Why Accreditation Matters
WHY Accreditation MATTERS
- Encourages confidence that an institution’s or program’s presentation of the education it provides is fair and accurate, including the description of services available to students and the accomplishments of its graduates.
- Assures that a neutral, external party (the accrediting organization) has reviewed the quality of education provided and has found it to be satisfactory, based upon appropriate peer expertise.
- Signals prospective employers that an educational program has met widely accepted educational standards.
- Confirms that institutions and programs have processes in place to meet changes in thinking within the academy and in the public’s expectations;
- Provides for eligible students to have access to federal financial aid if they attend institutions accredited by accreditors that are “recognized” or scrutinized for quality by the U.S. Department of Education (USDE).
- Assists with transfer of credits among institutions or admission to graduate school, with student mobility more likely to be successful among accredited institutions as compared to unaccredited institutions.
- Aids with entrance to a profession, when a particular field may require graduation from an accredited program or institution.
Why DOES AccreditATION Status MATTER?
Accredited status is a reliable indication of the value and quality of educational institutions and programs to students and the public. Without accredited status, it is hard to be sure about the quality of the education or to be con dent that an institution or program can deliver on its promises. Similarly, employers or graduate programs cannot be confident that graduates of an unaccredited institution or program will be appropriately prepared. Remember that accreditation of an institution may not mean that a specific program is accredited, particularly a professional program leading to licensure.
WhY SHOULD STUDENTS CARE ABOUT ACCREDITATION?
It means that students can have confidence in an institution or program because those who went before had access to a quality education through accreditation, peer experts have reviewed the quality of the education provided, the processes by which students are educated and the processes that the institution or program uses to maintain an acceptable level of quality over time.
How Do Students Know an Accredited Program Will Keep Its Word in Providing the Education Described in Its Public Materials?
As part of the accreditation process, institutions and programs must demonstrate that they meet the accreditation standards requiring that they provide quality education. And, they have to demonstrate truth in advertising – that the information presented about the education they offer is accurate.
DOES THE COST OF accreditation MATTER?
The cost of COSMA accreditation has not changed since its inception in 2008. However, the annual program member fee will rise 10 percent for the 2024-25 fiscal year (July 1 - June 30). We are instituting a process to allow “limited resource institutions*” a reduced fee for membership. COSMA wants to enable all sport management programs to afford the accreditation process and to ensure a more equitable financial process for member institutions.
* Be among the bottom 15 percent of active Division I schools from a resource standpoint, as determined by per capita school expenditures, per capita athletics department funding and per capita Pell Grant aid for the student body. OR Be a member of a conference in which 60 percent of the schools are among the bottom 15 percent of active Division I members from a resource standpoint. (AASP Grants for Schools - NCAA.org)
The only other cost associated with COSMA is a once-every-seven-years site visit. We provide two ways to pay for this:
1) With a one-time stipend where COSMA arranges travel and hotel and the payment of site reviewers’ honoraria and food and any other travel-related costs; OR
2) Programs pay directly for hotel, travel, meals and COSMA requests reimbursement for any costs not directly paid for by your program. In this way, you can control some costs by choosing economical travel, hotel and food options.
COSMA’s budget mainly pays for the salaries of its staff: One FT Executive Director, one PT Program Manager and a Bookkeeper, paid hourly. COSMA offers leadership opportunities, networking, pedagogical resources, conference, CSSM journal access, training and other non-tangible benefits without charge. We are a lean operation!
Your COSMA Board of Directors determines how money is spent and what is charged annual for fees. Please communicate with them if you have concerns about the cost of accreditation.
* Be among the bottom 15 percent of active Division I schools from a resource standpoint, as determined by per capita school expenditures, per capita athletics department funding and per capita Pell Grant aid for the student body. OR Be a member of a conference in which 60 percent of the schools are among the bottom 15 percent of active Division I members from a resource standpoint. (AASP Grants for Schools - NCAA.org)
The only other cost associated with COSMA is a once-every-seven-years site visit. We provide two ways to pay for this:
1) With a one-time stipend where COSMA arranges travel and hotel and the payment of site reviewers’ honoraria and food and any other travel-related costs; OR
2) Programs pay directly for hotel, travel, meals and COSMA requests reimbursement for any costs not directly paid for by your program. In this way, you can control some costs by choosing economical travel, hotel and food options.
