An
article in the Chronicle of Higher Education highlights a study that reveals a trend in athletic versus academic spending. Before you read the article, I will tell you what you've probably already guessed. The article tells us that in the Football Bowl Subdivision, athletic spending was increased by 50% over the last 5 years. At the same time, spending on academics increased by 22%.
My initial reaction, was the same reaction that I imagine many student affairs professionals, and professors for that matter, have, and that was to curse under my breath and once again claim that the administration just doesn't care about academics, and we are wasting our money on sports when students should be worried about their education. I decided though, that I should check my assumptions and wondered if levels of funding for athletics are really that out of line?
I ask this because in reading the brief article I was left with a question - while athletic funding increased 50% and academic funding only 22% during the five year period, how much revenue did each area produce? Is the 50%/22% split purely a product of the revenue that was created? Probably not, but I wonder if further examination here would make these numbers appear less skewed.
As I have progressed through my first semester of this program, I am trying to check my assumptions and immediate reactions. I think that it is easy for a professional to read a brief article such as this and overreact to the disparity in funding without a true understanding of the situation. Any presented number can appear ridiculous or outrageous, or acceptable and actionable when reported independently. I think it is our responsibility to make an effort to understand the picture more thoroughly.
If we truly do believe that more funding should go to academics, then why? Would we see a marked improvement in success rates? Would we produce more graduates? Will a student in a particular department win a grant for his college or university that can be directly used for marketing and recruitment, such as in athletics? How many students enroll in academic programs because of an affinity that they have developed for a particular school after years of watching their teams? Are we trained to immediately reject the notion of increased funding for athletics in higher education?
Doesn't the move toward neo-liberalism and the consumerism of higher education mean that those of us who view athletic funding as uncharacteristic of the "values" of an institution of higher education, will increasingly be marginalized as those who do not understand the bottom line, and ultimately institutional survival? Is viewing increased academic funding really uncharacteristic of the "values" of institutions of higher education? A review of the history of higher education tells us otherwise. Sports and competition among some of our earliest Ivy League schools were a very large part of the campus experience. We need to be careful to make sure that our grandiose ideas of "proper" education do not super-cede our ability to make sound fiscal decisions in an environment when productivity and the bottom line will continue to dictate our agendas.
It is easy for us to condemn athletic funding when we read statistics such as those presented in the article, especially in light of the current financial limitations we all face. We need to assure that we fully understand an issue before we develop a fully formed opinion. (the irony...I am terrible at this) Sometimes the "sexiness" that comes with falling in line with the majority (Warning: Generalization Ahead - Student Affairs professionals and professors decrying athletic spending as counter to "true" education, especially when the spending is in lieu of academic support, for example) discounts the environment in which we find ourselves. For example, my father always taught me that the best way to learn was from discourse with those smarter than you. Whether he was right or not, this led me to believe that the best way to learn was in small groups, face to face, with an instructor who would help you draw conclusions and develop an understanding of the material at hand. For this reason, I've often wondered what happened to students, a teacher, a field, some logs, and Socrates. I've argued against online learning and claimed that "education is being lost." Is it being lost, or is it adapting? While I might think it will be supported among my peers to say that the value of education is being lost, I came to these conclusions early on in my professional career without a full understanding of the landscape that dictated the shift, necessarily or not. I haven't decided on this tech creep in higher education idea yet.
As some previous blogs have mentioned, even during a time of increased attention on ethical and compensation concerns, and lower than average success rates among college athletes, there are real benefits to the student body and to the institution in putting money into college athletics. It probably takes a fairly significant understanding of not only
institutional finance and sustainability, generally, but also the same of a particular institution, specifically, to understand fully institutional decisions to flood money into athletics. (which I do not claim to have) While the 50%/20% seems appalling on its face, I wonder what factors played into these institutions makings these decisions. I suspect that one factor might be the realization that sustainability and growth comes with the ability to generate revenue. If the 50% spent on athletics during the past five years means an increase in academic spending over the next decade, is it less appalling? Is spending on athletics getting out of hand? Perhaps. A report, THE EMPIRICAL EFFECTS OF COLLEGIATE ATHLETICS: AN INTERIM REPORT (2003), (sorry I couldn't figure out how to hyper link) indicates that "in 2001, NCAA/EADA data suggest that operating athletic spending represented roughly 3.5 percent of total higher education spending for Division I-A schools." This doesn't seem like a whole lot, and I do realize it was commissioned by the NCAA, soooo. I realize that I have more research to do.
(Playing devil's advocate here)