Search results

The practice of an interscholastic athletic department reproducing the logo of a collegiate team for its own use is becoming increasingly visible. In response to this growth, many collegiate licensing departments have begun actively enforcing zero-tolerance policies that prohibit third parties from using their respective colleges’ trademarks. Conversely, other institutions have exercised discretion by allowing high school programs to use their athletic departments’ logos only after receiving assurances from the high school that it will adhere to strict usage guidelines. The paper aims to discuss these issues.

The paper provides a thorough discussion on the concept of brand dilution and its application to sport. More specifically the study gives an account of the strategies employed by trademark specialists to protect (and in some cases, enhance) the equity of their brands. To identify these strategies, a qualitative questionnaire was employed, which was completed by 13 brand managers representing institutions from the Atlantic Coast Conference, Big 12 Conference, Big Ten Conference, Mid-American Conference, Missouri Valley Conference, Pac-12 Conference, and the Southeastern Conference.

Qualitative questionnaire responses from collegiate brand managers suggest that licensing departments differ in their perceptions of the outcomes associated with allowing logo replication in high school athletic departments.

Perceived consequences of two enforcement strategies – prohibitive and cooperative – are highlighted, as are implications and directions for future research.

Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based stereotypic beliefs about Black male student-athletes in collegiate sports, these phenomena warrant further discourse and scrutiny. Critical race theory is a race-centered theoretical and analytical framework that has shaped discourse on race and racism in intercollegiate athletics in recent years. Discourse in this chapter is therefore grounded in the narrative of critical race theory and focuses primarily on the academic and athletic plight of Black male student-athletes matriculating at predominantly White colleges and universities with National Collegiate Athletic Association affiliation.

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.

The aim of this paper is to explore the development of the North American Society for Sport Management (NASSM) and to map the foundation that specific individuals, historical works, and historians provided the founders of that organization and the field of sport management in general. The paper also aims to track the early beginnings of sport management and present sport as a viable area for business and management historians to conduct their research and discuss theory.

Following the initial work started by deWilde et al., this study drew on a wide range of primary and secondary sources and took an antiquarian and reconstructionist approach. Specifically, time-specific sport-related/focused dissertations, research articles, and archives from NASSM, along with published books and archives, were used to work toward the purpose of the study.

This paper illustrates that some of the critical founding members of sport management and NASSM drew upon the training of historians, with special emphasis from business history, and reacted to specific prompts to create the field (i.e. sport management). “History” and trained historians directly impacted the field of sport management by helping to establish NASSM, the Journal of Sport Management, and graduate study programs, in addition to fashioning the first field accreditation standards and seminal textbooks needed to educate the generalist or specialist sport management student.

This research only tracks the beginnings of sport management and focuses on the contribution of “history” toward its development. This work recognizes there were other influences that were critical to the development of sport management.

Over time, sport management scholars have moved away from their small historical base and more toward true quantitative preferences. While this has helped the field gain some respectability within contemporary preferences, the re-utilization of historical methods and/or perspectives can help serve the future of sport management and business/management history research toward the study of emerging topics. Through collaboration sport management's leadership can realize the potential of the historical approach/orientation and management historians can enjoy another outlet to communicate their thoughts regarding management topics and theories.

The paper highlights that sport is rich in context and available to use for the study of management theory and behaviors.

The purpose of this paper is to explore ethical challenges and dilemmas that exist within admissions systems at colleges and universities in the USA.

Although the issues considered herein are examined primarily from the perspective of admissions officers, this paper also considers the viewpoint of prospective students (and their parents) who are seeking to gain entrance to specific institutions of higher education. The ethical concerns of admissions officers and prospective students within the admissions process is explored through conceptual analysis of a trilogy of ethical concerns and arguments regarding the higher education admissions process in the USA.

Part I of the trilogy explores the admissions profession as a calling, discusses some of the ethical issues currently involved in the admissions field, and makes the argument that most of these ethical issues are rooted in a breakdown of the admissions system in two areas – access and trust. Part II of the trilogy focuses on the ethical pressures that are encountered by various types of post‐secondary educational institutions as the admissions process unfolds. These pressures are examined in the context of an ethical typology that describes the admissions practices of colleges and universities in terms of the congruency between their espoused and enacted values. The degree of congruency between espoused and enacted values defines whether the admissions process is viewed as immoral, pseudo‐moral, or moral – and each view has important implications for the efficacy and fairness of college and university admissions. Part III of the trilogy examines three categories of ethical dilemmas – recruiting, personal biases in admissions decisions, and conflicts between personal ethical standards and institutional directives – that confront admissions officers on a daily basis. The implications of these dilemmas are considered relative to three general types of schools: ultra selective colleges and universities, non‐selective private colleges and universities, and large state‐funded public colleges and universities.

