Journal articles: 'Association of Collegiate Schools of Architecture'

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Valdivieso, Alejandro. "J. OCKMAN (ed) - Architecture School. Three Centuries of Educating Architects in North America." ZARCH, no. 6 (September 16, 2016): 242. http://dx.doi.org/10.26754/ojs_zarch/zarch.201661471.

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JOAN OCKMAN (ed) with REBECCA WILLIAMSON (research editor)Architecture School. Three Centuries of Educating Architects in North AmericaMIT Press, Cambridge, Massachusetts -London, England, 2012 / Association of Collegiate Schools of Architecture, Washington D.C., 400 págs.54,95 $. Idioma: inglés (tapa dura)

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Morley, Jane. "The Association of Collegiate Schools of Architecture Technology Conference-Washington, D.C., November 11-12, 1985." Technology and Culture 28, no. 1 (January 1987): 120. http://dx.doi.org/10.2307/3105485.

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Reeb, Brenda. "Association to Advance Collegiate Schools of Business (AACSB)." Journal of Business & Finance Librarianship 11, no. 1 (December 6, 2005): 53–59. http://dx.doi.org/10.1300/j109v11n01_07.

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Susskind, Lawrence E. "Association of Collegiate Schools of Planning Distinguished Educator Award." Journal of Planning Education and Research 25, no. 3 (March 2006): 329–30. http://dx.doi.org/10.1177/0739456x06286213.

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Wachs, Martin. "Association of Collegiate Schools of Planning Distinguished Educator Award." Journal of Planning Education and Research 26, no. 3 (March 2007): 367–68. http://dx.doi.org/10.1177/0739456x07300016.

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Bess, David E. "Meeting of the association of collegiate schools of planning." Cities 5, no. 2 (May 1988): 193–94. http://dx.doi.org/10.1016/0264-2751(88)90007-8.

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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (May 3, 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.

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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.

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Hopkins, Lewis D. "2007 Association of Collegiate Schools of Planning Distinguished Planning Educator Award." Journal of Planning Education and Research 27, no. 3 (March 2008): 367–68. http://dx.doi.org/10.1177/0739456x07313762.

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Caves, Roger W. "29th annual conference of the Association of Collegiate Schools of Planning." Land Use Policy 5, no. 3 (July 1988): 351–52. http://dx.doi.org/10.1016/0264-8377(88)90043-9.

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Faria, João Ricardo, and Franklin G. Mixon. "Opportunism vs. Excellence in Academia: Quality Accreditation of Collegiate Business Schools." American Business Review 25, no. 1 (May 2022): 4–24. http://dx.doi.org/10.37625/abr.25.1.4-24.

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This study extends the literature on the (in)effectiveness of quality accreditation by examining how standards adopted by an accrediting or research agency, such as the Association to Advance Collegiate Schools of Business International (AACSB), can be manipulated by academic units, such as collegiate schools of business. We present a hierarchical differential game between a collegiate business school and its accrediting agency to advance the hypothesis that strategic or opportunistic behavior occurs where heterogeneity in academic achievement exists, as represented by an uneven distribution of academic achievement resulting either from the presence of both unproductive and highly productive faculty or periods of high academic productivity followed by other periods of low academic productivity. Statistical explorations utilizing data from senior management faculty affiliated with both the highest-ranking and lowest-ranking colleges and universities in the U.S. are suggestive of the presence of incentives facing some U.S. business schools to behave strategically or opportunistically in terms of quality accreditation.

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Bill Joyce, Dr. "Accounting Teaching, Research and Accreditation." International Journal of Business & Management Studies 04, no. 11 (November 12, 2023): 1–8. http://dx.doi.org/10.56734/ijbms.v4n11a1.

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Accreditation is becoming a widely accepted form of program assessment in higher education. The Association to Advance Association to Advance Collegiate Schools of Business (AACSB) is the dominant form or accreditation for both business programs in general and accounting programs specifically. With high research expectations, AACSB accreditation seems to place “teaching” institutions at a disadvantage in gaining accreditation compared to “research” institutions. Forcing “teaching” schools to adopt rigorous research standards may have detrimental consequences to teaching, which is at the very heart of “teaching” institutions. The benefits of AACSB accreditation need to be measured against the high cost of achieving this accreditation. Other means of signaling accounting program credibility, such as International Assembly for Collegiate Business Education (IACBE), may be a viable alternative to separate AACSB accounting program accreditation.

