The arms race, the definition of amateurism, Title IX, commercialism and academic integrity are regularly titles of chapters or catch phrases of texts written about intercollegiate athletics. Community college research focuses on the student population, transfer issues and the role of 2-year colleges within higher education. This study focuses on the intersection. Junior college athletic programs have been operating for nearly a century and currently serve more than 70,000 college students throughout the country without the guidance of appropriate research.Five research questions are divided into two subgroups; the first focusing on the history of participation through affiliation with the NJCAA and the next four on current trends in the presence, size and specific sport opportunities in community colleges. Data on the history of participation was collected directly from NJCAA national offices and imported into spreadsheets, providing a substantial amount of raw data previously unavailable. The second subset of questions utilized merged data sets from IPEDS and EADA. Descriptive statistics were used to analyze the historic data. Logisitic and OLS regression techniques provided results for the presence, size and specific sport analyses.The decline of men's opportunities in NJCAA institutions provides evidence that women's growth made possible through Title IX, occurred at the expense of men. The economic status of colleges provided a better indicator of growth or decline for either gender in junior college athletic programs after the initial thrust of women's teams ended. Enrollment, the percentage of full time students and the rural variable all proved to be positively associated with the presence of and size of athletic programs, while the female share of the student population was negatively associated with presence and size.The results provide information for local administrators of athletic departments, college administration, state governance groups and national associations. Financial constraints and concerns of supporting athletics at the community college level can be expanded. Gender equity issues should be explored in more detail. A foundation has been established, needs to be reinforced and should provide a launching point for future research in junior college athletics.

In this thesis, I examine the suggested role of intercollegiate athletics by Myles Brand (2006). His two viewpoints, the Standard View and the Integrated View, raise practical areas for reform in the relationship of athletics and academics. The Standard View “conceives of intercollegiate athletics as an extracurricular activity. In that respect, it resembles participation in student government or protests against the university administration. It has more educational value than fraternity parties but less than the chess club” (p.10). The Integrated View’s defining feature “is that athletic programs are made part of the educational mission of the university. Another feature of the Integrated view is its attempt to dispose of the common academic bias against physical ability” (p.17). Although Randolph Feezell (2015) criticizes Brand’s article and finds his arguments unpersuasive, I argue that Brand is more right than he knew and that the Integrated View, while helping to justify intercollegiate athletics as currently designed, also impacts other departments on campus as well. With this in mind, I believe three important reforms should be enacted in a university based on the implications of Brand’s ideas. First and foremost, “athletics” should be understood broadly as an overarching term that encompasses intercollegiate athletics, recreational sports, games and physical activity. With that in mind, I suggest that universities provide more funding to intramurals and club sports. This money, now provided to the general student population, will be used to eliminate participation fees and improve facilities and equipment. Second, physical activity classes should be a part of the core curriculum for all students. Finally, the organizational structure of intercollegiate athletics must change. If education is key and if the Integrated View should be accepted, then intercollegiate athletics should be scaled back, adopting something similar to the current a Division III model.

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Thesis (Ph. D.)--Columbia University, 1935. / Vita. Description based on print version record. Bibliography: p. 99-100.

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Master of Science / Department of Counseling and Educational Psychology / Brandonn S. Harris / Academic clustering is the occurrence of twenty-five percent or more of a single athletic team enrolled into a major (Fountain & Finley, 2009). Although clustering appears to have the possibility to occur among all college students, it seems to be more prevalent within intercollegiate athletics. There are several different factors that influence the prevalence of this experience. For the collegiate student-athlete, these factors include the National Collegiate Athletic Association, university athletic departments, individual differences among student-athletes, and characteristics associated with the university. While these are likely not the only contributors of academic clustering, they seem to be very prominent. Further, given that attention has been given to identifying the negative consequences of academic clustering in intercollegiate athletics, clustering also may result in positive implications. The purpose of this report is to provide information and increase the awareness towards academic clustering. Additionally, this report provides information as to the causes, but also offers recommendations that have the potential to lessen academic clustering within intercollegiate athletics.

Thesis (Ph. D.)--Ohio State University, 1971. / Includes vita. Includes bibliographical references (leaves 367-381). Available online via OhioLINK's ETD Center.

The magnitude and allocation of institutional athletic expenditures varies widely across NCAA divisions at the intercollegiate level. I illustrate the relationship between expenditures and institutional characteristics on overall athletic department success (i.e., Directors’ Cup scores) for NCAA Division I and Division III institutions. Specifically, using a fixed effects panel regression model I find that there is a small, positive relationship between total athletic expenditures and Directors’ Cup scores. I also show that time-varying institutional characteristics do not have a significant relationship with athletic performance. Further, my study supports the existence of a positive relationship between female athletic expenditures and Directors’ Cup scores, particularly for Division III institutions. These results provide valuable insights on the scale and distribution of resources associated with institutional achievement across genders and levels of competition in intercollegiate athletics.

The purpose of this project was to review the literature associated with the social and psychological adjustments freshmen and transfer intercollegiate athletes face as they transition into college and create a mandatory course to assist them through their transition into California Polytechnic State University. This project led to the creation of an academic course that will be offered at California Polytechnic State University in the near future. This course could serve as an impetus for coaches, faculty, and administrators at other universities to develop similar courses, or reevaluate established course offerings, and to develop follow-up course training for intercollegiate athletes that will contribute to their positive growth throughout the course of their college careers.

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