Professional competencies development of sports science students: the need for more entrepreneurship education

Matic Radenko M. (), Gonzalez-Serrano María Huertas, Damnjanović Jelena, Maksimovic Branka, Papić-Blagojević Nataša, Milošević Isidora and Vuković Jovan
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Matic Radenko M.: University of Novi Sad, Novi Sad, Serbia
Gonzalez-Serrano María Huertas: University of Valencia, Valencia, Spain
Damnjanović Jelena: Business School, Novi Sad, Serbia
Maksimovic Branka: Business School, Novi Sad, Serbia
Papić-Blagojević Nataša: Business School, Novi Sad, Serbia
Milošević Isidora: Business School, Novi Sad, Serbia
Vuković Jovan: University of Novi Sad, Novi Sad, Serbia

Management & Marketing, 2022, vol. 17, issue s1, 426-448

Abstract: As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students’ entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV - Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (β=0.97), Openness (β=0.79), and Agreeableness (β=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (β=0.85), Emotional stability (β=0.80), and Openness (β=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (β=0.94; β=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.

Keywords: Entrepreneurship; Curriculum; Sports Industry; Human resources; Higher Education (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:manmar:v:17:y:2022:i:s1:p:426-448:n:2

DOI: 10.2478/mmcks-2022-0024

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