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Baugh, Christine M., Emily Kroshus, Bailey L. Lanser, Tory R. Lindley, and William P. Meehan. "Sports Medicine Staffing Across National Collegiate Athletic Association Division I, II, and III Schools: Evidence for the Medical Model." Journal of Athletic Training 55, no. 6 (May 4, 2020): 573–79. http://dx.doi.org/10.4085/1062-6050-0463-19.

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Context The ratio of clinicians to patients has been associated with health outcomes in many medical contexts but has not been explored in collegiate sports medicine. The relationship between administrative and financial oversight models and staffing is also unknown. Objective To (1) evaluate staffing patterns in National Collegiate Athletic Association sports medicine programs and (2) investigate whether staffing was associated with the division of competition, Power 5 conference status, administrative reporting structure (medical or athletic department), or financial structure (medical or athletic department). Design Cross-sectional study. Setting Collegiate sports medicine programs. Patients or Other Participants Representatives of 325 universities. Main Outcome Measure(s) A telephone survey was conducted during June and July 2015. Participants were asked questions regarding the presence and full-time equivalence of the health care providers on their sports medicine staff. The number of athletes per athletic trainer was determined. Results Responding sports medicine programs had 0.5 to 20 full-time equivalent staff athletic trainers (median = 4). Staff athletic trainers at participating schools cared for 21 to 525 athletes per clinician (median = 100). Both administrative and financial oversight from a medical department versus the athletics department was associated with improved staffing across multiple metrics. Staffing levels were associated with the division of competition; athletic trainers at Division I schools cared for fewer athletes than athletic trainers at Division II or III schools, on average. The support of graduate assistant and certified intern athletic trainers varied across the sample as did the contributions of nonphysician, nonathletic trainer health care providers. Conclusions In many health care settings, clinician : patient ratios are associated with patient health outcomes. We found systematic variations in clinician : patient ratios across National Collegiate Athletic Association divisions of competition and across medical versus athletics organizational models, raising the possibility that athletes' health outcomes vary across these contexts. Future researchers should evaluate the relationships between clinician : patient ratios and athletes' access to care, care provision, health care costs, health outcomes, and clinician job satisfaction.

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Barnes, Kathleen J., George Smith, and Sarah Vaughan. "Association for the Advancement of Collegiate Schools of Business (AACSB) Accreditation Current Issues." Organization Management Journal 12, no. 3 (July 3, 2015): 195–96. http://dx.doi.org/10.1080/15416518.2015.1087260.

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Gundersen, David E., Susan Evans Jennings, Deborah Dunn, Warren Fisher, Mikhail Kouliavtsev, and Violet Rogers. "A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach." American Journal of Business Education (AJBE) 4, no. 5 (April 26, 2011): 39–48. http://dx.doi.org/10.19030/ajbe.v4i5.4223.

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The Association to Advance Collegiate Schools of Business (AACSB) describes their accreditation as the hallmark of business education. According to information at BestBizSchools.com (n.d.), AACSB accreditation represents the highest standard of achievement for business schools worldwide. Being AACSB accredited means a business school is able to continuously pass a strict set of standards that ensure quality. As of December 2010, only 5%, or 607, of the academic business programs globally were accredited by AACSB. This number represents schools in 38 countries where the majority of programs incorporate both undergraduate and graduate education covering business, accounting, or both. An institution must be a member of AACSB in order to apply for accreditation. It is important to note, however, that membership does not imply that the program is accredited (The Association to Advance Collegiate Schools of Business, n.d.-a). Recent emphasis demanding external validation on the quality of Business Schools has resulted in the promotion of AACSB accreditation as the de facto quality standard. Earning this quality seal of approval, business programs can verify they have met the 21 AACSB standards that cover strategic, participant, and assurance of learning achievements and processes. Programs with AACSB accreditation are encouraged to promote the standard using it to externally validate their quality and to market their programs to external groups including students, employers, and contributors (The Association to Advance Collegiate Schools of Business, n.d.-b). Despite established standards, no single approach to meeting standards for accreditation is suggested by AACSB. Rather, varying approaches to meeting standards should be developed to fit individual programs of institutions (Bryant & Scherer, 2009). This position by AACSB underscores its recognition of the diversity across accredited programs and allows educators wide latitude in developing and implementing approaches to excellence. Small programs are not disadvantaged so long as their students, faculty, graduates, and the employers who hire them receive the quality outputs that help them meet the external competitive requirements (Olian, 2007). In recognition of member institutions diversity, the AACSB has established the Affinity Group program where school administrators from schools sharing similar characteristics can interact, exchange ideas, and present views on a wide range of issues (Olian, 2007). This allows AACSB member schools, who have varying missions and constituents, to find and link with other programs of a similar nature where creativity and synergy can more easily occur. The AACSB wants the accreditation process to help facilitate creativity in designing business school strategies rather than being viewed as an impediment to a programs push to quality (Romero, 2008).

