Gymnastik- och idrottshögskolan, GIH

Introduction Sport research within social science, and sport science (sport studies) education at an academic level are relatively new phenomenon’s in Sweden. Research started in the 1970s and before the 2000s there were only a few academic sport educations. Today, research and education are comprehensive and diversified. Also, the sport labor market has been expanding and changing, with more employment opportunities, on the one hand, and a smaller proportion of these being qualified jobs, on the other. The study deals with the Sport Academization process. The purpose is to attain extended knowledge and a deeper understanding of higher sport science education and its relationship to sport research, and the sport labor market - from a perspective of knowledge. The research questions are: What knowledge is produced within social science sport research, what knowledge is mediated through higher sport education, and what knowledge is demanded in the sport labor market? How does the production, mediation and demand for academic sport knowledge relate to each other? Do they differ, and if so, in what ways and why?Four theoretical concepts are particularly central in the study: knowledge (Berger & Luckmann 1966), paradigm (Kuhn 1962), discourse and institution (Foucault 2008). Bauman’s theories about social processes and discourses of different eras are also central (Bauman 1998).MethodsThe empirical material consists mainly of various documents, such as: dissertations, journal articles, educational curriculums, job listings, and various statistical materials. The documents have been analyzed quantitatively, with statistical analysis, and qualitatively, through discourse analysis.ResultsThe study shows that there are discrepancies between produced, mediated and demanded knowledge. The largest proportion of research has been produced within the fields of pedagogy, psychology and history. At the same time, almost half of the educations are within Sport Management. Also, preliminary results show that the demand for knowledge on the labor market is mainly expressed through demands of practical knowledge, i.e. knowing how to do things, rather than having knowledge and understanding about things. DiscussionThe main interpretation of observed differences is that research, education and labor market is based on different contemporary logics (ideas and ideals). The differences between mentioned knowledge entities highlights important questions about whether and how research, education and the labor market within sport should be governed.ReferencesBauman, Zygmunt (1998). Work, consumerism and the new poor. Buckingham: Open University PressKuhn, Thomas S. (1962). The structure of scientific revolutions. Chicago: Univ. of Chicago Pr.Berger, Peter L. & Luckmann, Thomas (1966). The social construction of reality. London: PenguinFoucault, Michel (2008). Diskursernas kamp. Eslöv: Symposion