 national ranking from Intelligent.com which has proven to be a valuable marketing tool for our online program. We will continue to find ways to promote our online programs to increase enrollment. |
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PROGRAM INFORMATION PROFILE
This profile offers information about the program in the context of its mission, basic purpose and key features.
Name of Institution: Shorter University
Program/Specialized Accreditor(s): Commission on Sport Management Accreditation (COSMA)
Institutional Accreditor: Southern Association of Colleges and Schools (SACS)
Date of Next Comprehensive Program Accreditation Review: ’27-’28 academic year
Date of Next Comprehensive Institutional Accreditation Review: ’30-’31 (10-year reaffirmation)
URL where accreditation status is stated: https://www.shorter.edu/accreditations/#:~:text=Shorter%20University%20is%20accredited%20by,%2C%20baccalaureate%2C%20and%20master’s%20degrees.
Indicators of Effectiveness with Undergraduates [As Determined by the Program]
- Graduation Year: _2021__ # of Graduates: 34 Graduation Rate: 100
- Average Time to Degree: 4-Year Degree: __4yrs___ 5-year Degree __________
- Annual Transfer Activity (into Program): Year: __2021___
# of Transfers: __32___ Transfer Rate: __39%___
- Graduates Entering Graduate School: Year: _____
# of Graduates: _____ # Entering Graduate School: _____
- Job Placement (if appropriate): Year: _____
# of Graduates: _____ # Employed: _____
Form developed by the Council for Higher Education Accreditation. © updated 2020
Meet Our Faculty
Dr. Heath Hooper
Dean of College of Business and Associate Professor of Sport Management
Mr. Michael Ross, MS
Chair of the Department of Sport Management and Assistant Professor of Sport Management
Mr. Kyle Conkle
Assistant Professor of Sport Management