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Contemporary Issues in Sports Industry

By Gundzilla23/2 16:34Wed Feb 23 16:34:47 2022

Views: 147

The workshop provided a real life experience of the occurrences in the corporate world by mainly focusing on NCAA organization. For a graduate who is hopeful of landing important employment opportunities, it was important to learn about the history of NCAA and the recent developments pertaining to its operations.
In this regard, the group began by studying the historical development of NCAA. It appeared that the idea of compensating college athletes was presented when first intercollegiate competitions started. At that time, universities and colleges had been using non-students for the competition due to their whopping appetites for featuring in corporate-sponsored “big money” events (Johnson & Acquaviva 2012). During mid-1900’s, universities routinely recruited athletes purposely to play, and in other cases, they were to represent the schools despite not being enrolled as students. For instance, one report indicated that in Midwestern University, the team once included a lawyer, a town blacksmith, four employees of railroad, and a liveryman. In 1948, NCAA decided to create a “Sanity Code” to limit financial aid athletes received to only fees and tuition and mandated that this aid could only be given based on needs (Johnson & Acquaviva 2012). However, with the increasing threat from southern schools to bolt from NCAA in early 1950s, the code had to be revised in order to allow living stipend in addition to fees and tuition.
Over the past five decades, NCAA has managed to expand into 3 divisions with many events annually and member institutions represented by approximately 400, 000 student athletes (Johnson & Acquaviva 2012). Thus, the massive growth and development translated into enormous revenue increase. Whereas it seems that NCAA is professional and capitalistic, it continues to endorse a great sense of amateurism concept in college athletics (NCAA n.d.). The following essay is the reflection on the experience of delivering the workshop depicting assessment of the utility of the workshop.
The workshop provided a platform to interact with athletes, thereby advancing team building skills and improving the capacity to create network. Information obtained from these athletes was eye opening in terms of the experiences people go through in their careers since it serves as a psychological boost in anticipating future problems in employment. The group realized that the biggest fear of NCAA is the idea that paying athletes undermines the primary purpose of colleges, which ought to be more valuable than the stipend given to athletes yearly. Thus, if it seems that universities hardly care enough about athletes, paying them would just intensify the belief rather than solve it. The irony of the ongoing dispute is the fact that student-athletes do not actually cost the university a lot of money each year. In reality, there is a huge gap between what the athletic scholarship caters for and what the attendance of college costs (Strauss 2015). Thus, universities can maintain their core business of education while at the same time compensating student athletes for their participation in sports on their behalf. Learning these concepts about NCAA gave me confidence, especially knowing that many organizations are far from perfection and still face challenges that I now have the opportunity to help them overcome. In other words, the knowledge gained at the university is still relevant and useful for the outside world.
The workshop also revealed that integrity and upright character are rare qualities that employers are currently seeking in their organization. As for an individual, it became an avenue for self-evaluation of my character, integrity, and skills that could make me employable and help eradicate corruption in workplaces. For instance, during the workshop, most athletes complained about corruption in NCAA and demanded an oversight. In this regard, there are several practical issues to consider: What is the right amount of money that a college should pay an athlete depending on his/her performance? Who caters for medical expenses when an athlete gets hurt? What would be the fate of non-revenue sports universities, whose sports programs such as basketball and football make them lose money?
During the workshop, the group learnt that only a small percentage of male basketball programs and Division I football bring profit. The other programs, such as softball, baseball hockey, golf, women’s basketball and almost all Division II sports, hardly make any money for colleges but severely drain athletic budgets instead (Porto 2012). The outcome is normally inevitable since compelling athletic departments in colleges to pay its players, who compete in basketball and football, would eventually result in elimination of most of the non-revenue sports, which benefits students for enhancing participation in extra-curriculum activities. Thus, this issue cannot be ignored, because there only few programs that garner profits for colleges, yet there are hundreds of institutions which incur huge losses at the expense of offering athletes enough space to learn and earn a degree (Powell 2016). The workshop experience reveals that the main purpose of NCAA together with the Little League, the Amateur Athletic Union, and other organized forms of sports is to offer a venue where these sports can be played (Anderson 2016). Evidently, some people share a belief that it is the right to play in an organized sport while the fact is that it is merely a privilege.