COSMA’s budget mainly pays for the salaries of its staff: One FT Executive Director, one PT Program Manager and a Bookkeeper, paid hourly. COSMA offers leadership opportunities, networking, pedagogical resources, conference, CSSM journal access, training and other non-tangible benefits without charge. We are a lean operation!
Your COSMA Board of Directors determines how money is spent and what is charged annual for fees. Please communicate with them if you have concerns about the cost of accreditation.
WHY sport industry SHOULD value accreditation ... TELL THEM ABOUT IT
How can YOU help sport industry know what accreditation means for graduates of your programs? How do they know what to look for in job applicants if you do not educate them?
return on investment/proof of value
You show COSMA how many students you graduate, retain, and prepare for employment after graduation – YOU are the proof of ROI. The process can help you gain additional resources for your program and advocate for you to your administration. We cannot actually matriculate students into your program or into your classrooms or employed – that is YOUR job. With guidance from COSMA, you develop a systemic feedback loop through outcomes data collection and analysis wherein you determine how to get better, within a context that works best for your students and graduates.
Can Every Accreditor be Trusted?
Not all accreditors are the same. Recognition of an accreditor by USDE or the Council for Higher Education Accreditation (CHEA) means that the accreditor has been reviewed by an outside organization to determine that the accreditor is trustworthy. Both of these organizations provide periodic external reviews of accrediting organizations and have high standards, checking, e.g., every five to ten years to see if the accreditors they have recognized continue to meet these standards. Some established accrediting organizations are not eligible to address either USDE or CHEA recognition standards. Others may deserve special scrutiny because they may be rogue providers of accreditation or “accreditation mills.”
What is a “Recognized” Accrediting Organization?
Just as institutions and programs are accredited, accrediting organizations are reviewed to make sure that have processes and outcomes in place to protect students and the public. An accrediting organization that has been reviewed and determined to meet the standards of an external body, such as USDE or CHEA, is “recognized.”
How Does the Accrediting Organization Review Educational Outcomes?
Accrediting organizations require institutions and programs to set standards for student learning outcomes and provide evidence that the learning outcomes are achieved. The expected outcomes and the evidence vary, depending on the level of education provided and the different skills or competencies required of graduates in different fields.
What are some examples of direct measures of student learning?
Some examples of direct measures include, but are not limited to: comprehensive exam, capstone project, projects, assignments, papers or presentations associated with a required structured internship, portfolio, thesis, dissertation.
What are some examples of indirect measures of student learning?
Some examples of indirect measures include, but are not limited to: graduate survey, alumni survey, reflection paper, internship supervisor evaluation, employer survey, exit interview, advisory boards, student focus groups, anecdotal evidence.
I have a Bachelor's, Master's, and Doctoral program at my institution. May I use the same student learning outcomes for all three programs?
No - Each program must have its own student learning outcomes that reflect the level of knowledge, critical thinking, and analysis that you expect at each academic level. For example, an undergraduate student might be expected to: "Demonstrate knowledge of the CPC content areas," while a master's student would be expected to: "Apply knowledge of CPC content areas," and a doctoral student would be expected to: "Summarize and interpret knowledge of CPC content areas." Use Bloom's Taxonomy to help you write appropriate program-level student learning outcomes.
How are cosma accredited programs better preparing students for jobs in sport management?
How ARE you preparing students for jobs? That is one of the questions we ask you to measure and track. We provide guidance and feedback on how to do the measuring and tracking as usefully as possible. We have a network of faculty across the country to assist you and to share best practices with.
What is the value added for students?
Students within COSMA programs have access to:
- Chi Sigma Mu, student honor society
- Scholarship & Grant money
- Leadership position on the BOD
- Faculty who plan and measure outcomes of student learning annually
- Faculty with a support network of sport management educators worldwide
- Faculty who do research on student learning and experiences and who share that information nationally/internationally
My institution has three separate campuses that offer sport management degrees. Do all three sites have to be accredited together?
All off-campus locations of an institution that offer degree programs in sport management fields normally will be included in the COSMA accreditation process, as long as those programs are under the degree-granting authority of the institution seeking accreditation. Decisions about what degrees and campuses to include will be determined prior to the granting of Candidacy Status as programs will complete a "Scope of Accreditation" checklist. Where multiple campuses exist within the framework of one institution, the COSMA Board of Commissioners will determine which campuses may be included in a single self-study. In the self-study, the burden of proof is on the program to show how the resources (e.g., faculty, facilities, etc.) are similar and different on all campuses and/or how resources are shared between the three campuses. The program must show how students on each campus have equal access to resources. If the program chooses not to provide information on all three campuses, a rationale must be provided as to why not.
