Purpose/Rationale: This paper analyses how municipalities and participating sport federations perceive SM-veckan, a Swedish bundled sport event based on national championships.

Design/Methodology/Approach: The study's analysis of the perceptions is based on semi-structured interviews with representatives from host cities and sport federations. The perceptions were found by open coding and analysed using sport innovation theory.

Findings: Municipalities and federations had three main perceptions of which the first was the perception of SM-veckan as an exhibition due to its broadcast coverage. The other two perceptions were as a challenge and a learning opportunity. The study shows how the organisations' organisational and personal resources allowed them to turn the challenges into learning opportunities based on process innovations.

Practical Implications: The study shows that bundled events enable innovation, yet long-term learning needs planning especially for sport federations. Also, when managing bundled events, organisers must respect the sports' format.

Research Contribution: This study develops the concept of bundled sport events and the relation between this format and sport event innovation.

Originality/Value: The study object, a bundled sport event, is an emerging event format and research is needed to understand and contribute to the development of this event format.

By comparing the development of ice hockey and football in Norway from the beginning of the twentieth century until today, the study shows how structures within ice hockey and in Norwegian society have hindered the development of ice hockey and favoured that of football. Based on an analysis of local ice hockey clubs and press coverage, the paper shows that the sports followed a similar line of development in three phases albeit with very different outcomes. In the initial phase both sports founded a national federation and sought to expand. In the latter, football proved much more successful than ice hockey, whose equipment and facilities were costly. In the post-war phase, the study shows how football benefitted from the new national lottery money whereas ice hockey only got new facilities due to the 1952 Olympics, and as a temporary event, the Games did not prove a lasting source of support. Finally, in the most recent phase marked by professionalisation, both ice hockey and football were characterised by a high interest in professionalisation, but in particular for ice hockey clubs it was challenging to turn the sport into a sustainable business.

There is a close relationship between modern sport in Denmark and Greenland, as sports inspired by Danish ideals were present in Greenland as early as the 1930s. However, the main connection developed between the 1950s and the 1980s, in parallel with the increasing involvement of the Danish Sport Confederation (DIF) and the Danish state in the modernization of Greenland. DIF promoted western sports, supported clubs, and - starting in 1953 - provided financial and educational support to the Greenlandic Sport Confederation (Timersoqatigiit Kattuffiat/Gr & oslash;nlands Idr ae tsforbund, GIF). After an initial ad hoc phase, the establishment of DIF's Greenland Committee in 1963 formalized its work in Greenland. Nevertheless, DIF and GIF did not share the same vision for sport. DIF viewed sport as a means of modernizing Greenlandic society, while GIF focused on expanding access to sport and improving its organization locally. The interplay between colonial influence and indigenous agency was a defining feature of this development. The most significant factor in changing the relationship was the growing demand for greater autonomy within Greenlandic society during the 1970s, including in the realm of sport. This culminated in the dissolution of the Greenland Committee in 1983 and GIF's full independence from DIF in 1996.

This paper analyses the development of the sport event policy in the case of Denmark, a small, Western country with no mega sport event hosting experience.Based on an analysis of archival documents, media coverage and interviews withrepresentatives of sport federations, municipalities, and the organisations carrying out the event policy, the paper traces the start of the policy to 1994 when theDanish sport confederation (DIF) founded Idrætsfonden Danmark (The SportsFoundation Denmark) supported by among others the Danish ministry of culture.Drawing on the sociology of translation, the paper shows how the policy slowlymanaged to showcase (‘problematise’) events as suitable investments for bothsport organisations, municipalities and the state. The interest of the state showedin particular as the Ministry of culture increased its funding temporarily in 2007and permanently in 2014. Finally, the paper shows how this development and national recognition is reflected in the policy’s impact on the stakeholders, whichchanges from an initial one-way form of financial support and advice related toa specific event to a freer form, a “triangle” in which all corners (the policy, thesport federations, and the municipalities) share the responsibly for developingDenmark as a host of international sport events.

The presented report is part of the Sustainable Sport Management (SSM) Project and describes the process and results of work package 2 (WP2). Accordingly, it presents the deliverables D2.1, D2.2, D2.3, D2.4 of the project. These deliverables focus on SSM curricula mapping and their alignment with the sustainable strategies of sport organisations. To examine this issue, an online survey was conducted among 76 representatives of higher education institutes (HEI) that offer undergraduate and graduate sport management programmes. In total, respondents from 21 countries in Europe and the USA are included in the survey. Furthermore, five focus groups were conducted and five sport management curricula were scrutinised and presented in this report. 

Key findings: 

• The examined curricula showed most connection with socially oriented Sustainable Development Goals (SDG), compared to a current underrepresentation of environmental goals. • Most students will encounter teaching related to sustainability during their education as an integrated part of different sport management courses. 42% of the examined programmes offer one or several specific course(s) or module(s) that relates to sustainability. • The results highlight that the personal interest of academic staff is very important when introducing sustainability as a topic in a study programme. • To further the integration of sustainability in curricula, a clear understanding, definition and structure of sustainability is of importance as well as the representation of all 17 goals. • Academic staff must be introduced to education and teaching tools related to sustainable development to further develop knowledge and implementation. • A continuous negotiation between top-level decision-makers and academic staff is necessary for a long-lasting implementation in a curriculum. • Adequate funding is also crucial to include sustainability in a curriculum, since a lack of resources (money and time) is one of the major obstacles to implement sustainability. • It is advised to integrate sustainability competences like interpersonal thinking, values thinking, future thinking, etc. in the programme design.