i Jeffrey L. Engbers Health Exercise and Sports Science This ...

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CHAPTER II – REVIEW OF LITERATURE The purpose of this chapter is to review the current literature associated with NCAA Division III institutions and the position of athletic director at these institutions. This chapter will explore how this sport management position is truly different from AD positions in other Divisions. Chapter two is divided into the following topics: (1) Description of Liberal Arts Colleges, (2) Description of Intercollegiate Athletics, (3) Description of Division III Athletics, (4) Description of Division III Athletic Directors, (5) Preparation of Division III Athletic Directors, (6) Current issues affecting Division III Athletics, (7) Issues affecting the position of the Division III Athletic Director, and (8) Summary of Major Infractions at the Division III level. Description of Liberal Arts Colleges Liberal arts colleges make up a large portion of NCAA Division III institutions (Springer, Frank, & Reider, 2009). The over 500 liberal arts colleges in the United States offer quite a different model of education when compared with research institutions (Neely, 1999). Liberal arts colleges commonly exist in small towns, are private, and serve around 1,000 to 2,500 undergraduate students (Springer et al., 2009). They come in many varieties, including religiously-affiliated and secular, private and public, woman's and co- ed, undergraduate programs only and undergraduate with graduate programs, and large (up to 9,000 students) as well as small (under 1,000 students) (schoolsintheusa.com, 2010). At their core, liberal arts colleges aim to provide an education that emphasizes teacher and student interaction. This is accomplished via small institution size, frequent faculty-student interaction, and dedication to undergraduate learning (collegenews.org, 10
2009). Liberal arts colleges have been identified as having a strong faculty focus on student development and teaching, a shared intellectual experience, and frequent interactions among teachers, students, and peers (Pascarella & Terenzini, 1998 as cited in Pascarella, Wolniak, Cruce, & Blaich, 2004). Liberal arts colleges and universities pride themselves on diverse curriculum, undergraduate learning focus, the development of well-rounded individuals, and a small size that lends itself to preferable learning communities (Springer et al., 2009). These areas that make liberal arts colleges different from other institutions are explained in further detail. First, liberal arts institutions generally require students to take a wide variety of courses, even courses unrelated to their concentration of study (Springer et al., 2009). Hersh (1999) highlighted the difference of liberal arts colleges to non-liberal arts colleges in his support of liberal arts institutions by stating, "the skills, knowledge, and competencies are derived from the study of the arts, humanities, social sciences, mathematics, and sciences" (p. 195). Astin (1999) describes the breadth and depth of a liberal arts education: The real meaning of such an education goes far beyond merely producing more physicians, teachers, scientists, technicians, lawyers, business executives, and other professionals to fill slots in the labor market. A liberal education in a small residential setting is really about encouraging the student to grapple with some of life's most fundamental questions: What is the meaning of life? What is my purpose in life? What do I think and feel about life, death, God, religion, love, art, music, history, literature, and science? What kinds of friends and associates do I 11
Page 1 and 2: Jeffrey L. Engbers Candidate Health
Page 3 and 4: DEDICATION Thank You God for showin
Page 5 and 6: AN EXPLORATION OF CHALLENGES FACING
Page 7 and 8: keeping athletics competitive more
Page 9 and 10: TABLE OF CONTENTS LIST OF TABLES..
Page 11 and 12: Keeping Athletic Programs Competiti
Page 13 and 14: LIST OF TABLES Table 4-1. Full Time
Page 15 and 16: Athletic Directors of the North Eas
Page 17 and 18: CHAPTER I - INTRODUCTION The marria
Page 19 and 20: maintaining responsibility for the
Page 21 and 22: 4. Much of the research on NCAA ADs
Page 23 and 24: R3A1: If there is a significant int
Page 25: 6. Public Institution: Schools that
Page 29 and 30: (2004) found that liberal arts coll
Page 31 and 32: Research on liberal arts college st
Page 33 and 34: The main difference between Divisio
Page 35 and 36: football field validated their inst
Page 37 and 38: strongly agreed that athletic parti
Page 39 and 40: an athlete's educational and charac
Page 41 and 42: education so that the “educationa
Page 43 and 44: these schools to compete at a diffe
Page 45 and 46: the mission of colleges and univers
Page 47 and 48: 20% of the institutions public and
Page 49 and 50: institutions sponsor the greatest n
Page 51 and 52: is far less. Division III budgets a
Page 53 and 54: contribute ideas and experiences (F
Page 55 and 56: According to Acosta and Carpenter (
Page 57 and 58: work and jobs of the subordinates e
Page 59 and 60: prompted a shift from traditional c
Page 61 and 62: Division III could consist of 480 m
Page 63 and 64: three week time frame. Projected gr
Page 65 and 66: importance of athletics in educatio
Page 67 and 68: athletics, is becoming evident at D
Page 69 and 70: In contrast to Division I and II AD
Page 71 and 72: The Division III model of athletic
Page 73 and 74: Females ADs at the Division III lev
Page 75 and 76: about an unpublished institutional
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number of volunteer coaches allowed
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developed the list of challenges th
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• Questions were added which aske
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analyzed, and prevalent themes, top
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pre-set alpha level of .05. Using G
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and prevalent themes, topics, and i
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espondents, 170 (76%) indicated the
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43 (40%) were head coaches of one o
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while advocating for athletics.”
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The sixth statement ADs were asked
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Mean 3.47 4.20 4.11 4.26 Std. Dev.
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Std. Dev. 1.399 .994 1.021 1.214 In
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Table 4-12 F and p-values for the 2
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p .114 .930 .538 Intensity F 2.562
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F-value along with the significance
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ADs in the Mid West had a mean scor
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(44% strongly agreed), 88% at least
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slightly agreed that this challenge
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athletics), perhaps balancing acade
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the summer. The challenge (is) cont
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study, the data suggests that Title
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at the institutions in one area of
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for the ANOVA for the frequency, in
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challenges. Division III leaders sh
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ADs are most satisfied when they ar
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Second, while Division III institut
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Coaching experience, specifically a
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personnel, or an aspect of one of t
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Educators preparing current and fut
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presented in this study would provi
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(Emailed Jan. 31, 2011) APPENDIX A
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Q4: What is your gender? Q5: Identi
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Q18: How many years of experience d
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advocating for athletics. Q36: In m
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REFERENCE: Acosta, R. V. & Carpente
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Boyer Commission on Educating Under
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Covell, D. (2002). Organizational d
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Development, 36(3), 217-227. Fink,
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athletic directors. Journal of Rese
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Management Executive, 18, 127-130.
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http://www.ncaa.org/wps/ncaa?key=/n
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Thesis, University of North Carolin
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NCAA division III athletic director
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of Intercollegiate Sport, 1, 40-58.
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National Collegiate Athletic Associ
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