Student-Athlete School Selection: A Family Systems Theory Approach

Self Cite

In this longitudinal study, the authors examined the relationship between team identification and university identification for 37 incoming college first year students at a National Collegiate Athletic Association (NCAA) Division III institution. After collecting four waves of data from the same participants over the course of two years, the authors utilized growth curve analysis to examine the development and trajectories of the students' levels of identification with both the university and the intercollegiate sport teams. Furthermore, the authors empirically measured if identifying with the athletic teams on campus explained any variance in one's identification with the larger university. Finally, this study was explicitly conducted within the context of a Division III institution to increase understanding of the social value of Division III athletics for students not directly participating as student-athletes. The presented findings provide a longitudinal account of the psychological and social value of Division III sport teams in terms of building a stronger connection between new students and the larger university.

Section: Discussionmentioning

confidence: 97%

Front Porch, Small House: A Longitudinal Study of Team and University Identification Among Incoming Students at a Division III University

Katz

Dixon

Heere

et al. 2017

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“…To begin the process of analyzing the data from both the interviews and the field notes from the observations, open coding was used (Strauss & Corbin, 1990). Strauss and Corbin (1990) created this strategy to code grounded theory endeavors, but previous scholars have utilized open coding in nongrounded theory studies (e.g., Schaeperkoetter, Bass, & Gordon, 2015;Schaeperkoetter et al, 2017). This procedure is also supported by Corbin and Strauss (2008), as they noted that:…”

Section: Discussionmentioning

confidence: 99%

March Madness in the Collegiate Sport Workplace: Cultural Implications for Sport Employees

Oja

Hazzaa

Wilkerson

et al. 2018

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Drawing upon Schein and Schein's three-level conceptual framework of organizational culture, the purpose of this study was to examine how organizational culture and a sense of community manifest within intercollegiate athletics departments during March Madness. Considering the popularity of intercollegiate sport and March Madness, it is important for scholars to understand how organizational culture may influence the attitudes and behaviors of collegiate sport employees in the workplace. Thus, semi-structured interviews and observations were conducted to better understand how culture, community, and the phenomenon of March Madness traverse. Analysis of the data revealed a unique organizational culture within intercollegiate athletics departments, distinguishing them from other nonsport organizations. It was also discovered that socialization processes occur during March Madness, which can foster a sense of community. Implications for these findings are discussed and practical recommendations for collegiate athletics departments are provided.

“…A number of researchers have focused energies on better understanding influences on student-athletes' school choice decisions and influences in the NCAA (i.e., Cooper, 1996;Finley & Fountain, 2008;Goss, Jubenville, & Orejan, 2006;Klenosky et al, 2001;Magnusen, Mondello, Kim, & Ferris, 2011;Popp, Pierce, & Hums, 2011;Ryan, Groves, & Schenider, 2007) or the NAIA (Johnson, Jubenville, & Goss, 2009). These studies have considered numerous contexts including NCAA Division I football freshmen (Klenosky et al, 2001;Treadway, Adams, Hanes, Perrewé, Magnusen, & Ferris, 2012), NCAA Division I studentathletes more generally (Cooper, 1996;Popp et al, 2011;Ryan et al, 2007), NCAA Division III and/or NAIA student-athletes (Goss et al, 2006;Johnson et al, 2009;Schaeperkoetter, Bass, & Gordon, 2015), and female softball players in NCAA Division I (Kankey & Quarterman, 2007), NCAA Division II (Finley & Fountain, 2008), and community college (Vermillion & Stoldt 2010). While unanimity on factors influencing school-choice is not present, a number of criteria emerge as important in these prior investigations.…”

Section: School-choice Decision-makingmentioning

confidence: 99%

“…The influence of the coach was often revealed to be a top three factor in school-choice decisions (Kankey & Quarterman, 2007;Klenosky et al, 2001;Popp et al, 2011;Vermillion & Stoldt, 2010). Further, research energies have recently been directed at better understanding the political skills of the coach within the recruiting process (Magnusen et al, 2011;Treadway et al, 2012) Of the prior investigations, a few have taken a qualitative approach to enhance understandings of school choice decision-making (Finley & Fountain, 2008;Magnusen et al, 2011;Magnusen et al, 2014;Schaeperkoetter, et al, 2015). However, the majority of researchers in this area have sought to understand the perceived importance or significance of factors in decision making models using quantitative approaches (i.e., Likert-scales) (e.g., Judson, et al, 2004;Johnson, et al, 2009;Goss et al, 2006;Popp et al, 2011).…”

Section: School-choice Decision-makingmentioning

confidence: 99%

“…These factors were drawn from a number of prior studies on student-athletes' school choice influences (i.e., Doyle & Gaeth, 1990;Finley & Fountain, 2008;Goss et al, 2006;Judson et al, 2004;Letawsky, Schneider, Pedersen, & Palmer, 2003). In addition, the current investigation also included other works (i.e., Chard, MacLean, & Faught, 2013a;Chelladurai & Riemer, 1997;Cooper, 1996;Dawes & Brown, 2004;Johnson et al, 2009;Schaeperkoetter, et al, 2015;Treadway, et al, 2012;Vermillion & Stoldt, 2010). This analysis produced five additional factors that could influence school-choice (i.e., open spot, school colors, community relations program, friend on the team, and previous participation in a summer camp at the university).…”

Section: Ahp Factor Generationmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Relative Importance of Factors That Influence Student-Athletes’ School-Choice Decisions: A Case Study of One Canadian University

Chard¹,

Potwarka

2017

Understanding salient factors influencing student-athletes' decisions to attend particular university institutions is of crucial importance to scholars and athletic administrators. Consequently, our research was concerned with two separate but interrelated substantive and methodological objectives: i) to gain insights into the relative importance of 12 school choice decision-making factors influencing Canadian student-athletes; and ii) to explore the efficacy of a multicriteria decision-making (MCDM) method for analyzing data in the context of the current investigation. Specifically, we employed the Analytic Hierarchy Process (AHP) to better understand the relative importance of school choice decision factors. The results of the AHP analysis on Canadian student-athletes' school choice decisionmaking showed that having the desired academic program was the most important influence. This item was almost twice as important as the reputation of the school, and over twice as important as scholarship value, athletic facilities, chance to win, and reputation of the head coach. Of the 12 factors considered, these six had the greatest influence on student-athletes' decision-making. Implications of our findings for research and recruitment efforts are discussed.