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Segura, Jerome, and Jonathan Willner. "The Game Is Good at the Top." Journal of Sports Economics 19, no. 5 (October 13, 2016): 645–76. http://dx.doi.org/10.1177/1527002516673407.

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Collegiate football may provide advertising for universities, attracting larger pools of applicants and leading to more academically qualified student bodies. Football may also build school spirit, reducing attrition and improving long-run graduation rates. This analysis uses data from 2001 to 2004 for available National Collegiate Athletic Association Division-1 institutions to examine the advertising and effectiveness effects of football. Using both general linear model and linear-in-means model estimation procedures, we find strong advertising and effectiveness effects for football in the full sample. Among schools fielding a football team, the impact of Football Bowl Subdivision and winning percentage is muddy; however, the advertising effect of bowl appearances is strong.

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Baugh, Christine M., Emily Kroshus, Kaitlyn I. Perry, and Alexandra P. Bourlas. "Concussion Management Plans' Compliance with NCAA Requirements: Preliminary Evidence Suggesting Possible Improvement." Journal of Law, Medicine & Ethics 45, no. 2 (2017): 231–37. http://dx.doi.org/10.1177/1073110517720652.

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This study examined the extent to which concussion management plans at National Collegiate Athletic Association (NCAA) member schools were in line with NCAA Concussion Policy and best practice recommendations in absence of any process to ensure compliance. Most schools' concussion management plans were in compliance with 3 (60%) or 4 (25.6%) of the NCAA's 4 required components. Annual athlete education and acknowledgement was the requirement least often included, representing an area for improvement. Further, schools tended to more often include best practices that were more medically-oriented (e.g., including baseline examination), compared to best practices that were less medical in nature (e.g., avoiding flagrant head hits).

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Kerr, Zachary Y., Robert C. Lynall, Karen G. Roos, Sara L. Dalton, Aristarque Djoko, and Thomas P. Dompier. "Descriptive Epidemiology of Non–Time-Loss Injuries in Collegiate and High School Student-Athletes." Journal of Athletic Training 52, no. 5 (May 1, 2017): 446–56. http://dx.doi.org/10.4085/1062-6050-52.2.15.

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Context: Research on non–time-loss (NTL) injuries, which result in less than 24 hours of restriction from participation, is limited.Objective: To describe the epidemiology of NTL injuries among collegiate and high school student-athletes.Design: Descriptive epidemiology study.Setting: Aggregate injury and exposure data collected from a convenience sample of National College Athletic Association varsity teams and 147 high schools in 26 states.Patients or Other Participants: Collegiate and high school student-athletes participating in men's and boys' baseball, basketball, football, lacrosse, soccer, and wrestling and women's and girls' basketball, field hockey, lacrosse, soccer, softball, and volleyball during the 2009–2010 through 2013–2014 and the 2011–2012 through 2013–2014 academic years, respectively, participated. Collegiate student-athletes participating in men's and women's ice hockey were also included.Main Outcome Measure(s): Injury data from the National Collegiate Athletic Association Injury Surveillance Program and the National Athletic Treatment, Injury and Outcomes Network were analyzed. Injury counts, rates per 1000 athlete-exposures (AEs), and rate ratios were reported with 95% confidence intervals (CIs).Results: A total of 11 899 and 30 122 NTL injuries were reported in collegiate and high school student-athletes, respectively. The proportion of NTL injuries in high school student-athletes (80.3%) was 1.61 times greater than that of collegiate student-athletes (49.9%; 95% CI = 1.59, 1.63). The NTL injury rate in high school student-athletes (8.75/1000 athlete-exposures [AEs]) was 2.18 times greater than that of collegiate student-athletes (4.02/1000 AEs; 95% CI = 2.13, 2.22). Men's ice hockey (5.27/1000 AEs) and boys' football (11.94/1000 AEs) had the highest NTL injury rates among collegiate and high school athletes, respectively. Commonly injured body parts in collegiate and high school student-athletes were the hip/thigh/upper leg (17.5%) and hand/wrist (18.2%), respectively. At both levels, contusions, sprains, and strains were the most frequent diagnoses. Contact with another player was the most cited injury mechanism (college = 38.0%, high school = 46.3%).Conclusions: Non–time-loss injuries compose large proportions of collegiate and high school sports injuries. However, the NTL injury rate was higher in high school than in collegiate student-athletes. Tracking NTL injuries will help to better describe the breadth of injuries sustained by athletes and managed by athletic trainers.

