Abstract
Gaming, due mainly to legalization in only a limited number of localities and its generally negative national image, has until recently not been a subject of study in highereducation. However, the unique nature ofgaming operations led to the advent of college educational programs leading to associate degree and certificate-granting programs. The primary purpose of this study was to uncover: (1) What determines the basic components of a curriculum in the casino management field? and (2) What evaluative methods might be included in the gaming curriculum model? The study methods included a questionnaire survey of managerial and hourly workers in the southern Nevada gaming industry and the projection of the labor demand in the gaming industry of the United States. The data thus collected were utilized in designing a gaming management curriculum for a two-year college in conjunction with the Employment Based Curriculum Model suggested by Kalani (1976). As a result, a model gaming industry management curriculum for two-year colleges was suggested and the criteria for the e valuation of gaming management curriular were recommended. The suggested gaming industry management curriculum includes two distinct components of technical and managerial courses.
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