Cockley and Roswal (1994) A comparison study of faculty members' perceived knowledge and satisfaction regarding NCAA athletic programs

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A comparison study of faculty members' perceived knowledge and satisfaction regarding NCAA athletic programs

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CONTRIBUTORS:

	Author:	Cockley, W. T.
	Author:	Roswal, G. M.

JOURNAL:

Journal of Sport Behavior (JSB), 17(4), 217 - 226.

YEAR:

1994

PUB TYPE:

Journal Article

SUBJECT(S):

university; sport; United-States; faculty; attitude; satisfaction; knowledge-level

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=366343&title=366343

LANGUAGE:

English

PUB ID:

103-343-465 (Last edited on 2002/02/27 18:44:13 US/Mountain)

SPONSOR(S):

ABSTRACT:
The purpose of this study was to assess the control and administration of athletic programs as viewed by the faculty. Satisfaction regarding perceived knowledge, academic environment, and locus of control were investigated by both division affiliation (i.e., Division I, II, III) and current faculty athletic board service. The sample consisted of full-time faculty members' responses from 48 institutions equally representing the three divisions as established by the NCAA. Forty faculty members and all current faculty athletic board members were selected at each institution to receive the study questionnaire. Results indicated that the faculty of Division I institutions were significantly less satisfied with their respective athletic departments than the faculty of Division II institutions. Division III faculty were significantly more satisfied than Division I and Division II. Current faculty athletic board members from Division I and Division II were more satisfied with athletic programming at their institutions than the general faculty. Division III comparisons illustrated a lack of significant difference. No significant differences were found in satisfaction levels of current faculty athletic board members according to Division affiliation. Future research into faculty participation in athletics may suggest appropriate roles for greater faculty involvement in the overall institution environment.

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