Motivations of Americans to be Fans of Non-U.S. Sports Teams

This research was conducted to gain a better understanding of why American sports fans chose to follow international teams and how they consumed the international sports product. The results provided can assist sports marketers learn about the various ways to expand their business internationally and the key factors that most influence non-domestic fans. By understanding fan motivations in an international context, marketers can more effectively execute their business plans when trying to sell in foreign markets. Previous information was gathered regarding fan motivations and behavior, but little was known about fandom abroad. The data were measured through a 13 question survey and randomly sent out to a sample of 1500 students at a northeastern college in the United States. The 29 complete responses were statistically analyzed and used to develop results. From the analyses, the top three most influential factors motivating Americans to follow international sports were: influence of a star player or coach, the location of the team and the league in which they play in. These three factors were the primary reasons why individuals chose to become fans of certain teams and should be utilized in international sports sales/marketing strategies

\u3cb\u3eReviewer Essay:\u3c/b\u3e On Publishing SoTL Articles

Excerpt: With its most recent acceptance rate of 11%, IJ-SoTL represents one of the most difficult places to get a manuscript published. These three tips can help move you closer to that 11%

Guidelines for authorship credit, order, and co-inquirer learning in collaborative faculty-student SoTL projects

Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and affect power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this paper proposes a new model to identify the relative contributions of student collaborators and explicitly incorporate a process-focused approach to collaborative faculty-student SoTL projects