ACADEMIC PROGRAM PROPOSAL FORM (Revised: May 2019)

DIRECTIONS: Use this form when proposing a new major or primary field of study, new emphasis (BAS only), or new degree or certificate (30+credits) program. For more detail on the NSHE program approval process, see the last page of this form.

DATE SUBMITTED: September 2020 Date of AAC Approval: 12-02-20 INSTITUTION: University of Nevada, Las Vegas

REQUEST TYPE: New Degree Date of Board Approval: New Major or Primary Field of Study New Emphasis (BAS only)

DEGREE: Check applicable box

Certificate: 30+ Credits Associate of Arts (AA) Associate of Science (AS) AA/AS Associate of Applied Science (AAS) Bachelor of Applied Science (BAS) Bachelor of Arts (BA) Bachelor of Science (BS) Master of Science (MS) Master of Arts (MA) Doctor of Philosophy (Ph.D.) Other or Named Degree: M.Ed.

MAJOR OR PRIMARY FIELD OF STUDY (i.e. Animal Science): Intercollegiate and Professional Sport Management

INCLUDED IN LAST NSHE PLANNING REPORT: Yes No (Website for NSHE Planning Reports: https://www.nevada.edu/ir/page.php?p=planning)

TOTAL NUMBER OF CREDITS TO PROGRAM COMPLETION: 34

PROPOSED SEMESTER/TERM OF IMPLEMENTATION: Fall 2021

Action requested (specify full program title): UNLV is requesting approval of a new M.Ed. Intercollegiate and Professional Sport Management degree based in the College of Education, the Department of Educational Psychology and Higher Education.

A. Brief description and purpose of proposed program. For proposed certificates (30+ credits), provide any existing degree or program under which the certificate falls The Master of Education in Intercollegiate and Professional Sport Management will provide 1

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 1 of 31 specialized education in the leadership and management of sport organizations. The program includes administrative opportunities in youth and intercollegiate athletics with specialization areas such as diversity in sport leadership, sport analytics, and governance. Individuals interested in college, amateur and professional sport organizations, teams, and events will most benefit from this degree.

B. Provide a list and description of institutionally approved expected student learning outcomes

1. Apply critical thinking and ethical decision-making skills to contemporary leadership, management, policy, governance, and legal issues within the sport context.

2. Explain and interpret historical inequities in sport and how preconceived notions of sexuality, race and ethnicity, achievement, and competition often result in overt and covert discrimination within sport organizations.

3. Apply personal, interpersonal, and team-based skills required to a. Effectively manage and lead a diverse workforce within the context of a sport organization, and b. Make a positive impact on sport organizations within regional, national, and global communities.

4. Develop policies informed by data that can create a lasting organizational culture that values diversity and continues to provide opportunities to all consumers, constituents, and stakeholders.

5. Apply the concepts, models, strategies, and language required to effectively manage and lead a sport organization.

6. Critique, evaluate, and use scholarship to inform policy and practice.

C. Provide an institutionally approved plan for assessing student learning outcomes See attached Appendix A.

D. Contribution and relationship of program objectives to

i. NSHE Master Plan / Strategic Goals a. Access – Increase participation in postsecondary education Nevada ranks near the bottom of national metrics of participation in postsecondary education at 27.6%, https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1018&context=co_educ_policy. Sport Management programs in other states have been used to increase enrollment in, and provide improved access to higher education. The proposed degree will seek to admit students from under represented groups drawing from the unique diverse student body that is found in the western region of the U.S. Students from states like Nevada are more likely to identify as Latinx, African American, and Native American. This program will increase access and enrollment in higher education by specifically focusing on diversity as a core value within the program, and contributing to improving diversity within the sport industry.

b. Success – Increase student success UNLV has consistent requests from local sport organizations to hire UNLV graduates. Currently, the talent needed to fill these positions is lacking within southern Nevada, causing new teams to import talent. Students from this program should be successful in attaining employment due to the practical orientation of the program, including required internship experiences. Persistence rates may be enhanced through integration within the industry during the academic program via both internships and mentorships. Inclusion of sport executives in class sessions and curriculum 2

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 2 of 31 development may contribute to enhanced persistence rates and placement success of the students from the program. Through this program, students will be prepared to be competitve in this quickly growing field, which is expected to motivate them to persist toward graduation.

c. Close the Achievement Gap – Close the achievement gap among underserved populations UNLV was recently ranked number two in the U.S. News and World Report’s annual Campus Ethnic Diversity listing of diverse universities for undergraduates. The University has placed in the top ten for the past eight years, and because it continues to show its commitment to serving a diverse population, is uniquely positioned to prepare students from under-represented groups. Diversifying the workforce in sport has been identified as a key challenge by multiple sport organizations, such as the National Collegiate Athletic Association (NCAA), the National Football League (NFL), Major League Baseball (MLB), Minor League Baseball, and the National Hockey League (NHL). A primary focus of this degree program is enhancing the gender, race, and ethnic diversity of those who work in the sport industry. To foster inclusion and close the achievement gap, students in this program will be actively mentored by industry professionals during their educational program. The mentoring program was initiated in 2018 for the current undergraduate Certificate in Sport Leadership and Management, through a partnership with the Las Vegas Convention and Visitor’s Authority (LVCVA). With expected enrollment of 30 students by Year 3 of this proposed program, each student will be paired with a sport professional mentor.

Currently, 45% of the students in the Higher Education Master’s degree program represent a racial or ethnic minority. This is one of the strengths of the Higher Education program that the proposed program will draw upon. The proposed program will work closely with the Higher Education program faculty to recruit diverse students and foster their academic and career success. Research has shown that diverse students are more likely to persist and graduate when they are in classes with other minority students.

d. Workforce – Collaboratively address the challenges of the workforce and industry education needs of Nevada The Intercollegiate and Professional Sport Management Master’s degree will fill a unique niche relative to workforce needs in Nevada. The combination of skills and knowledge needed to work in the sport industry are unique to the context of competitive sport. Intercollegiate Athletics and Olympic sport operate in non-profit environments, despite considerable support from institutions of higher education and the United States government. Professional sport is distinct from other business-oriented environments due to the need to build strong fan avidity, negotiate media rights, and corporate sponsor partnerships, while serving the local communities. Consumers are fans with high levels of identity, whereas athletes require management from multiple facets, including performance optimization and earnings maximization. Governance and policies related to sport present another distinct focus of study, with stakeholders extending beyond local and state boundaries. Each of these areas requires education specific to industry needs. Through this program, the workforce needed will be grown and developed to address the unique challenges facing the sport industry in Nevada and the western region of the United States.

e. Research – Co-develop solutions to the critical issues facing 21st century Nevada and raise the overall research profile One critical issue facing 21st century Nevada is the development of inventions and patents. Sport technology is an area where this proposed program will work to directly raise the research profile of UNLV. Sport technology spans multiple areas of research, from the use of apps on phones for ticketing, to technology for event operations, marketing and management, as well as technology used to acquire data on athlete training and performance known as 3

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 3 of 31 “wearables” such as Fitbit®. Research interest in sport among the UNLV community was assessed prior to this proposal. The critical issues researchers are actively seeking solutions to will raise the University’s research profile, given the wide range of interests, expertise, and the likelihood for external funding. For example, several UNLV scholars are working on research related to concussion prevention, diagnosis, treatment, and protocols for the development of sport policies and equipment to improve training and competition for athletes and coaches. Athlete performance related to multiple facets of optimization, including injury prevention, nutrition, mental health, and psychological enhancement, all have potential for research funding and patent development given their direct alignment with technology. Additional research interest was expressed in the use of analytics for both team performance optimization and business metrics such as revenue generation. By embarking on cutting edge research in sport, UNLV and Nevada will be positioned to gain status as a leader in one of the most visible industry segments in American society.

ii. Institutional mission and core themes The specific statements of UNLV’s mission and core themes this program contributes to and how, are listed below.