The admission systems at colleges and universities in the USA provide fertile ground for the development of ethical challenges and dilemmas regarding which prospective students will gain entry into which academic institutions. Recognizing these ethical challenges and dilemmas and effectively dealing with them is a professional imperative for admissions officers and the academic institutions they represent. Conceptualizing the ethical challenges of admissions within the context of access and trust provides an innovative approach guiding admissions professionals toward moral decisions and actions regarding who is admitted to their respective institutions.

The Department of Education has declared historically black colleges and universities (HBCUs) a rich resource for the nation – one that elicits pride and connotes achievement, according to its Website. ¹ Those same institutions are grappling with an increasingly competitive environment in higher education. HBCUs remain a formidable force, but the question remains: How can they continue to compete and thrive in the complex, dynamic world of academe?

The answer: By playing to their strengths and forging new paths.

Essentially, HBCUs' greatest strength is their cultural makeup. Higher education is becoming increasingly competitive as universities of all sizes battle smaller population, a thriving economy, and less interest in academia (and its resulting debt). HBCUs, which have long been able to attract African-American students due to their status as cultural icons, now find themselves losing ground not only due to these issues but also due to the integration of institutions and the inflated costs of these mostly private institutions.

Some options that administrators have considered include merging with other institutions, marketing themselves to students of other races or nationalities, and creating specialized offerings (drone technology, for example) to remain competitive. But there is another option, and that is to take their strength – attracting African-American students – and create partnerships with corporations, government entities, and predominantly white institutions (PWIs).

The goal of such partnerships would be to increase philanthropic donations from and provide cultural exchanges and perspectives to diversity-sparse professional and education institutions that have nothing to lose and everything to gain by helping to produce well-trained workers of color.

This chapter would explore how HBCUs can develop private partnerships and leverage them to compete in today's world of higher education.

The purpose of the research is to identify strategies to maximize fan attendance at the Big Ten Wrestling Championships through the creation of segmented markets based on consumers' team affiliation.

The research utilized a survey methodology to examine the motives for attendance at the Big Ten Wrestling Championships. The surveys were distributed at each of the three sessions in order to obtain a representative sample (n=140).

The results of the study demonstrated that fans responded most favorably to sport‐related motives. Additionally, the data also revealed that fans had varying motives for attendance based on their team affiliation.

The ability to segment markets based on team affiliation allows sport managers to create effective promotional strategies to maximize attendance at future conference tournaments.

The results allow the Big Ten Conference to create positive team relationships with media outlets and member institutions in an effort to maximize the fan interest in their college wrestling product.

This research paper aims to better understand the network structure of higher education in North America. It draws on a relationally networked dataset of 1,292 degree-granting colleges and universities in North America to develop a modularity class approach to categorizing colleges and universities based on their own self-defined peer networks and assesses the utility of the modularity class approach as well as several measures of network centrality for predicting offerings of new curricular fields. Results show that not all measures of network centrality equally predict organizational change outcomes, with hub/authority position being most important. Additionally, results show that an empirically derived modularity class approach to categorizing organizations has important strengths in relation to more typical approaches based on prestige or perceived organizational characteristics. The approaches detailed in this paper will be useful for future analysts seeking to explain the spread of innovations and behavior across the higher education institutional field, as well as those seeking to understand clustering and organizational divergence.

In this article, we use the case of religious research universities to explore the presence of multiple institutional logics with the potential for contradiction and conflict. In particular, building on existing research on conflicting institutional logics, we assess the most common forms of resolution (replacement, dominant logic, decoupling, compartmentalization, and coexistence) and identify the potential for a new form of resolution – a transformative outcome that resolves the conflicts through adoption of a superordinate logic. Drawing on the history of Baylor University, we illustrate different forms of resolution, proposing its most recent efforts may represent a transformative outcome. We close by presenting a model for resolving institutional contradictions which suggest some resolutions may trigger cycles of institutionalization and deinstitutionalization when they are inherently unstable because they mitigate rather than resolve the conflict between institutional logics.