Rеsеarch Actіvitу and Prеsentatiоn – 25 points (15 and 10 points respectively) Students will find a partner and work on a research project that could hypothetically be submitted to the Sport Management Education Journal. Students will develop a manuscript for possible submission as well as develop a 1015 minute class presentation of their manuscript. Students will be strongly encouraged to submit an abstract to the ASMA Conference, which is hosted by Baylor in 2018. See: https://journals.humankinetics.com/page/authors/smej (Links to an external site.) Links to an external site. See: https://appliedsportmanagement.files.wordpress.com/2017/05/2018asmacallforsubmissions.pdf (Links to an external site.) Links to an external site. Contributions to this PI section will vary in length. Essays, Dialogues, & Interviews are usually limited to 2,000 words. Case Studies and Educational Research Reviews should be between 4,000 and 6,500 words, allowing readers to digest a large amount of material in a usable form. Additionally, articles should be written in a brief, easytoread, readytouse format, and, depending on the subject matter, focus on specific activities and include lists of steps and necessary resources. Educational Research Reviews – Research Review. Papers submitted as educational reviews should be focused on one of three content areas: research reviews, theoretical reviews, or instructional technique reviews. An abstract of no more than 150 words should be included with the review. Authors interested in submitting a manuscript to the Educational Research Reviews section should make clear the nature of their content and why it is relevant to sport management instructors and students (future sport professionals). The rationale that a review is needed because a given phenomenon has not been adequately examined in sport, for example, is not sufficient justification for a review. Instead, if a topic has not been extensively examined in the sport literature, authors should consider how a focal phenomenon has been studied in the relevant literatures (e.g., business, education, psychology) and then build a case for why infusing this phenomenon into our sport management curricula and work is important. The following questions may also help guide authors in the development of their manuscript: What is the sum of the ways a focal phenomenon is studied in the sport literature? In other words, provide a summary of key studies. What is the problem? What is the gap in the literature? Why is the problem important? That is, why is it important to address the gap in the literature? Does the proposed review address the problem (bridge the gap)? In addressing the problem, does the review make a strong case as to why it represents a worthwhile contribution to the sport management discipline? What are the implications of the review for sport management educators and professionals? Research reviews provide a thorough examination of the body of research on a single topic or a collection of similar or related topics. Research reviews go above and beyond a general review of the literature. Authors interested in writing a research review should identify a phenomenon (e.g., consumer behavior, leadership, recruiting) that is both important and relevant to the study and practice of sport management. After doing that, authors should identify a problem with the current state of research about this phenomenon, explain the importance of the problem, state how their review will address the knowledge gap, and then critically review and synthesize the relevant scholarship. Research reviews also should include a detailed takehome message for sport management instructors. This component of the research review brings together in an applied fashion the aggregate body of information compiled in the literature review.