UNLV Mission: UNLV’s diverse faculty, students, staff, and alumni promote community well- being and individual achievement through education, research, scholarship, creative activities, and clinical services. We stimulate economic development and diversification, foster a climate of innovation, promote health, and enrich the cultural vitality of the communities that we serve.

The M.Ed. in Intercollegiate and Professional Sport Management will contribute to UNLV’s mission by focusing on preparing diverse students to work in the sport industry. Currently, diversity is a significant challenge for sport organizations. Preparing diverse students and preparing graduates with a mindset that values diversity will draw directly from the strengths of the faculty and their scholarship. This program will foster development of a new sector of the Las Vegas and the Nevada economy (sport), and stimulate innovation through research aligned directly with industry needs. Sport is directly aligned with health and well-being of the community where it is located, for it contributes to social interaction, shared values, and capacity building (Edwards, 2015). Sport also contributes to building a positive common identity through the establishment of a shared culture e.g., VegasBorn, a slogan used by the NHL Golden Knights. Sport can assist in the diversification of the economy of the state through innovation, promotion of health, and adding to the cultural vitality of Las Vegas and the entire state of Nevada. With the addition of the Vegas Golden Knights (NHL), Las Vegas Aces (Women’s National Basketball Association, WNBA), the Ultimate Fighting Championship (UFC), and the Las Vegas Raiders (NFL), southern Nevada has witnessed significant investments from public officials in facilities, event promotion, and garnering of new teams. The community is embracing its role as a sport town, as evidenced by a surge of custom license plates commemorating the Vegas Golden Knights and the Raiders.

Core Theme 1- Advance Student Achievement. The M.Ed. Intercollegiate and Professional Sport Management will address Core Theme 1: Advance Student Achievement, by providing a new career option for UNLV graduate students. Graduates of this program will be positioned to achieve higher levels of career progression and success in a field previously unavailable through UNLV or the state of Nevada. Graduates may choose to work in the sport industry outside of the state, and may find success working in organizations such as the U.S. Olympic and Paralympic Committee (USOPC) or a global sport organization such as the Fédération Internationale de Football Association (FIFA).

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 4 of 31 Core Theme 2: Advance Research and Scholarship. This theme will be supported, as students will be required to conduct original research pertinent to industry partners, and to seek publication of their work in preparation for higher levels of study.

Core Theme 4: Foster Community Partnerships. This theme will be addressed, as community partnerships will be the cornerstone of student experiences. Las Vegas sport executives will be invited to speak in classes, supervise internships, serve as mentors, and collaborate on research projects of value to their organizations. This fostering of partnerships will be central to the success of the program and the placement of graduates.

iii. Campus strategic plan and/or academic master plan

The proposed program is committed to foster the recruitment, retention, and academic progression of a diverse student body, in alignment with the Top Tier Strategic Plan, Core Theme 1, Student Achievement. Faculty will actively recruit qualified students from undergraduate programs such as business, kinesiology and liberal arts within Nevada and the western U.S. region. Throughout the program, students will be provided access to mentorship opportunities through targeted faculty advising, as well as through diverse field placement experiences and course topics that explicitly infuse cultural diversity. This goal will be addressed through the program’s Program Objective #3, Diversity Management.

The proposed program includes coursework that explicitly examines policy development and implementation. As part of this coursework, students will learn about, and engage in policy evaluation and advocacy, supporting the Top Tier Strategic Plan, Core Theme 3, Community Partnerships. Program and policy evaluation is an integral component of scholarship in Intercollegiate and Professional Sport Management. This goal will be addressed though Program Objective #2, Sport Policy and Governance.

The proposed program will create community connections for students. Culminating experiences (internships and capstones) will be aligned with sport industry partners, to serve their needs while fostering students’ capacity to work in the field, also supporting Top Tier Strategic Plan, Core Theme 3, Community Partnerships. In addition, the program will cultivate a climate of innovation and cutting-edge experiences through courses in Sport Technology and Sport Analytics. This goal will be addressed through Program Objective #1, Innovative Leadership Development.

iv. Other programs in the institution The program supports the Department of Educational Psychology and Higher Education’s (EPHE) and the College of Education’s (COE) strategic Retention, Progression and Completion (R2PC for graduate programs) plans as described below.

Some of the goals of the EPHE Department will be addressed with the development of the M.Ed. Sport Management program, including an emphasis on R2PC (Goal 1); increase graduate programs (Goal 3); and build/strengthen community partnerships (Goal 4).

Goal 1 will be achieved by building a new, uniquely positioned graduate program to be housed within the EPHE Department and the College of Education. This program aligns with the Educational Policy and Leadership programs due to its focus on policy and governance in sport. It also aligns well with the Higher Education program, drawing several courses from the Intercollegiate Athletic Administration strand and College Sport Leadership Certificate program.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 5 of 31 The new program aligns well with the Educational Psychology program due to the focus on development of research and analytic skills. Goal 3 will be addressed by working directly with the Las Vegas sport community to build partnerships for internships, volunteer experiences, and guest speakers for classes and events.

Goal 4 will be addressed through the emerging opportunities to partner in research with groups like the WNBA Aces Care, the Vegas Golden Knights Foundation, and the Las Vegas Raiders Foundation. These organizations are focused on socially responsible initiatives that often include improvement of diversity and inclusion policies and practices within the community.

The vision of the College of Education is to achieve prominence locally, nationally, and internationally as a leading source of significant knowledge and innovative models to inform and affect policy, practice, and research. The M.Ed. in Intercollegiate and Professional Sport Management has the potential to attract local, national, and international-level graduate students interested in participating in the Las Vegas sport industry and, potentially the global sport industry, upon graduation. Prominence will be attained through innovative course offerings that represent the cutting-edge areas within the sport industry, such as sport analytics. Through research projects and industry collaborations, students in this program will develop innovative models at the intersection of sport, business, and human performance, as well as innovative approaches to policy analysis related to athlete performance and governance.

v. Other related programs in the System Presently, no program is available within NSHE to adequately prepare students for the increasing sport market in Las Vegas and beyond. There is a concentration in Intercollegiate Athletic Administration in the M.Ed. Higher Education Program, as well as a Graduate Certificate in College Sport Leadership. The classes offered in the Higher Education program prepare students to work in the unique environment of an athletic program housed within an institution of higher education. The proposed program will expand the student’s knowledge and skills to include the global sport environment, which includes for-profit professional sport organizations as well as national and international governing bodies, such as the U.S. Olympic and Paralympic Committee, and more locally based interscholastic programs housed within high schools. Students who graduate with the M.Ed. Intercollegiate and Professional Sport Management degree may also work for businesses who market through sport, such as VISA and Coca Cola, or for media outlets such as ESPN or NBC Sports.

