University personnel’s perceptions of and experiences with student-athletes and athletic student services programming

The relationship between higher education and intercollegiate athletics is continuously investigated and publicly examined. Scrutiny of intercollegiate athletics is often exhibited by faculty members, academic advisors, and administrators, who hold negative perceptions of student-athletes, which are commonly amplified if the student-athlete participates in a high-profile sport. The purpose of this qualitative collective case study was to explore university personnel’s perceptions of and experiences with student-athletes at their institution in order to develop better strategies to incorporate student-athletes into their academic environment and proactively work with campus administration, faculty, and staff. Of specific interest to this study was the perceptions that university personnel held regarding student-athletes, relative to their academic experiences on campus, their experiences with student-athletes in the classroom and while providing academic services, as well as their perceptions overall of student-athletes in higher education. In addition, university personnel’s experiences with athletic student services were explored. This collective case study was conducted at a large, public, four-year highest-research-intensive institution located in the southwest region of the U.S.. The institution is a Division I member of the National Collegiate Athletic Association.
Data collection for this study consisted of the lens of the researcher, semi-structured interviews, institutional document review, field notes, and reflexive journaling. Interviews were conducted with 10 members of university personnel who worked in an environment that affected the way that student-athletes learn or experience aspects of higher education. Data analysis was conducted by employing a constant-comparative analysis, as well as open and axial coding. Trustworthiness was ensured through employing member checking, triangulation of data sources, rich, thick descriptions of the research process and findings, and reflexive journaling. Findings of this study suggest that university personnel perceive that although student-athletes have unique circumstances as students within the higher education setting, and misconceptions regarding student-athletes exist, these circumstances are not exclusive to student-athletes alone. Furthermore, university personnel perceived student-athletes have limited major options, inadequate campus engagement opportunities, and that coaches and athletic student services have the greatest influence on the academic success of student-athletes. Additionally, despite university personnel perceiving that student-athletes are underprepared for college, university personnel have had many different experiences working with student-athletes, some positive and some negative. Finally, university personnel perceived that there are communication barriers between campus and athletic student services, and improvements could be made through increased cross training.
The results of this study provide several implications for higher education practice. First, the gap between university personnel and student-athletes must be bridged in order to dispel stereotypes and create a more inviting academic environment for student. Second, the outcome of athletic student services and university personnel not working together to support student-athletes’ understanding and control of their academic pursuits, at admission and throughout college, will result in exploitation of student-athletes for their athletic ability. Third, if university personnel do not engage and interact with student-athletes to provide them with a sense of belonging and understanding of how to utilize their campus resources, student-athletes will not have the opportunity to fully develop academically or personally in higher education. Fourth, if athletic student services and university personnel do not continue to work toward effective strategies to sharing information regarding student-athletes and changes on campus, the risk of campus services not providing appropriate guidance, and athletic student services not providing effective advising strategies to student-athletes, could lead to student-athletes not receiving the proper help that they are afforded as students on campus and potentially not meeting NCAA eligibility standards. Recommendations for higher education include that university personnel dispel the stereotypes and myths regarding student-athletes through cross training with other departments. Next, athletic student services should work with the university personnel throughout the matriculation of a student-athlete into the institution, and while at the institution, to better inform their decision-making regarding academic majors. Third, athletic student services must work closely with the campus department sponsoring first-year seminar cohorts to strategize for effective ways for student-athletes to engage in first-year seminar cohorts and increase the opportunity that university personnel have to engage with student-athletes. Finally, athletic student services should increase their level of engagement, beyond administration, through planned collaborative meetings with university personnel.