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Power of Ncaa

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The Power of the NCAA

Abstract

The National Collegiate Athletic Association (NCAA) is a very powerful entity. The NCAA men’s basketball tournament receives more advertising dollars and has higher ratings then the Super Bowl and the World Series. This paper discusses various other papers all dealing with different aspects of this NCAA entity and the cultural, economic and social impact the NCAA has on the modern education system. These topics include an analysis of NCAA tournament broadcasts and the influence the TV industry has on what people view, the impact of facilities to recruit high quality athletes, as well as a cost-benefit analysis of university’s scholarship system. These issues, among others, affect every college student, not just student-athletes as well as tax-payers, professors and alumni.

The Power of the NCAA

As a father of a high school student-athlete that is being recruited by Division I universities I felt the need to research the process and the entities involved at a deeper level. The five articles I chose helped me understand the recruitment process and the logic behind it as well as the influence the athletic departments have over every school. Division I athletic departments are either the largest or second largest buildings on each campus as far as operations (Southall et al.). One major concern with the amount of influence the NCAA has in the community is that after their big national tournament in 2006, a representative of the U.S. House of Representatives, Bill Thomas wrote a letter to the NCAA’s President Myles Brand questioning whether the NCAA’s $6 billion TV contract deserves a tax-exempted status since it doesn’t really fulfill any educational mandate (Southall et al, 2008).

It isn’t known how this money is spent on schools or programs since there over 64 teams invited to the main tournament and hundreds of other schools also included in Division I. What is known, however, is that athletic scholarships are less cost beneficial to institutions then academic scholarships (Catma, 2012). A successful athletic program could however have more implicit benefits for the school when considering the cost of a scholarship. A successful athletic program must have a high caliber of athletes and successful recruiting staff (Barden et al, 2013). The NCAA has very strict rules governing the recruiting process, and many rules have been broken because of the nature and unbalance of the rules and more so of the negligence instead of the malicious intent of the parties involved.

A journal article written by J. Treme, R. Burrus and B. Sherrick implicated that high-value prospects at the guard position bring more of an immediate impact to a program than any other position (Treme et al, 2011). This is not to say that over the duration of more than one year other positions besides guards won’t help the team more but for the freshmen year it does. The study that Treme and colleagues completed was only for the regular season and the NCAA tournament wins were won by more experienced players (Treme et al, 2011).

Other factors determining where NCAA Division I recruits would go to school are hometown proximity and athletic facilities. Having a school close to home has many positive factors, such as community achievement and existing relationships, and negative ones as well such as distractions and the same existing relationships shed in a negative light (Barden et al, 2013). Athletic facilities was found to have almost a non-existent factor among recruiting (Schneder et al, 2012) even though popular consensus thinks that a nice facility will attract more players.

These articles were very interesting in the fact that a lot of personal experience has been explored as well. At first glance, some information seems incalculable, such as reasons why a student chose a certain university and ranked the top ten reasons in order of significance. The study included a sample size of only nineteen Division I hockey players (Schneder et al, 2012). It doesn’t state whether all nineteen student-athletes were at the same school or same city or region, but I feel the sample size was too small and if they all were in the same city for instance or region, it could as well have been for the environment of the sport, for example, playing football in the South, or basketball in the Midwest. Playing college basketball or football in Montana just isn’t the same, even if the coach is well respected, doesn’t mean the conference or difficulty of schedule is.

There has been some recent NCAA bashing in the news lately, and I can't say I agree with all of it, but I do agree with some. All the negativity stems from comparing athletes to other professions and virtually anyone other than athletes at universities can earn money and accept gifts. All Division I athletes have grueling schedules that demand no extra time to earn at a part time job and some elite athletes earn the university hundreds of thousands for ticket sales and earn the NCAA billions in the case of March Madness in TV revenues (Southall et al, 2008), but they are compensated with nothing but strict rules about who can help them put food in their stomachs or to have a life, which most people experience at college. What really interests me is in Southall's study, as precisely as they could, calculated how often the CBS broadcasts of the 2006 March Madness were consistent with the NCAA's vision of student-athletes and education as a whole. In this study they found that out of 31 broadcasts of the tournament that year (including the highly touted Final Four and Championship game) there was a 1.8 seconds per game average of academically-related information for players and 6.36 seconds per game of educational commentary. Of this educational commentary is was calculated that 21% of the 6.36 seconds per game were negative in nature, which included information such as poor grades or ineligibility for a total of under 8.2 seconds of anything academically related to the schools during the game (Table1) (Southall et al, 2008).