E. Evaluation of need for the program

i. The need for the program and the data that provides evidence of that need

Program Need: According to Forbes Magazine, the sport market in North America was worth $60.5 billion in 2014 and eclipsed $70 billion in 2019. An industry of this economic size requires an educated talent base and there is ongoing economic growth in this market evident in Las Vegas. Las Vegas became home to three new sport franchises in 2018: the National Hockey League Vegas Golden Knights, the Women’s National Basketball Association Aces, and the United Soccer League Las Vegas Lights. The Las Vegas Aviators, the Major League Baseball AAA affiliate team of the Oakland Athletics, built and opened a new baseball stadium to start their 2019 season. The National Football League Raiders have relocated to Las Vegas, and began play in 2020 in their new venue, Allegiant Stadium. These new franchises and projects join an already active sport market. The Ultimate Fighting Championship headquarters and Performance Training Initiative are both located in Las Vegas.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 6 of 31 Several major sport events are held in Las Vegas each year: (a) the National Finals Rodeo; (b) NBA Summer League; (c) Las Vegas Rock ‘n’ Roll marathon; (d) top tier boxing matches; (e) four NCAA Division I basketball conference championship tournaments (West Coast Conference, Western Athletic Conference, Mountain West Conference, and Pacific Athletic Conference - Pac-12); and (f) the Las Vegas Bowl, which now includes teams from the Big Ten, Southeastern (SEC), and Pac-12 Conferences.

Opportunities for employment in sport also include the Reno Aces, the Major League Baseball AAA affiliate team of the Arizona Diamondbacks, University of Nevada, Reno athletics, and all interscholastic programs throughout the state. The state of Nevada has also formed committees to consider bids for hosting the Olympic Games.

During the 2019 Legislative session, the Governor’s Office of Economic Development provided funding for UNLV to develop the Sport Research and Innovation Initiative. This initiative will align directly with the proposed Intercollegiate and Professional Sport Management graduate degree program, given that the focus of the initiative is on workforce development, product and patent development, and sport related research. The initiative is aligned with the International Gaming Institute, where experts in eSport and sport betting are housed. With the Supreme Court ruling that now allows sport betting in multiple states across the country, many sport organizations that previously would not consider hosting events in Las Vegas are setting dates for competitions. For example, the NCAA will now allow national and regional competitions to be held in Las Vegas, such as the NCAA Final Four in men’s and women’s basketball and Frozen Four hockey national championship. As a result, 97 bids were submitted by the LVCVA in February of 2020 to host these major events in Las Vegas and elsewhere in Nevada. There is no other market in the United States with this number of sport organizations, facilities, and events that does not also have a Sport Management graduate degree. One of the largest Sport Management programs in the United States carries over 800 actively enrolled students and is located at the University of South Carolina, Columbia, despite the fact that no major professional sport teams are located in the area.

The UNLV program is not intended to replicate or duplicate the current Sport Management degrees available across the U.S. The proposed program will be distinct in course offerings that are responsive to local industry needs. For example, sport analytics and sport technology are burgeoning new fields. This program will be designed to include courses that draw from the expertise of current faculty and the local sport industry. ii. Student population to be served Student Demand: In a survey conducted in Fall 2019 designed to gain an understanding of the UNLV community’s interest in sport research, nearly one third of the 160 respondents were current graduate students. Faculty who responded to the survey reported over 50 courses offered at UNLV at the undergraduate level, such as Sport Marketing, Economics of Sport, and Sport Sociology. These undergraduate courses demonstrate demand among UNLV students in the area of sport and would support the proposed Master’s degree program by prompting interest in a sport-related career among UNLV graduate students. In the 2020 spring semester, 94 students enrolled in an undergraduate course in Sport Anthropology. Currently, course offerings at the graduate level are limited primarily to the Higher Education program.

Student-Athlete Academic Services has communicated the interest student athletes at UNLV have for attaining a degree in sport management. Increasingly, student athletes are graduating from undergraduate degree programs, yet still have athletic eligibility. Some student athletes transfer to UNLV seeking graduate degree options to pursue. With their experience as athletes, 7

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 7 of 31 many aspire to continue their career by working in sport, but currently have limited options within the NSHE system.

Extracurricular activities strongly indicate that students are interested in a graduate degree in sport management. For example, the Las Vegas Convention and Visitor’s Authority and a UNLV faculty member collaborated in the 2018-2019 and 2019-2020 academic years to host the first mentoring programs in the U.S. that provide 30 sport executives as mentors to 30 UNLV students from various majors, including undergraduate and graduate students. Relatedly, the Sport Marketing and Management Association (a registered student organization) has more than 60 members, in only its third year of existence. This organization is comprised of undergraduate students who routinely volunteer with Las Vegas sport organizations and events.

Inquiries from prospective students have been reported consistently across UNLV, with communication of interest growing significantly since 2018. It is common now to have two inquiries per week from prospective students or students who want to work in the sport industry. Several graduate students in the Master of Business Administration program have requested a concentration in sport business. Classes offered in this proposed M.Ed. could be cross listed with the MBA program to provide a formal business administration focus.

iii. Procedures used in arriving at the decision to offer the program The process of developing this degree began in 2006, with the hiring of a faculty member with a terminal degree in Sport Management, together with support from UNLV administration, College of Education leadership, state leaders, and students. In Fall 2019 there were nine students enrolled within the Intercollegiate Athletic emphasis area in the M.Ed. in Higher Education program, and seven in the Certificate in College Sport Leadership. These numbers have been growing consistently despite no formal recruiting or marketing. One third of the applicants to the M.Ed. in Higher Education for Fall 2020 expressed interest in preparing to work in college athletics.

Several regional programs were evaluated to determine need for a program in Las Vegas.

The University of New Mexico, Albuquerque, has a Sport Administration M.S. that primarily focuses on high school and college athletic administration.

The University of Arizona, Tucson, has a minor in Sport Management for undergraduates in the Business College.

Metropolitan State University of Denver, Colorado, has a B.S. in Business Administration with a concentration in Sport Management.

The University of Northern Colorado, Greely, B.S., M.S., and Ph.D. degrees in Sport Management.