What are the boundaries of “operational effectiveness?”
Operational effectiveness is the ability of the sport management program/department/academic unit to accomplish its self-identified goals. Its scope is program-based, not inclusive of the larger institution.
Why is the process so tedious?
We are asking you to tell us all about how your sport management degree programs and academic unit fit within your College or University structure. We are also asking you about the eight most important ways in which your program is organized: From Outcomes Assessment to Educational Innovation. Our Principles are based on “characteristics of excellence in sport management education,” determined by YOU. Every five years, we go through a revision process to our accreditation documents. If you have a new idea about how we organize what we do, let us know.
What if the process was “easy?” What if we did not check on anything you tell us? What if we did not hold you to a high level of excellence? There would be no point to this, no aim for “continuous improvement.” We want you to tell us your “story;” why what you do attracts and prepares the best students and how you are staying on top of trends in sport industry and higher education.
What if the process was “easy?” What if we did not check on anything you tell us? What if we did not hold you to a high level of excellence? There would be no point to this, no aim for “continuous improvement.” We want you to tell us your “story;” why what you do attracts and prepares the best students and how you are staying on top of trends in sport industry and higher education.
How Many Hours are required in the CPC (Common professional component) table?
There are no minimum or maximum hours required in the CPC table. The purpose of the CPC is to ensure that the CPC topical areas are covered in undergraduate sport management degree programs. The COSMA does not expect, however, that all of the CPC topical areas will be covered equally. It is the responsibility of the program to provide appropriate rationale for any significant CPC variations. For each required undergraduate course, the Abbreviated Course Syllabus should include a course outline specifying the CPC coverage in that course. Because a course may simultaneously cover multiple topics (for example, consumer behavior covered in a marketing course may also count towards psychological foundations), it is normal for the total hours of CPC coverage in a course to exceed the actual number of scheduled student contact hours. You need to identify where the topical areas in the CPC are covered in your required course offerings. This requires that you first complete an Abbreviated Course Syllabus for each required course.
We are just starting a Doctoral program at my institution. Do I have to include it in a site visit?
All programs in which a graduate receives a degree in sport management must be part of the accreditation process. Normally a new degree program will have been operational, with enrolled students, for at least two years before it is reviewed for accreditation by the COSMA Board of Commissioners. All new degree programs must be reviewed by the COSMA within five years of their inception. You can schedule a site visit for your undergraduate program to be reviewed before having two years of graduates in any new or graduate program, but once that program is eligible for accreditation, you would need to schedule another site visit. COSMA staff will work with you to minimize cost and administrative burden as you develop and expand programs as outlined in the Annual Reports you submit.
Can my internship hours count toward the 25% dedicated to sport management courses?
Field experiences are courses deserving of academic credit and they count in the 25% of coursework. The internship credit should count to the total sport management credit percentage and the CPCs should be covered sufficiently and based only on required courses (excluding fieldwork).
Which elements of Principle 3 (Curriculum) do I need to include for my master's and doctoral programs?
3.1 Program Design
3.5 Curriculum Review and Improvement
3.6 Master's curriculum
3.7 Doctoral Curriculum
3.5 Curriculum Review and Improvement
3.6 Master's curriculum
3.7 Doctoral Curriculum
What is the minimum number of faculty I need for my program?
COSMA does not specify the number of faculty needed. Your program will be evaluated on faculty load, program coverage, and resource allocation which will show whether you have “enough” faculty to effectively manage your program.
How many faculty need to be doctorally-qualified?
There is no specific minimum number of faculty that must be doctorally-qualified, except for those who teach students at the doctoral level. Some institutions or their sport management programs may be structured in a way that reduces the number of doctorally-qualified faculty. The flexibility also allows for faculty with special experiences or unique qualifications that meet a specialized need or for specific institutional needs. A high percentage of undergraduate and masters level credit hours will be taught by doctorally-qualified and professionally qualified faculty members. The evaluation team will review faculty qualifications including: current vita, transcripts of all graduate work, descriptive statement of each faculty member's experience and a listing of scholarly and professional activities.
How do I calculate student contact hours in Tables 4?
