Sport organizations are attempting to increase their popularity and product position within the rapidly changing and culturally diverse sport marketplace. Traditional North American sport organizations have rapidly and actively developed international divisions to help capitalize on the expanding global sport marketplace (Elmore, L., 2003; Miami Herald, 2002). The escalating international demand for a variety of sport products has led sport economic experts to believe the global economic impact of sport may be too great to accurately measure (Li, 2002). In order for students to succeed in the global market place, it is important for them to acquire an understanding for the international culture and language (Walters, 1990; Walls, 1992-93; Ball & McCulloch, 1993).
Previous research identified a void in international culture and language education in sport management (Oh & Gillentine, 2001; Gillentine & Orejan, 2003; Li, Kanters, & Ammon, 2002; Masterlaexis & MacDonald, 1997; Kelly, Beitel, DeSensi & Blanton, 1994; DeSensi, Kelly, Blanton & Beitel, 1990 Fielding, Pitts, & Miller, 1991). While these findings indicate the need for improvement in terms of course offerings and requirements, it is perhaps more important to identify the level of importance placed on international studies, second language acquisition and enhanced cultural awareness within the U.S. by administrators in a variety of sport organizations.
This study investigated the value placed upon international/cultural education and second language by administrators in the sport industry. A modified survey instrument (Masterlaexis & MacDonald, 1997; DeSensi, Kelly, Blanton, & Beitel, 1990) was used to record the perceptions for sport administrators of 34 professional sport organizations and from the academic program directors at 128 sport management institutions regarding the importance of international/cultural education and second language acquisition. Findings indicated that colleges and universities need to a) improve the quantity and quality of their international education requirements in their curriculums, b) improve the quantity and quality of international education specifically at the graduate level, c) encourage/require students to improve/acquire basic knowledge of a second language. Additional results identify specific languages that professional sport administrators perceive to be most desirable in today's sport marketplace and particular skills needed to succeed in this evolving market place.
The findings of this study could lead to the development of collaborative partnerships between professional sport organizations and international organizations. The results could further provide the “strategic roadmap” for the development of international sport courses for sport administration/management curriculums at both the undergraduate and graduate level.