Literature Review #1

Citation:

Carson II, Loftus C., and Michelle A. Rinehart. “The Big Business of College Game Day.” Texas

Review of Entertainment & Sports Law, vol. 12, no. 1, Fall 2010, pp.1-12. <EBSCOhost,search.ebscohost.com/login.aspx?direct=true&db=aph&AN=66688442&site=ehost-live.>

Summary:

            American colleges and universities once focused on educating young adults to be well-rounded, contribution members of society. Over a century later, college athletics has strayed from an all-inclusive, expanding horizons pastime and turned into high-stakes entertainment. Athletics were once used as tool to teach students the values of teamwork, dedication, discipline, and hard work. Now, athletic programs are viewed as beneficial to the institution, rather than the students and athletes.

            Saturday game day became a way to escape from the troubles of the week and to best other institutions. Game day created a feeling of camaraderie that extended past graduation, advancing alumni relations. As technology improved, it became much simpler for alumni to follow their alma matter’s sports teams, as well as grow national fan bases, even including non-alum. College sports began to be treated as a business and grew to break into the entertainment industry. Essentially, college athletics is a business and the athletes are the labor force.

College athletes are called “student-athletes” for a reason; student first, athlete second, but that is not the case anymore. Many athletes look at college as a stepping stone into the major leagues, rather than an opportunity to play a sport they love, while gaining an education. Even teaching faculty have come forward, concerned about the quality of education athletes are receiving. The NCAA monitors team graduation rates, but that ultimately does not discourage athletes from dropping out to enter the draft or pursue Olympic training.

            Prior to college, athletes, receive preferential treatment during the admissions process; not stopping at short-comings in academics, as well as trouble with the law. Once athletes slide under the radar through admissions, coaches make sure that their athletes are enrolled in courses that will continue to keep them eligible for play. This process of ensuring that athletes are enrolled in less-challenging course, leads them to pick from a small pool of prospective majors, rather than pursue a degree in a challenging, rewarding field. Athletic programs also work hard to keep athletes with athletes, essentially robbing them of an all-encompassing college experience.

            College athletics and institutional core values do not mix, but the revenue earned from athletics proves to be a nice incentive for the heads of academia to turn a blind eye. This leads to a mission of lining the pockets of over-paid coaches and entertaining the public, rather than educating future generations and serving the greater good of society. The higher education system in America fits best into the sports entertainment business, which can no longer be allowed.

Athletes must be held accountable and up to the same standards as non-athletic students, both during the admission process and attending the institution. Coaches must put the academics first, lowering time commitment to athletics and allow for more study time. It is also recommended to eliminate the college farm system, by holding bowl games and the Final Four Tournament. Inside the academic side of the institution, departments are too wrapped into their own issues to challenge the athletic issue at hand. Change will not only come from the institution itself, but in court and a change in national culture towards college sports. 

Authors:

            Professor Loftus C. Carson II was part of the University of Texas Law faculty for over 20 years. He was a professor of employment law, which proves him to be qualified to examine how college sports are a business and the athletes are the laborers. Dr. Michelle Rinehart is an Associate Dean for Academic Affairs and Outreach at Georgia Tech’s College of Design. Both Carson and Rinehart worked for “football schools.” I would imagine that teaching at University of Texas and Georgia Tech, both scholars have personally dealt with overbearing coaches, when regarding athletes’ academics. Both universities have a heavy sports-culture, giving Carson and Rinehart much insight to how the academic side of the university can give in to the athletic departments.

Key Terms:

Student-athlete - participant in an organized competitive sport sponsored by the educational institution in which the student is enrolled. They are full-time students.

Commodification of student-athletes/Athletes as a commodity – Athletes are viewed a valuable, useful resource

Quotes:

“Gone are the days of the well-rounded student-athlete. Instead, we have modern-day gladiatorial games the sacrifice the student-athletes for the sake of the audience’s enjoyment.” (1).

“With its size and scale, it was only a matter of time before college athletics evolved into an entirely distinct financial enterprise, which has led college athletics to the pursuit of the almighty dollar (directly through ticket sales, the sale of broadcasting rights, merchandising, and conference tournament shares; indirectly through alumni giving).” (2).

“Athletics on campus is no longer an extracurricular for all students, but rather is a commodity and its players are merely a labor force.” (3).

Value:

This article examines the issue of college sports as big business. It states that athletes are a commodity, meaning they are viewed an item/resource to make money; proving them to be replaceable with the next best athlete in line. Academic institutions are forgoing their values to allow for athletic success, rather than strive solely for academic success. It proves that athletes are being exploited for the price of making a profit, ultimately making them laborers of the college or university.