Athletic directors (ADs) in institutions of higher education are the chief administrators of their respective athletic departments. The purpose of this study is to describe the current demographic, educational, and professional characteristics of National Collegiate Athletic Association (NCAA) Division II and III ADs. Forty-five Division II ADs and 105 Division III ADs responded to a survey of 725 institutions, returning response rates of 15.5% and 24.1% respectively. Findings for social and educational demographics mirror those of previous studies. Subjects in both divisions studied athletic administration in post-graduate work, but studies in education were also common. Experiences in coaching and athletic administration were most frequent for both samples. Division II ADs were notably experienced in compliance, while teaching experiences were common with Division III ADs. Both sets were heavily involved in finance and internal policy, but Division II responses emphasized community relations while Division III responses emphasized campus relations. Limited resources challenged ADs in both groups. In conclusion, NCAA institutions, especially those with athletic administration departments and significant minority populations, should promote NCAA diversity initiatives campus-wide. Students and professionals preparing for a career as a Division II or Division III AD should pursue post-graduate education in an administrative field, preferably in concentrations of sport or education. They should choose a career path involving teaching, coaching, or an administrative specialization within athletics, and they should be familiar with finance and NCAA regulations. Recommendations for future research include detailed analysis of AD job design and investigating whether ADs can be clustered based on their involvement in various tasks.

Perceptions of justice involving disciplinary decisions for a star player in an intercollegiate team sport setting were investigated. Male and female intercollegiate athletes (N = 142) at a midsized southeastern university responded to one of sixteen scenarios and reported perceptions of fairness for the punished athlete and teammates, perceptions of procedural fairness for the punished athlete and teammates, and whether the punishment was likely to deter future misconduct by the punished athlete and teammates. The results indicated that athletes perceived consistently applied punishment as more fair to all team members than they did conditional punishment; consistently applied punishment was perceived as more likely to deter future misconduct for all team members than was conditional punishment; severe punishment was perceived as more likely to deter future misconduct to the punished athlete than was moderate punishment; and punishment that appropriately matches the severity of the violation was perceived as more fair than punishment that was overly for the violation severity.

The purpose of this study was to evaluate the different stereotypes that individuals, within a university’s general student population, held toward studentathletes and non-athlete students admitted to the university on a special admission basis (students admitted with requirements less than the stated minimum for admission). Two studies, one qualitative in nature and the other with a quantitative focus, were conducted to assess students’ perceptions of special admission students. The results of this study show that students from a university’s general population have more of a negative stereotype or perception of athlete special admissions, as compared to a non-athlete special admission student, when interacting in an academic setting. On the other hand, the general student population indicated a more positive perception for allowing special admission to athletes than they did for allowing special admission to non-athlete students.

This paper seeks to examine how major college athletics have grown into a billion dollar industry, and the way businesses, advertisers and the schools themselves can effectively grow their brands. By understanding the theoretical framework referenced by the social identity theory, disposition theory and identity through mass media, this paper offers a look into the reasoning for America’s strong affinity towards college athletics. Resulting in a mass market for intercollegiate sports delivered though various media outlets, and the business models that conferences and television networks operate in an effort to capitalize on their demand. In addition, the observation and analysis for organizational dissension between conferences and membership is explored in order to better understand the reasoning for shifts between university teams and conferences. / text

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Intercollegiate athletics in the United States have continuously become more commercialized, pressuring athletics departments and coaches to produce winning teams. The commanding expectations for successful programs have been thought to take away from the academic mission of colleges and universities, focusing efforts on athletics over academics. This phenomenon has been examined, but the role head coaches play in support of student-athlete academics has yet to be explored. The purpose of this study is to measure student-athlete perception of academic support from Division I head coaches. Current literature demonstrates the strong influence of coaches on student-athletes, but the effect in the area of academics is unknown. Therefore, the research presented aims to evaluate the connection between student-athletes and the academic support of head coaches.

This study examined the domain-specific nature of perfectionism in the contexts of sport and academe among a sample of 113 female and 142 male intercollegiate varsity student-athletes. Participants completed self-report measures of domain-specific perfectionism, perceived competence (PC), and perceived importance (PI) of success. A repeated-measures MANOVA revealed that, on average, student-athletes had significantly higher levels of perfectionism in sport than in school/academe (all ps < .0001). Separate single sample t-tests for PC and PI showed the participants had, on average, significantly higher levels of PC and PI in sport than in school (ps < .001). Bivariate correlation analyses revealed that, in general, as domain-specific PC and PI increased so too did domain-specific perfectionism. Results reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and that perceived competence and perceived importance (i.e., perceived task value) may be associated with the development of domain-specific perfectionism.

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 21, 2005. Dissertation Committee: John McCarthy, John Brickell (co-chairs), Clayton Thomas, Laurene Mabry, Donna Jo Workman. Includes bibliographical references (leaves 160-162) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 154-160). Available online via OhioLINK's ETD Center.

The purpose of this dissertation was to understand how radical organizational change impacts the effectiveness of national-level sport organizations, during the process of change, through the perceptions and experiences of internal and external stakeholders. Four research questions were addressed: (1) What success factors and challenges do national-level sport organizations face while undergoing radical change? (2) How does radical change impact the goals, internal processes, resources, and multiple constituents of the focal organization? (3) How does radical change impact external stakeholders? (4) How does radical change impact the effectiveness of external stakeholders’ own organizations? A single case study was built using 32 semi-structured interviews and 61 documents, and data were thematically analyzed. Results showed an initial decline in overall organizational effectiveness in the early stages of the change process followed by an increase. Findings highlight similarities and differences between internal and external stakeholder perspectives, demonstrating the importance of obtaining both perspectives when studying organizational effectiveness during radical change.