A Conceptual Model of the Emergence of Diversity and Inclusion Officers in Division I Collegiate Athletics

In recent years, Division I athletic departments have adopted athletic administrators of diversity and inclusion. These inaugural actors hold distinct titles, but the essence of their position mirror Chief Diversity Officers (CDOs) in higher education and business domains. The purpose of this manuscript is to offer a conceptual model that explores why intercollegiate athletic departments have adopted these positions and why these positions will continue to increase in adoption. The emergence of these roles occurs on the backdrop of prominent social movements in the United States (U.S.) and high-profile intercollegiate sport scandals while also aligning with contemporary trends in higher education institution. Implications for policy and practice are discussed.

The transition experiences of division I and III collegiate athletes

Athletic transition has been explored in sport management and sport psychology literature primarily focusing on transitioning into collegiate athletics, voluntary and involuntary transitions out of collegiate sport, and transitioning out of professional sport. This study compared NCAA Division I and III collegiate athletes’ perceptions regarding the athletic transition process. Semi-structured interviews were utilized to uncover the perceptions and experiences surrounding the transition process into, during, and out of collegiate sport (Lindlof & Taylor, 2019; Schlossberg, 1981). Three themes emerged from the data: Moving In: Compatability, Moving Through: Identity Directly Tied to Sport, and Moving Out: Redefining Oneself. More specifically, the participants explained coaches and proximity to home helped foster a sense of compatability in institution choice. All of the participants believed sport was important to their lives and tied to their current identity. Lastly, participants detailed the upcoming transition out of sport was either an opportunity for growth or accompanied with uncertainty and sadness surrounding this significant life change. These findings highlight the responsibility of intercollegiate athletic departments and institutions to provide assistance in these transitional processes through coach, administrator, and athlete education and programming.

Division I Athletic Director Trends and Perceptions of Requisite Professional Skills

The focus of this study was to understand perceptions of National Collegiate Athletic Association (NCAA) Division I athletic director (ADs) skills and experiences and their relative importance to their current position. Division I ADs hold the highest position of authority in intercollegiate athletic departments at the highest level of competition in the NCAA (Swift, 2011). What once was seen as a job for retired coaches, has now transformed into a role that attracts some of the top executives both in and outside the sports industry (Belzer, 2015). Indeed, universities have begun to resemble a corporate culture, with ADs frequently considered to be CEOs of their department and the universities they serve (Hardin, Cooper & Huffman, 2013). Since much of the research on AD career paths has employed a content analysis methodology, examining biographies of ADs to establish patterns, (e.g., Fitzgerald, Sagaria, & Nelson, 1994; Hardin et al., 2013; Lumpkin, Achen & Hyland, 2015), the current study sought to understand ADs perceptions of requisite skills and experiences by directly surveying the group. Results indicate current ADs place a high emphasis on developing skills relative to revenue generation, fundraising and development, while considering internal experiences such as working with academic services and life skills not nearly as important.

The Role of Servant Leadership in Developing an Ethical Climate in Sport Organizations

Evaluation of leadership as a necessary component to reform sport could be critical to fostering a more ethical climate and reducing the frequency and severity of ethical improprieties within this context. However, limited research has examined the relationship between leadership and ethical climate. Servant leadership, due to its ethical component and people-centered focus, is a leadership approach that may best support development of an ethical climate. The purpose of this study was to explore the influence of servant leadership on perceptions of an ethical climate in intercollegiate athletic departments, with an examination of how trust and perceptions of organizational justice indirectly influence the relationship between servant leadership and perceptions of an ethical climate. Findings indicated that servant leadership was directly related to trust in leadership and perceptions of an ethical climate. Further, both trust in the leader and procedural justice indirectly influenced the relationship between servant leadership and ethical climate.

An Exploration of Organizational Trust in Intercollegiate Athletic Departments

Scholars in in educational leadership, business management, and organizational psychology have thoroughly explored the construct of organizational trust. While trust has attracted some attention from sport management scholars, the research has primarily focused on the individual, rather than organization. This manuscript provides an overview of the organizational trust literature with specific application to the area of intercollegiate athletic departments. Additionally, the Athletic Department Trust Scale (ADTS) is introduced as an instrument to measure organizational trust in the setting. The procedures taken to refine and test the instrument are summarized. Results revealed the ADTS as psychometrically sound. The instrument was used to explore three research questions related to coaching tenure and status. Analysis of Variance (ANOVA) revealed significant differences between coaching tenure and organizational trust. Practical and research implications are also presented.

Masters of Sport: Graduate School Pathways of Aspiring Intercollegiate Athletics Professionals

Intercollegiate athletic departments are complex organizations in need of individuals with specialized training and experience—credentials that aspiring practitioners have increasingly sought through graduate education. Despite the growing prevalence of graduate credentials, little is known about the motivations or choice processes of those seeking an advanced degree. Focusing on individuals enrolled in intercollegiate athletics administration graduate programs, this study employed an online survey to explore students’ motivation to: (a) pursue graduate school; and (b) choose their specific program. In addition, this study explored how these program choices aligned with their career aspirations. A mixed methods approach, framed by Social Cognitive Career Theory, found that students pursue graduate education as a form of credentialing and to gain skills; respondents cited the program’s nesting in the education department as a main factor in their choice and were purposeful in pursuing graduate education as a way to advance their career. Findings shed light on a sub-population (aspiring athletics professionals) and decision-making process (graduate program choice) that are not well understood, pointing to implications for graduate programs and athletic departments alike.