This study made the most impact with me as it confirms the negativity in recent NCAA news, but also it was simple and fairly accurate. Every one of these games were recorded and there is no deniability on the outcome of the results. The irony of this study is that most Division I school administrators believe that when their school is playing on national television they are reaching out to the public to send information about their school's education (Southall et al, 2008).

Another interesting study was Serkan Catma's study of the cost effectiveness of scholarships from West Liberty University's data library. Catma figured out how to measure the benefit to society from an achieved education, and use that information to determine the amount of academic, athletic, or any type of fee waivers that would best serve the university financially. I thought, from an economic point of view this study makes lots of sense, however, even though they mentioned that education creates benefits for all of society, they never explained how that benefit translates into monetary numbers. They use a graph (figure 1)showing how the scholarship amount per unit of education will equal the marginal benefit to society but doesn't define what a marginal benefit to society is. Also, financial aid and various other scholarships were not applied in this study without stating why. As much as this study could have helped universities and even the NCAA with managing scholarship offers, it doesn't exactly feel complete and accurate (Catma, 2012).

Finally, the study of basketball positions making an impact in college by J Treme is accurate if the study was for freshmen's impact on his first season and not a long term impact. The author does mention this however and even though the study had plenty of insignificant p-values, the p-values that were the most significant (previous year wins, previous year tourney wins, and average points) were extremely significant, having p-values of 0.0001 (figure 2) (Treme et al, 2011).

I believe all these studies are done fairly well according to their scientific method, my only issue is the information that was left out. I know its almost impossible to put a value on everyday life and because their approach was accurate I think these studies are fair.

[pic]

Figure 1

Figure 2. Dependent variable: current year tournament games won

Model 5
Variable Coefficient p-Value
CONSTANT -1.87 ,0.0001**
PYWIN 0.06 ,0.0001**
PYTOURNEYW 0.24 ,0.0001**
AVGPOINT 0.02 ,0.0001**
COACH -0.22 0.19
DONE -0.07 0.71
GUARD5 0.09 0.58
FOR5 0.06 0.67
CEN5 0.04 0.89
ACC -0.41 0.04*
SEC -0.18 0.37
PAC10 0.10 0.62
BIG 10 0.02 0.90
BIG12 -0.16 0.42
OTHER 0.12 0.62
YEAR0809 0.0001 0.99
YEAR0708 0.05 0.73
YEAR0607 0.44 0.01**
Adj. R2 0.26
Note: * and ** denote significance at 5 and 1% levels, respectively.

Table 1 NCAA Championship Division I Men’s Basketball
Commercial Format
Category Total Time
Maximum Commercial Time per Gamea 27 min (1620 s)a
Full Television Timeouta Length 2 min, 15 s (135 s)a
Permissible Commercial Formata Full Television Timeout
Length
2 min (120 s)a
Amount of Standard Commercial Advertisement (ADV)b per Game (Utilizing Permissible Commercial Format) 46 min (2760 s)
Standard Commercial Advertisement (ADV) per Game
(Utilizing Full Television Timeout and Permissible
Commercial Format) 48 min, 30 s (2910 s) a Note. All terms are from NCAA 2006 Division I men’s basketball championship handbook (National
Collegiate Athletic Association, 2006b, p. 107). bA standard commercial advertisement is an advertisement broadcast during a “full television timeout.” References
Barden, J. Q., Bluhm, D. J., Mitchell, T. R., & Lee, T. W. (2013). Hometown proximity, coaching change, and the success of college basketball recruits. Journal Of Sport Management, 27(3), 230-246.
Catma, S. (2012). The management of scholarship programs at universities: A cost-benefit

analysis. International Journal Of Management, 29(4), 519-530.

Schneder, R., & Messenger, S. (2012). The impact of athletic facilities on the recruitment of

potential student-athletes. College Student Journal, 46(4), 805-811

Southall, R. M., Nagel, M. S., Amis, J. M., & Southall, C. (2008). A method to march madness?

institutional logics and the 2006 national collegiate athletic association division men's

basketball tournament. Journal Of Sport Management, 22(6), 677-700.

Treme, J. J., Burrus, R. R., & Sherrick, B. B. (2011). The impact of recruiting on NCAA

basketball success. Applied Economics Letters, 18(9), 795-798.

doi:10.1080/13504851.2010.507171

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