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This study examined faculty perceptions of (a) the impact of intercollegiate athletics on institutional goals and educational experiences, (b) the role and influence of faculty regarding athletics, and (c) the factors influencing their willingness (or unwillingness) to participate in the governance of intercollegiate athletics. The study also investigated differences in faculty reactions among subgroups defined by gender, faculty status, and previous athletic participation. A sample of 240 faculty from a Big Ten Conference university responded to a mailed questionnaire. Factor analyses yielded 2 factors in impact of intercollegiate athletics, 2 factors in role and influence, 3 factors in reasons for faculty involvement, and 6 factors in reasons for lack of faculty involvement. MANOVA results indicated that those who had participated in athletics perceived greater Educational Contribution of athletics and less Value Conflicts between athletics and academics than those who had not participated in athletics.

The prevalence of occupational Stressors in physical education faculties/ departments as a function of sex, age, marital status, family status, years of work experience in higher education, and type of appointment was examined through use of the Stress Diagnostic Survey (Ivancevich & Matteson, 1988a). This multidimensional self-report inventory consists of 17 dimensions, which are further subdivided into organizational Stressors (macrostressors) and individual Stressors (microstressors). The sample reported moderate degrees of stress in comparison to the normative data with the macrostressors being greater sources of stress than the microstressors. Quantitative overload was rated the highest followed by time pressure and rewards. Qualitative overload was rated lowest followed by role ambiguity and role conflict. Sex was associated with the greatest number of Stressors—gender discrimination, quantitative overload, and time pressure. Females perceived these three Stressors to be significantly greater sources of stress than did males.

The growth of sport management has led to concerns about the quantity and quality of candidates for faculty positions. In addition to trying to recruit recent doctoral graduates, many programs focus on recruiting established faculty members. This study examines factors affecting the willingness of sport management faculty to accept new positions, and the likelihood of leaving their current positions. While the likelihood of leaving was not high, objective factors such as salary and location were important to those willing to take a new position. Subjective factors such as fit within the program and quality of faculty in the program were also important, whereas several factors were less important (e.g., recruiter description, recruiter approach, and leadership opportunities). Results confirm that attracting faculty in sport management is challenging and universities must consider a combination of strategies to attract them.

Weese (2002) recently expressed concerns about the faculty job market in sport management. The purpose of the current article is to examine and discuss both the number of doctoral students being produced and the adequacy of their preparation for faculty positions. The authors surveyed doctoral-program faculty and reviewed advertised open positions to provide the basis for observations regarding current and future issues relative to this job market. Whereas the authors found that approximately 70 jobs are advertised each year in sport management, doctoral programs produce only about 15 graduates annually, suggesting that the numbers produced are clearly insufficient. When examining the adequacy of the students’ preparation, the authors found research preparation is considered to be most important. Doctoral programs in sport management, however, also place high emphasis on teaching preparation. It is unclear whether these efforts are adequate to meet the needs of the students or the job market.