Sue Inglis

RETENTION FACTORS IN COACHING AND ATHLETIC MANAGEMENT: DIFFERENCES BY GENDER, POSITION, AND GEOGRAPHIC LOCATION:

This study was undertaken to identify the reasons coaches and athletic administrators stay in their positions. A total of 359 intercollegiate university and college coaches and athletic administrators responded to a questionnaire consisting of 33 items that elicited (a) the extent of how important each item was for staying in ones present position and (b) the fulfillment attached to each item. Previous empirical analyses of the retention items yielded three factors: Work Balance and Conditions, Recognition and Collegial Support, and Inclusivity. Two separate multivariate analyses of variance (MANOVAs) were used to analyze the two sets of dependent variables (importance and fulfillment of retention items) with the independent variables (gender, position, and country). The identification of retention factors provides preliminary knowledge that may be useful for creating a work environment that encourages coaches and athletic managers to remain in their positions.

Governance of Nonprofit Leisure Organizations

Abstract This paper presents an overview of nonprofit governance models and illustrates how these models could be adapted for the context of nonprofit leisure organizations. Governance models examined include Houle’s traditional model, Carver’s policy governance model and an Executive led model. To ensure the most appropriate governance frameworks are in place to enhance the effectiveness of nonprofit leisure organizations, this paper explores the contingency issues of categorizing nonprofit leisure organizations on the basis of inclusion of executive and volunteer involvement and the continuum of organizations from public benefit to member benefit.

Cross-cultural simulation to advance student inquiry

This article reviews how and why the authors have used the cross-cultural simulation BAFA BAFA in a 1styear social sciences inquiry course on social identity. The article discusses modifications made to Shirts’s original script for BAFA BAFA, how the authors conduct the postsimulation debriefing, key aspects of the student-written reflection of the simulation, and research results on how students perceive and rate BAFA BAFA relative to their learning. Students enrolled in the course find the simulation to be important to various aspects of their learning, including helping them to understand cultural diversity. This is particularly true for students who score highly on measures of deep learning, that is, the ability to connect course content with meanings in other situations and experiences in reflective ways.