The easiest way to calculate student contact hours is this way: Number of classes/sections X number of student contact hours per class = number of student contact hours. For example, Professor A teaches 1 class with 3 sections and has 45 student contact hours in each section: 3 x 45 = 135. Please refer to your institutional policy (from the Registrar's Office). There may be some different ways to calculate the student contact hours for online or accelerated classes.
How do I measure “ethics” for my faculty?
Refer to your faculty policy manual when answering these questions.
What would an ideal student/faculty ratio be?
COSMA does not prescribe an “ideal” student-faculty ratio. An ideal student-faculty ratio would depend on your program's mission, goals and strategic plan. Preparing the self-study might help you determine an appropriate student-faculty ratio for your program.
What would an ideal student/internship ratio be?
COSMA does not prescribe an “ideal” student/internship ratio.
How many hours does a student need to complete in an internship?
Internships are not required, but are strongly encouraged. Principle 7.4 Business and Industry Linkages/Internship on page 51 of the Accreditation Principles document asks you to show how your internship or similar experience enables students to work for a sports organization or in a sport-related office to gain useful, relevant experience for a career in sport. You document how your internship:
a. Applies sport management core content and theory to hands-on practice.
b. Provides professional, trained supervision and guidance.
c. Enhances students’ understanding, ability and knowledge of the sport management industry to develop skills that directly translate to a future career in sport.
d. Clarifies students’ career goals.
e. Develops relationships with sport industry practitioners.
f. Provides students employment and networking opportunities.
a. Applies sport management core content and theory to hands-on practice.
b. Provides professional, trained supervision and guidance.
c. Enhances students’ understanding, ability and knowledge of the sport management industry to develop skills that directly translate to a future career in sport.
d. Clarifies students’ career goals.
e. Develops relationships with sport industry practitioners.
f. Provides students employment and networking opportunities.
Principle 7.7 External Accountability: What information about student achievement must be public?
Programs are required to publish the two matrices included in the outcomes assessment plan - the student learning outcomes matrix and the operational effectiveness matrix. In addition, a "program information profile" is required, though programs may select which measures are documented. All programs are required to provide this information on one webpage and it must be updated annually.
I am a site reviewer. What gifts may I accept from institutions? Tickets to sporting events?
Please refuse any gifts offered to you. The institution is allowed to buy your meals, but no memorabilia should be accepted. Tickets to sporting events should not be accepted.
Can I record the interviews I conduct on site?
Please take notes and do not record any interviews. The institution should not record interviews either.
Should I interview alumni?
COSMA will work with you to establish a site review schedule that is acceptable to you. Alumni interviews should be established if that is agreed upon by the program and the site review team. The two-day site visit template in the site visit manual serves as a guideline, but please tailor the site visit interviews to fit your institution and your program.
Should I interview internship coordinators/athletic groups?
As with alumni, this would be an excellent group to try to interview, particularly if it is central to your program's mission.
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WHEN MARKETING YOUR ACCREDITED PROGRAM, DO THE FOLLOWING:
1) Include the personalized accreditation seal on your email signature, social media and any publications about your program. 2) Social media - "Like" and follow @cosmaweb on Facebook, Twitter and Instagram. Tag @cosmaweb for sharing/retweeting. 3) Encourage students to include COSMA accreditation on their resumes as they apply for jobs, internships or graduate school. 4) Include your COSMA accreditation status on any job openings you post on the NASSM listserv and other job sites. 5) Ensure your internship sites know your students are coming from a COSMA-accredited program! 6) CHEA Recognition: This is an opportune time to let recent alumni, current students, parents, internship sites and other stakeholders that the quality of your program has been and continues to improve and has been reviewed by a recognized accreditor. 
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2023 Sports Industry Outlook:
• The blending of physical and digital experiences will move from proving concepts to creating new functionality and better experiences. • With the possibility of new sports betting restrictions emerging around the world, there will be a greater emphasis on risk management and responsibility as the industry seeks more growth and profitability. • Interest and involvement by private equity investment in sports will continue to grow. How will sports organizations respond to new types of investors and their expectations? How will investors act during a potential economic downturn? • After a breakthrough year, women’s professional sports are in a strong position to further advance in 2023, but additional work is necessary to improve awareness, expand sponsorship, and grow media rights valuations and investment. • College athletics in the United States are undergoing unparalleled change. It will be a challenge to balance the extraordinary opportunity with responsibility to student-athletes, schools, fans, partners, and alumni. (Deloitte, 2023). |
