Athena Yiamouyiannis and Kay Hawes
The 2009–10 Equity in Athletics Disclosure Act (EADA) data were used to analyze and compare student enrollment, sport participation rates/participants, and scholarship allocation at NCAA Division I, II, and III colleges and their subdivisions from a critical perspective through the lens of feminism. The EADA data included 1,062 NCAA collegiate institutions, with 350 Division I colleges, 209 in Division II, and 420 in Division III. Within Division I, the three subdivisions included I-A (FBS), I-AA (FCS), and I-AAA (without football). For Divisions II and III, findings were reported for colleges with and without football. Of the 6 million students attending NCAA colleges, 54% are female students, while only 43% of sport participants are women, which reflects an 11% gap between female enrollment and sport participation. Scholarship allocation appears to favor women when using the OCR comparison of scholarships to participants; however, the opposite conclusion is drawn based upon additional information.
Athena Yiamouyiannis, Heather J. Lawrence, Mary A. Hums and B. David Ridpath
Intercollegiate athletics administrators face many difficult and complex issues throughout the course of their careers related to balancing athletics budgets, remaining competitive in select sports and complying with Title IX. To better prepare future athletics administrators to handle these challenges, the authors provide background information on the complexities of the issue, discuss use of the Responsible Decision Making Model for Athletics (RDMMA) as a tool to assist in the process, and demonstrate the use of this model as applied to intercollegiate athletics. The RDMMA provides a framework from which to organize information, ensure all constituencies are considered, save time in decision making, and evaluate intended and unintended consequences of decisions. Professors can use the RDMMA as a tool in the classroom to bridge the gap between academic theory and practical application of these concepts to help guide future athletics administrators on how to approach complex issues and responsibilities.
Athena Yiamouyiannis, Glenna G. Bower, Joanne Williams, Dina Gentile and Heather Alderman
Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.