There still remains a need for a graduate level program that prepares professionals to work in either intercollegiate athletics or professional sport, as evidenced by the frequent requests that UNLV receives from local sport organizations. These organizations have stated that they are looking for graduates familiar with Las Vegas and the unique sport market it supports.

iv. Organizational arrangements required within the institution to accommodate the program The program will be housed within the College of Education, in the Department of Educational Psychology and Higher Education (EPHE). Several faculty members who will teach classes in this program reside within this department and have expertise in the subject. 8

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 8 of 31

v. The timetable, with dates, for implementation steps Spring 2020 Develop new course syllabi and academic assessment plan Spring 2020 Gain approval of proposal from EPHE Department and College of Education Fall 2020 Submit new courses through Curriculog for Graduate College approval Fall 2020 Graduate College approval Fall 2020 NSHE Academic Affairs Council approval Spring 2021 Board of Regents approval Spring 2021 Recruitment and admission application process opens Fall 2021 Begin course offerings with first class of students

vi. If this or a similar program already exists within the System, what is the justification for this addition No sport management degree programs are available within any NSHE institution. The proposed program will address an emerging market need within Southern Nevada, as evidenced by the growing economy around sport. Over 300,000 people visit Las Vegas for the Super Bowl each year, tripling the number of visitors to the cities that host the Super Bowl. Recent data show that 46% of community pride is attributed to sport, which is a direct reflection of new franchises, teams, facilities, and events. Recently, the Las Vegas Convention and Visitors Authority (LVCVA) submitted more than 90 bids for NCAA events to be hosted in Las Vegas. The workforce for the burgeoning sport industry in Southern Nevada will be developed through this proposed degree program.

Evidence of employment opportunities for graduates (state and national). Include information on institutional review of the need for the program based on data from the Nevada P-20 Workforce Research Data System (https://www.nevada.edu/ir/strategic_plan.php?metric=spm4&mid=workforce_demand), including the supply/demand reports at http://npwr.nv.gov/reports/student-completion-and-workforce-part-ii/.

Market Demand for Graduates. Sport executives associated with Las Vegas-based organizations who also volunteered as mentors to UNLV students in the Las Vegas Convention and Visitor’s Authority program stated that there is a need for employees who understand the unique market of Las Vegas. Specifically, they would prefer to hire UNLV graduates instead of “importing” talent from other markets. These executives noted that there simply is no other U.S. city that is similar to Las Vegas economically, given that our economy is driven largely by tourism, gaming, and entertainment. As a gauge of the job prospects specific to the sport industry, NBA franchises typically have 200 employees, while smaller franchises like those in minor league baseball and soccer have closer to 100 employees. UNLV Athletics has 242 employees and the UFC has 282 employees. The Vegas Golden Knights have more than 200 employees, while the Las Vegas Lights and Las Vegas Aviators have closer to 100 employees each. The newest team to Las Vegas, the Raiders, employ close to 300 people. During their relocation, a significant number of Las Vegas locals were hired in areas such as community relations, business intelligence, and public relations. The expected demand for new employees will shift each year for each organization, as movement in the sport industry is common, suggesting that there will be continuous need for graduates from this new academic program.

This listing does not account for the sport event-related jobs or the businesses that serve sport organizations, such as media, public relations, marketing, advertising firms, sport betting, and sport integrity organizations. Nationally, sport remains a viable and growing industry. The market for jobs has continued to expand each year. Sport-related jobs span a broad spectrum of interdependent occupations, and some of them are growing faster than ever. Jobs across all sport-related industries are up 12.6% since 2010, more than double the growth in the national job market, according to a report released by CareerBuilder and Economic Modeling Specialists, 9

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 9 of 31 https://www.forbes.com/sites/kathryndill/2014/08/28/the-sports-related-jobs-with-the-strongest- growth/#188f9ef62955. Average earnings across these occupations is $78,455, which exceeds the national average of $57,947 by more than $20,000 and exceeds the median household income in Southern Nevada, which is reported to be $61,800 (Las Vegas Global Economic Alliance, 2020).

In addition, sport jobs have a strong “multiplier effect,” creating job growth in other fields beyond athletics. The report states that 100 new sport-related jobs in a city have the ability to create $46.2 million in earnings for the city, as well as 422 jobs in “construction, health care, sales, food preparation, and maintenance.”

Whereas sporting teams and clubs have seen an 8.6% growth industry-wide since 2010, specific sport- related jobs, particularly those with a business focus, have also experienced strong growth. Among those sport occupations are promoters of performing arts, sport, and similar events, which increased by approximately 30%, as well as agents and managers for athletes, coaches, and other public figures, which increased by nearly 17%. The trend shows that the sport employment ecosystem will continue to thrive. Sport is a major part of our culture and a key economic driver in cities nationwide. The growth in sport-related jobs since 2010 is notably higher than that of the national average for all jobs, indicating a greater investment in one of America’s favorite pastimes, and one of Nevada’s growth industries.

The employment level in the Sport and Physical Recreation industry has risen substantially between 2000 and 2019, with a further increase projected until 2024. Sport coaches, instructors, and officials make up 16% of the workforce of the sport and recreation activities industry. Employment levels for these occupations are projected to increase between 2019 and 2024, by approximately 16% and 13%, respectively.

F. Detailed curriculum proposal

i. Representative course of study by year (options, courses to be used with/without modification; new courses to be developed)

Core Courses – 12 credits EDH 607 - Leadership Development Seminar EDH 711 - Marketing IHE and Sport EDH 713 - Sport Policy and Governance EDH 750 - Special Topics: Sport Law

Research Courses – 6 credits EPY 702 - Research Design EPY 721 - Inferential Statistics

Emphasis Areas – 12 credits

Intercollegiate Athletics EDH 603 - Introduction to College Sport EDH 606 - Intercollegiate Athletic Administration EDH 628 - The Student Athlete EDH 712 - Title IX and Gender Equity

Professional Sport (New courses in development) Sport Betting Integrity Sport Analytics Sport Economics 10

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 10 of 31 Sport Performance and Athlete Management

Culminating Experience – 4 credits EDH - 610 Capstone EDH - 690 Internship

Sample Course Rotation Intercollegiate Athletics focus

Fall 1 Spring 1 Fall 2 Spring 2

EDH 607 EDH 711 EDH 712 EDH 750 EDH 603 EDH 606 EDH 628 EDH 610 Capstone EDH 713 EPY 702 EPY 721 EDH 690 Internship

Professional Sport focus

Fall 1 Spring 1 Fall 2 Spring 2

EDH 607 EDH 711 TBD 2 EDH 750 EDH 713 EPY 702 EPY 721 EDH 610 Capstone TBD 1 TBD 3 TBD 4 EDH 690 Internship

Existing Courses EDH 607 - Leadership Development Seminar EDH 603 - Introduction to College Sport EDH 711 - Marketing IHE and Sport EDH 606 - Intercollegiate Athletic Administration EDH 713 - Sport Policy and Governance EDH 628 - The Student Athlete EDH 750 - Sport Law EDH 712 - Title IX and Gender Equity EDH 690 - Internship EDH 610 - Capstone EPY 702 - Research Design EPY 721 - Inferential Statistics

New courses in development Sport Betting Integrity Sport Performance and Business Analytics Sport Economics Sport Performance and Athlete Management

G. i. Program entrance requirements Admission criteria Applicants must meet all Graduate College requirements as outlined in the Admissions section of the Graduate Catalog, as well as complete the online application and upload all of the following in the Grad Rebel Gateway: 1. Two letters of professional recommendation 2. Submission of official copy of the Graduate Record Examination (GRE) taken within the last 5 years 11

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 11 of 31 3. Resume (a minimum of two years of work experience, or equivalent, is preferred but not required) 4. Statement of Interest in the program and the field 5. Indication of interest in a graduate assistantship

H. Program completion requirements (credit hours, grade point average; subject matter distribution, preprogram requirements) Complete 34 credit hours of approved courses as described in the program plan, including completion of a Capstone paper (1 credit) and Internship (3 credits) as the culminating experience. Earn a grade of “B” or better in all core courses.

i. Accreditation consideration (organization (if any) which accredits program, requirements for accreditation, plan for attaining accreditation - include costs and time frame) The Commission on Sport Management Accreditation (COSMA) serves as the body that accredits programs such as the one proposed. The program will need to be approved and in operation for three years before it can provide the data requested as part of the process to apply for accreditation. After Year 3 of the M.Ed. Intercollegiate and Professional Sport Management, the process to attain accreditation will be initiated. COSMA’s annual membership fee is $1,800 and the organization estimates the process of becoming an accredited program to last 15-18 months and cost approximately $3,800 for the application fee and the site evaluation.

ii. For certificates only: Name of any state, national and/or industry recognized certification(s) or licensing examination(s) for which certificate prepares the student, if applicable Not applicable.