The workshop further revealed that universities claim they offer more than just education experience to their students as they are the institutions for both gaining knowledge and socializing, which happen in a safe environment. It is a common occurrence for universities to subsidize campus activities by adding extra fees implying that it comes free to full-scholarship athlete. Other benefits schools offered include the use of well-made fields, pristine gyms, athlete only workout facilities, travel opportunities through away games, free attires, and specialized meals (Glier 2014). Additionally, athletes improve their trade by benefiting from the world’s best coaching minds as well as from the access to the best trainees and nutrition. Other perks that are mostly overlooked include the existence of a dedicated fan base, high profile name recognition, exposure to media, and the competitive sports atmosphere, which took many years for colleges to establish. Moreover, college athlete’s benefit from getting their full tuition paid for or discounted. They receive billions of dollars annually, and in some instances, the average scholarship for each athlete exceeds the exact college tuition. For example, Ohio State has one of the biggest and most famous football programs in the US. Ohio State University charges $10,000 per annum, yet male athletes enjoy the scholarship of $17,856 (Rheenen, Minjares, McNeil & Atwood 2012). Thus, the workshop outlined the importance of establishing corporate structures to foster accountability and transparency, especially in financial matters.
The workshop further revealed that athletes are frequently exploited like a plantation system. This knowledge will be useful for students in identifying and dealing with exploitation while under employment. The organization was compared to a plantation system, because the coaches find the opportunities for players (laborers), who enrich the universities (masters) while only getting little for their efforts. The student-athletes are managed, dominated, and controlled, and hardly get a wage to commensurate their individual contribution as mainly expressed in the money earned by the university. It came to the group’s attention that some of the players are mentally and physically mistreated and sometimes denied their rights to enjoy personal freedom. Eventually, they do not possess any benefits from any actual democratic recourse in this unjust system. Considering how cartel theory works, NCAA enforces several collusive payment restrictions on production factors, including recruiting expenses, compensation for players, salaries for assistant coaches, thereby restricting output and outdoing potential rival groups. Besides, NCAA has the ability to impose sanctions ranging from reduction of scholarships, elimination from after-season play, and even accreditation of academics in schools (Trahan 2014). However, the main way through which this organization restricts competition is the limitation of payments given to players. Thus, NCAA operates like a cartel that tries to generate rents by imposing payment restrictions such as compensation for players.
When analyzing the rent values basing on the performance of male basketball players and college football, it is obvious that they are compensated below the required level approximating marginal revenue product made by the players. This analysis includes total revenues for the number of players and school that were ultimately drafted by the professional league. For instance, in 2005, a football player (draft ready) returned $495,000 to the college while a similar male basketball player was valued at $1.42 million (Solomon 2016). Comparing this figure to an estimate of $40,000 spent on scholarship demonstrates that NCAA indeed employs cartel power in compensating top athletes less than their real market value is. The primary lesson from learning how NCAA operates is the difficulties in the corporate world that all students would aim at overcoming. In conjunction, every students at the workshop had a chance to assess his/her level of preparedness to deal with illicit groups like cartels.
In conclusion, delivering the workshop and depicting the assessment of its utility gave each student a glimpse of the operations, challenges, and opportunities in the corporate work. By examining the challenges athletes face as well as the issue of corruption, every student had a chance to conduct self-assessment in order to determine the level of preparation to work in organizations such as NCAA, solve prevailing problems, and make a real change. Therefore, the workshop was a spectacular learning experience for students to see how their skills, strengths, and weaknesses will influence their performance while employed.

This article is written by Scott Allen who is an editor at Exclusive-paper. I can help to know how to buy annotated bibliography for those who are not allowed to write.

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