I. Method of Delivery (for the purpose of state authorization [NC-SARA])

i. How will this academic program be delivered when the program begins? (mark all that apply) 100% face-to-face courses Hybrid (some online courses, some face-to-face courses) 100% online courses

ii. Learning Placements Does the academic program have learning placements (e.g. internships, externships, clinical placements, student teaching, etc.) that may take place outside the state of Nevada? Yes No. Students will be required to do internships as their culminating experience. It is possible that a student may select an internship located outside of Nevada.

J. Institutional Review Process

i. Date of Faculty Review (may include additional information, as needed) May 14, 2020

ii. Describe the process for review and approval by the appropriate academic policy body of the institution There was an initial meeting with personnel of the Office of the Vice Provost for Academic Programs in Fall 2019; the pre-proposal was approved on December 30, 2019. The full proposal 12

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 12 of 31 was approved in October 2020. The Graduate College Programs Committee approved the proposal in November 2020.

K. Readiness to begin program

i. List the educational and professional qualifications of the faculty relative to their individual teaching assignments Faculty A, Professor in the Department of Educational Psychology and Higher Education (EPHE), full graduate faculty status; areas of expertise include Sport Marketing, Sport Management and Leadership, Sport Policy and Governance, Title IX and Gender Equity in Sport, Intercollegiate Athletic Administration. This faculty member will be the primary full-time instructor of this program for the first five years, assuming headcounts remain stable at 30 starting in Year 2.

The following faculty will assist with the program as needed.

Faculty B, Associate Professor in EPHE, full graduate faculty status; Department Chair; Expertise in Research Methods, Inferential Statistics.

Faculty C, Associate Professor in EPHE, full graduate faculty status; Expertise in big data analysis, data analytics and complex systems approaches, motivation, and sport analytics.

Faculty D, Assistant Professor in EPHE, full graduate faculty status; Expertise in Policy analysis.

Faculty E, Acting Department Chair and Professor in Kinesiology and Nutrition Sciences, full graduate faculty status; Expertise in Endurance Athlete Performance, biomechanics, technology in sport performance, product development.

Faculty F, Assistant Professor in EPHE, full graduate faculty status; Expertise in policy analysis, leading diverse organizations, quantitative research methods, finance, and economics.

Faculty G, Director of Compliance for UNLV Athletics; graduate faculty status in EPHE; Expertise in Sport Law, Policy and Governance in Intercollegiate Athletics.

Faculty H, Professor in Kinesiology and Nutrition Sciences, full graduate faculty status; Expertise in Athlete Performance, Strength and Conditioning, High Impact Sport.

Faculty J, Professor in EPHE, full graduate faculty status; Expertise in leading diverse organizations, community-based research, and issues concerning preparing culturally responsive leaders.

Faculty K, Endowed Professor in EPHE, full graduate faculty status; Expertise in psychometrics and big data analysis.

ii. List the anticipated sources or plans to secure qualified faculty and staff One Visiting Assistant Professor will be hired in Year 3 of the program to teach newly created classes and oversee internships within the local community for the anticipated increase in enrollment. The College of Education has committed to this hire if the program is approved. All other courses will be taught by current UNLV faculty.

iii. Contribution of new program to department’s existing programs (both graduate and undergraduate) and contribution to existing programs throughout the college or university 13

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 13 of 31 The proposed program will contribute to the Educational Psychology and Higher Education department offerings within the College of Education. The program will use courses currently existing in the Higher Education Master’s degree program, which will increase enrollment in the Higher Education program.

The proposed program will also utilize courses from the Educational Psychology program to create the research component. This will increase enrollment in these courses, bolstering the Educational Psychology program.

The proposed program will also serve students in the Department of Kinesiology and Nutrition Sciences (School of Integrated Health Sciences), and in the Lee Business School who seek a degree specialization in sport currently not available in their units.

iv. Recommendations from prior program review and/or accreditation review teams Not applicable

L. Resource Analysis

i. Proposed source of funds (enrollment-generated state funds, reallocation of existing funds, grants, other state funds) The program will be supported with enrollment-generated state funds and funding from the College of Education.

ii. Each new program approved must be reviewed for adequate full-time equivalent (FTE) to support the program in the fifth year. Indicate if enrollments represent 1) students formally admitted to the program, 2) declared majors in the program, or 3) course enrollments in the program.

a. (1) Full-time equivalent (FTE) enrollment in the Fall semester of the first, third, and fifth year.

1st Fall semester 10.58

3rd Fall semester 21.25

5th Fall semester 21.25

(2) Explain the methodology/assumptions used in determining projected FTE figures. To determine FTE, we used this formula: Average credits per student per semester (8.5), times number of students, divided by 12.

b. (1) Unduplicated headcount in the Fall semester of the first, third, and fifth year.

1st Fall semester 15

3rd Fall semester 30

5th Fall semester 30

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 14 of 31 (2) Explain the methodology/assumptions used in determining projected headcount figures. Fifteen students will enter the program each fall, and fifteen students will complete the program by the end of Year 2, and each year thereafter.

iii. Budget Projections – Complete and attach the Five-Year Program Cost Estimate and Resource Requirements Table. See attached.

M. Facilities and equipment required

i. Existing facilities: type of space required, number of assignable square feet, space utilization assumptions, special requirements, modifications, effect on present programs Standard classrooms with a capacity of 15-20 students will be needed for traditional, in person classes. WebCampus/Canvas will be used for online courses and courses in hybrid format. No other special requirement will be needed or requested. There should be no impact on other programs. Americans with Disabilities Act compliance will be addressed if we have students who need accommodations.

ii. Additional facilities required: number of assignable square feet, description of space required, special requirements, time sequence assumed for securing required space Not applicable

iii. Existing and additional equipment required Computer software for statistical applications is readily available at UNLV. Technology enhanced classrooms are available. The College of Education also now has an embedded online education staff member to assist with online course development and maintenance.

N. Describe the adequacy and availability of library and information resources The current library holdings include the core disciplinary journals. This was confirmed by the College of Education librarian in February, 2020. The Journal of Sport Management, Sport Management Review, Sport Marketing Quarterly, and Sport Business Journal are all accessible, along with the Sportdiscus data base for additional resources required for research and class work. Textbooks required for classes will also be obtained as e-books once courses are approved.

O. Student services

i. Describe the capacity of student support services to accommodate the program. Include a description of admissions, financial aid, advising, library, tutoring, and others specific to the program proposal Student services will primarily be provided by the Graduate College, who will manage admissions and any graduate assistantships. Advising will be done by program faculty. The library needs were addressed immediately above.

ii. Describe the implications of the program for services to the rest of the student body The Career Services Office will assist with internship availability and potential job placement, but there should be no impact on services provided to the rest of the student body.

Consultant Reports – If a consultant was hired to assist in the development of the program, please complete subsections A through C. A copy of the consultant’s final report must be on record at the requesting institution.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 15 of 31 iii. Names, qualifications and affiliations of consultant(s) used Not applicable

iv. Consultant’s summary comments and recommendations Not applicable

v. Summary of proposer's response to consultants Not applicable

P. Articulation Agreements

i. Articulation agreements were successfully completed with the following NSHE institutions. (Attach copies of agreements) Not applicable

ii. Articulation agreements have not yet been established with the following NSHE institutions. (Indicate status) Not applicable

iii. Articulation agreements are not applicable for the following institutions. (Indicate reasons) Not applicable

Q. Summary Statement

The M.Ed. in Intercollegiate and Professional Sport Management will provide specialized education in the leadership and management of sport organizations for individuals interested in amateur and professional sport organizations, teams, and events. The program includes administrative opportunities in youth and intercollegiate athletics, with specialization areas such as diversity in sport leadership, sport analytics, and governance. No other program like this exists in the state of Nevada, and no other city in the United States currently has the growth in sport related jobs that Las Vegas has. This program will fill a critical need for UNLV, the Nevada System of Higher Education, and Nevada.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 16 of 31 Appendix A

3-Year Academic Assessment Plan Cover Sheet Assessment plans are due Email to: [email protected]

Program Information:

Program Assessed Intercollegiate and Professional Sport Management, M.Ed.

Department Educational Psychology & Higher Education

College Education

Department Chair Dr. Alice Corkill

Assessment Coordinator Nancy Lough Date Submitted

Name Nancy Lough

Phone 702-219-9521 Email [email protected]

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 17 of 31 Appendix A

Educational Psychology & Higher Education Department M.Ed. in Intercollegiate and Professional Sport Management

Three Year Assessment Plan

Opening Comments The Master’s of Education in Intercollegiate and Professional Sport Management provides specialized education in the leadership and management of sport organizations for individuals interested in amateur and professional sport organizations, teams, and events. The program includes administrative opportunities in youth and intercollegiate athletics with specialization areas such as diversity in sport leadership, sport analytics, and governance.

Program Goals.

 Leadership Development: This program will help students identify different management styles in sport organizations, while developing strategies to become a successful transformative leader skilled at communicating a clear vision and motivating every member of their team to feel empowered to succeed.

 Sport Policy & Governance: The program will provide an understanding of sport governance and policy, including the exercise of power through the making and implementation of policies and rules. In sport governance issues are wide ranging from rules designed to protect athletes and create a level playing field, to policies intended to guide decision making among sport bodies such as the NCAA and USOC. This program provides exposure to policy development, implementation, and enforcement processes designed by sport governing bodies.

 Diversity Management: This program will help students better understand the value of diversity and how to cultivate a sport organization that respects and embraces people of all colors, races, abilities, ethnicities, sexual orientations, and genders. Students will learn how to use this knowledge to become a proactive agent of change focused on promoting gender, class, and racial equality, ultimately helping to level the playing field among a diversity of sport opportunities. Students will be able to apply diversity concepts to more effectively market a sport organization or event, enhance revenue generation, strengthen community and professional partnerships, and build brand equity among other key organizational goals.

Program Learning Outcomes (PLO).

1. Apply critical thinking and ethical decision-making skills to contemporary leadership, management, policy, governance, and legal issues within the sport context.

2. Apply personal, interpersonal, and team-based skills required to

a. Effectively manage and lead a diverse workforce within the context of a sport organization, and b. make a positive impact on sport organizations within regional, national, and global communities.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 18 of 31 Appendix A

3. Explain and interpret historical inequities in sport and how preconceived notions of sexuality, race and ethnicity, achievement, and competition often result in overt and covert discrimination within sport organizations.

4. Develop policies informed by data that can create a lasting organizational culture that values sport diversity and continues to provide opportunities to all consumers, constituents, and stakeholders.

5. Critique, evaluate, and use scholarship to inform policy and practice.

Core Course Learning Objectives

EDH 607 Leadership Development Seminar. Develop a foundation of knowledge concerning leadership theories and their application to sport organizations; Employ theoretical leadership frames in a situational analysis; Identify personal leadership orientations and characteristics as well as strategies for personal leadership development; Apply principles from leadership theories toward the development of a solution strategy and/or strategic leadership initiative designed to address a sport organizational issue or problem.

EDH 711 Marketing IHE & Sport. Correlate organizational goals and objectives with marketing strategies and objectives; Analyze and interpret marketing case studies for application of key concepts; Critique the use of marketing and media in positioning and brand building; Critique the use of specific marketing mechanisms such as corporate sponsorship, naming rights, licensing, websites and social media; Analyze ethical concerns relevant to commercialization and responsible innovation; Develop a sample promotional plan including professional presentation of materials

EDH 713 Sport Policy & Governance: Describe the system of governance prevalent in sport, including the historical context, changes over time and relevance today; Describe concepts that guide policy development and enforcement within sport; Describe the current status of policies impacting diversity and inclusion in sport; Detail the persistent and emerging problems and challenges facing those who govern sport; Describe legal theories and conceptual frameworks found to be particularly helpful in analyzing existing policies and governance structures; Outline strategies for managing complex power dynamics in sport environments; Identify how people representing demographic differences including race, ethnicity, sexual identity, disability and age are effected by various governing bodies and related policies.

EDH 750 Special Topics: Sport Law: Identify and analyze legal issues and solutions as they are applied to the sports industry. Provide a definition of diversity and diversity management from a legal perspective. Develop and understanding of legal theories used to remedy discrimination in sport environments. Discuss the basic tenants of bias, prejudice, discrimination and privilege and how they inform policy and legislation relevant to sport organizations. Critique and design culturally relevant policies, legislation and training programs to facilitate professional development and competencies in sport.

Curriculum Map

The curriculum map below indicates which required Sport Management (EDH 607, EDH 713, EDH 711, EDH 750) core courses and educational psychology (EPY) methods courses (EPY 702, or EPY718, or EPY 721) contribute to each learning outcome. In addition to the required EPY 702, students select another course from these three options: EDH TBD Sport Analytics, EPY 718, or EPY 721. Elective courses may contribute to some or all learning outcomes. The culminating experience, the EDH 610 Capstone Project, contributes to all learning outcomes.

LO 1 LO 2 LO 3 LO 4 LO 5

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 19 of 31 Appendix A

EDH 607 X X X X EDH 713 X X X X EDH 711 X X X EDH 750 X X X X EPY 702 X EPY 721 X Electives X X X X X

Culminating X X X X X Experience

The culminating experience for the Master of Education in Intercollegiate and Professional Sport Management is a master’s capstone [professional paper] project (1 credit) either as a literature review or industry-based research project. Students will critically evaluate research studies based on their selected topic of interest or industry problem and critically review and synthesize articles’ (a) purpose/significance, (b) literature support, (c) theoretical/conceptual framework, (d) design/method, and (e) findings.

Literature Review Option - Students will select a research topic of interest, approved by their advisor/chair, and conduct a literature review on their proposed topic. Each student's adviser/chair will evaluate the quality and depth of investigation regarding his/her student's literature review.

Industry Based Option - Students who choose to complete an industry-based research project will select a topic provided by a sport organization partner. The student will present and defend this capstone project as a presentation within a public forum including the industry partner. The student’s chair will determine whether to accept or reject adequate completion of the capstone project in consultation with the industry partner.

YEAR 1

Assess learning outcomes 1 and 2.

1. Apply critical thinking and ethical decision-making skills to contemporary leadership, management, policy, governance, and legal issues within the sport context.

2. Apply personal, interpersonal, and team-based skills required to

a. Effectively manage and lead a diverse workforce within the context of a sport organization, and b. make a positive impact on sport organizations within regional, national, and global communities.

Core Course learning objectives

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 20 of 31 Appendix A

The selection of learning outcomes 1 and 2 were based on ease of data collection. These required courses contribute to these learning outcomes are taught in such a fashion that data collection will be relatively straightforward. These courses are offered during the first year and most new students start their programs by attending these courses.

Assessment of Learning Outcome 1

EDH 607 Leadership Development Seminar: Article review and presentation addresses the participation in article discussions, citation of leading scholars, and self-assessments. Strategic planning involves the use and application of case studies and the various leadership models to real-life situations. Leader profile enables students to relate leadership theory and read scholarly articles to various academic experiences and current events. Leadership initiative includes participation in leadership initiatives and case studies. The final exam encompasses the understanding of the personal and social implications of understanding leadership and to develop a personal leadership philosophy.

Assessment of Learning Outcome 2

EDH 713 Sport Policy & Governance ARTICLE REVIEW: Use the article review guidelines to critically analyze one of the scholarly articles posted under course content. CASE REVIEW ASSIGNMENT: Students will be required to review one of the governance or policy cases provided. The case review guidelines should be used to prepare a two-page critical review. Use the case study rubric as guidance for your written review of a recent governance or policy case within sport. POLICY ANALYSIS CASE STUDY: Throughout the course, students work on a team developing a policy analysis for a sport governing body. The analysis will be designed to provide insights on the impact of a proposed policy. Students will create a policy analysis case study that includes identifying emerging policy issues, reviewing the literature, developing policy language or evaluating proposed language, and identifying the methods necessary to implement the proposed policy. The FINAL CASE STUDY will be reviewed to determine whether students are able to: 1) describe the role of policy analysis in sport governance decision-making, 2) identify, critique, and use relevant scholarship from the field of sport management, 3) recognize the features and value of a research-driven a project to inform practice, 4) engage in and use research in an ethical and professional manner, 5) work effectively in a team environment to accomplish a complex task, and 6) evaluate, critique, and use sport management scholarship to inform practice.

YEAR 1

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 21 of 31 Appendix A

The curriculum map indicates two required core courses EDH 607 and EDH 713 contribute to the program learning outcomes (PLO).

EDH 713 Sport Policy & Gov Article Case Policy Final Case Review Review Analysis Study Describe the system of governance prevalent in sport, including the historical context, changes over time and X X X X relevance today.

Describe concepts that guide policy development and X X enforcement within sport. Detail the persistent and emerging problems and challenges facing those who govern sport. X X X

Describe legal theories and conceptual frameworks found to be particularly helpful in analyzing existing policies and governance structures. X X X

Outline strategies for managing complex power dynamics in sport environments. X X X

Identify how people representing demographic differences including race, ethnicity, sexual identity, disability, and age are affected by various governing bodies and related X X X X policies.

EDH 607 Leadership Article Strategic Leader Leadership Leadership review Plan Profile Initiative Philosophy Develop a foundation of knowledge X X X X X concerning leadership theories and their application to higher education organizations. Employ theoretical leadership frames in a X X X X situational analysis. Identify personal leadership orientations and X X X X characteristics as well as strategies for personal leadership development. Apply principles from leadership theories X X X X X toward the development of a solution strategy and/or strategic leadership initiative designed to address an organizational issue or problem.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 22 of 31 Appendix A

YEAR 2

Assess learning outcomes 3 and 4.

Core Course learning objectives

EDH 711 Marketing IHE & Sport: This course is a study of the conceptual and empirical approaches leaders can utilize for building relationships with stakeholders and consumers. Topics include commercialization, market forces versus public interest, responsible innovation, consumer behavior, strategic marketing plan development, corporate sponsorships, branding, licensing, protection of intellectual property, promotion and advertising, marketing ethics, social media strategy as well as application of market research in the sport context. The learning objectives in the course include: 1) Analyze and interpret marketing case studies for application of key concepts, 2) Critique the use of marketing and media in positioning and brand building, 3) Critique the use of specific marketing mechanisms such as corporate sponsorship, naming rights, licensing, websites, and social media utilized in intercollegiate athletics 4) Analyze ethical concerns relevant to commercialization and responsible innovation 5) Develop a sample promotional plan including professional presentation of materials, and 6) Correlate organizational goals and objectives with marketing strategies and objectives.

EDH 750 Special Topics: Sport Law: The course will explore legal, regulatory, and social issues in the area of professional and amateur sports and the intersection between the world of sports and business including sports betting. The focus on this course will be law as it relates to the sports industry, including but not limited to professional sports, multimedia, amateur sports, and gambling. The class lectures will be supplemented by guest lectures keyed to the subject under discussion. Objectives include: 1) Understand the array of issues associated with sports teams and athletic competitions and any laws and regulations applicable to those issues; 2) Identify and analyze legal issues and solutions as they are applied to the sports industry; 3) Provide a definition of diversity and diversity management from a legal perspective; 4) Develop an understanding of legal theories used to remedy discrimination in sport environments; 5) Discuss the basic tenants of bias, prejudice, discrimination, and privilege and how they inform policy and legislation relevant to sport organizations; and 6) Critique and design culturally relevant policies, legislation and training programs to facilitate professional development and competencies in sport.

The selection of learning outcomes 3 and 4 were based on relevance to the courses chosen and ease of data collection. These required courses contribute to these learning outcomes are taught in such a fashion that data collection will be relatively straightforward. These courses are offered during the second year and most students will be on the same progression in their program of study attending these courses.

Core Courses Assessed PLO 3 PLO 4 EDH 711 Marketing X X EDH 750 Sport Law X X

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 23 of 31 Appendix A

EDH 711 Marketing Market Mkt Positioning & Interview Case Marketing Marketing IHE & reflection Analysis Research Differentiation Study Plan Sport paper Define and utilize X X X marketing terminology and theories.

Explain how to conduct X X X X & utilize marketing Research. Analyze & critique X X X X marketing communication.

Explain how sport builds X X X X Brand equity.

Analyze best practices X X X for marketing. Explain the growth of X X commercialization in sport.

EDH 750 Special Topics – Sport Law Article reviews will be used to critically analyze the legal and scholarly articles posted under course content. The Case Review Assignment will require students to review one of the legal cases provided. The case review guidelines should be used to prepare a two-page critical review. The case study will require review of a recent legal case involving discrimination within a sport environment. Final exam required as cumulative evaluation.

EDH 750 Sport Law Article Case Case Final Reviews Review Study Exam Understand the array of issues associated with sports teams X X X X and athletic competitions and any laws and regulations applicable to those issues. Identify and analyze legal issues and solutions as they are X X X X applied to the sports industry. Provide an overview of diversity, including a definition of X X diversity and diversity management, in sport. Provide an overview of legal theories used to remedy discrimination in X X sport environments. Discuss the basic tenants of bias, prejudice, discrimination, and privilege X X and how they inform policy & legislation in sport organizations. Critique and design culturally relevant policies, legislation, and training X X programs to facilitate professional development in the areas of equity, diversity, and inclusion competencies.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 24 of 31 Appendix A

YEAR 3

Assess learning outcomes 5 and Culminating Experience (M.Ed. Capstone Project and Internship)

5. Critique, evaluate, and use scholarship to inform policy and practice.

Capstone Project and Internship/Culminating Experience: The selection of the Capstone Project and Internship as the Culminating Experience for Year 3 of the assessment plan was based on the need to address consistent learning outcomes and requirements for completion of the M.Ed. degree.

EDH 610 Capstone The culminating experience for the Master of Education in Intercollegiate and Professional Sport Management includes a master’s capstone [professional paper] project (1 credit) either as a literature review or industry-based research project. Students will critically evaluate research studies based on their selected topic of interest or industry problem and critically review and synthesize articles’ (a) purpose/significance, (b) literature support, (c) theoretical/conceptual framework, (d) design/method, and (e) findings.

EDH 690 Internship The internship is meant to be part of the culminating experience that provides the student with the opportunity to apply knowledge learned in the academic program while working within a sport organization. Students will work under the direction of a supervisor in an organization closely related to their selected area of interest for future employment. This course is structured to achieve the following objectives: 1) To provide a situation in which the student can apply knowledge gained through his/her program of studies in a “real world” setting; 2) To allow the student to meet working professionals in order to provide the opportunity to expand each student's personal network; and 3) To “learn by doing” and also to have a chance to prove to working professionals that the student is competent and capable of stepping into a permanent position.

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 25 of 31 Appendix A

Courses Assessed PLO 5

EDH 690 Capstone X

EDH 691 Internship X

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 26 of 31 (ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 27 of 31 NSHE Academic Program Proposal - Five-Year Program Cost Estimate and Resource Requirements Enter N/A if the information is not applicable to the program proposal

Program Resource Requirements. Indicate all resources needed including the planned FTE enrollment, projected revenues, and estimated expenditures for the first, third and fifth fiscal years of the program. Include reallocation of existing personnel and resources and anticipated or requested new resources. Third and fifth year estimates should be in dollars adjusted for inflation. If the program is contract related, explain the fiscal sources and the year-to-year commitment from the contracting agency(ies) or party(ies). Note: This form reflects the NWCCU's Substantive Change Budget Worksheet as of 8/28/17. Program: M.Ed. Intercollegiate and Professional Sport College/University: College of Education/UNLV Management I. PLANNED STUDENT ENROLLMENT FY 1: FY 22 FY 3: FY 24 FY 5: FY 26 Note : Enrollment numbers (A + B) for each fiscal year should match the FTE/Headcount numbers in the Academic Program Proposal Form (Sect. I.ii.). FTE Headcount FTE Headcount FTE Headcount

A. New enrollments to the Institution 10.58 15 21.25 30 21.25 30

B. Enrollments from Existing Programs

II. REVENUE FY 1: FY 22 FY 3: FY 24 FY 5: FY 26

On-going One-time On-going One-time On-going One-time

1. New Appropriated Funding Request $0 $0 $0 $0 $0 $0

2. Institution Funds $50,314 $107,723 $103,923

3. Federal (e.g. grant, appropriation) $0 $0 $0 $0 $0 $0

4. New Tuition Revenues (registaration fee) from $108,000 $216,000 $216,000 Increased Enrollments*

5. Other Student Fees (associated with the program)* $0 $0 $0

6. Other (i.e., Gifts) $0 $0 $0 $0 $0 $0

Total Revenue $158,314 $0 $323,723 $0 $319,923 $0 Note : Total Revenue (Section I) should match Total Expenditures (Section III)

1 Revised November 2018

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 28 of 31 NSHE Academic Program Proposal - Five-Year Program Cost Estimate and Resource Requirements Enter N/A if the information is not applicable to the program proposal

III. EXPENDITURES FY 1: FY22 FY 3: FY 24 FY 5: FY 26

On-going One-time On-going One-time On-going One-time

A. Personnel Costs

1. FTE (Total FTE for all personnel types) 2 0 3 0 4.5 0 Faculty 1 2 2 Adjunct Faculty 1 2 3 Grad Assts Research Personnel Directors/Administrators Administrative Support Personnel Other: ______Expenditures for personnel type below must reflect FTE levels in Section A.1. 2. Faculty $86,248 $182,497 $182,497

3. Adjunct Faculty $27,552 $49,599 $49,599

4. Graduate Assistants

5. Research Personnel

6. Directors/Administrators

7. Administrative Support Personnel

8. Fringe Benefits $41,514 $83,027 $83,027

9. Other:

Total Personnel Costs $155,314 $0 $315,123 $0 $315,123 $0

2 Revised November 2018

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 29 of 31 NSHE Academic Program Proposal - Five-Year Program Cost Estimate and Resource Requirements Enter N/A if the information is not applicable to the program proposal

FY 1: FY 22 FY 3: FY24 FY 5: FY 26

On-going One-time On-going One-time On-going One-time

B. Operating Expenditures

1. Travel

2. Professional Services

3. Other Services

4. Communications

5. Materials and Supplies $1,500 $1,500 $1,500

6. Rentals

7. Marketing materials and Advertising $1,500 $1,500 $1,500

8. Miscellaneous (accreditation fees) $5,600 $1,800

Total Operating Expenditures $3,000 $0 $3,000 $5,600 $4,800 $0

3 Revised November 2018

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 30 of 31 NSHE Academic Program Proposal - Five-Year Program Cost Estimate and Resource Requirements Enter N/A if the information is not applicable to the program proposal

FY 1: 22 FY 3: 24 FY 5: 26

On-going One-time On-going One-time On-going One-time

C. Capital Outlay

1. Library Resources

2. Equipment

Total Capital Outlay $0 $0 $0 $0 $0 $0

TOTAL EXPENDITURES (IIIA + IIIB + IIIC): $158,314 $0 $318,123 $5,600 $319,923 $0 Note : Total Expenditures (Section IIIA-C total) should match Total Revenue (Section I)

Budget Notes (optional):

4 Revised November 2018

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 03/04/21) Ref. ARSA-5, Page 31 of 31