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Baugh, Christine M., William P. Meehan, Thomas G. McGuire, and Laura A. Hatfield. "Staffing, Financial, and Administrative Oversight Models and Rates of Injury in Collegiate Athletes." Journal of Athletic Training 55, no. 6 (April 29, 2020): 580–86. http://dx.doi.org/10.4085/1062-6050-0517.19.

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Context Structural features of health care environments are associated with patient health outcomes, but these relationships are not well understood in sports medicine. Objective To evaluate the association between athlete injury outcomes and structural measures of health care at universities: (1) clinicians per athlete, (2) financial model of the sports medicine department, and (3) administrative reporting structure of the sports medicine department. Design Descriptive epidemiology study. Setting Collegiate sports medicine programs. Patients or Other Participants Colleges that contribute data to the National Collegiate Athletic Association (NCAA) Injury Surveillance Program. Main Outcome Measure(s) We combined injury data from the NCAA Injury Surveillance Program, sports medicine staffing data from NCAA Research, athletic department characteristics from the United States Department of Education, and financial and administrative oversight model data from a previous survey. Rates of injury, reinjury, concussion, and time loss (days) in NCAA athletes. Results Compared with schools that had an average number of clinicians per athlete, schools 1 standard deviation above average had a 9.5% lower injury incidence (103.6 versus 93.7 per 10000 athlete-exposures [AEs]; incidence rate ratio [IRR] = 0.905, P < .001), 2.7% lower incidence of reinjury (10.6 versus 10.3 per 10000 AEs; IRR = 0.973, P = .004), and 6.7% lower incidence of concussion (6.1 versus 5.7 per 10000 AEs; IRR = 0.933, P < .001). Compared with the average, schools that had 1 standard deviation more clinicians per athlete had 16% greater injury time loss (5.0 days versus 4.2 days; IRR = 1.16, P < .001). At schools with sports medicine departments financed by or reporting to the athletics department (or both), athletes had higher injury incidences (31% and 9%, respectively). Conclusions The financial and reporting structures of collegiate sports medicine departments as well as the number of clinicians per athlete were associated with injury risk. Increasing the number of sports medicine clinicians on staff and structuring sports medicine departments such that they are financed by and report to a medical institution may reduce athlete injury incidence.

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Juravich, Matthew, and Brian M. Mills. "Exogenous Policy Shock and Logic Centrality Shift: NBA Policy and NCAA Outcomes." Journal of Sport Management 31, no. 5 (September 1, 2017): 452–65. http://dx.doi.org/10.1123/jsm.2016-0335.

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This study integrates the literature on organizational fields and logics of action with the sport management and economics literature by investigating the impact of an exogenous shock on talent distribution in the field of National Collegiate Athletic Association Division 1 men’s basketball. We examine data related to human resource entry and exit through the lens of the National Basketball Association’s one-and-done rule and its subsequent impact on competitive balance among National Collegiate Athletic Association Division 1 men’s basketball programs. Hypotheses are tested in relation to pre- and postshock talent dispersion and competitive balance employing an interdisciplinary econometric approach to evaluate management-driven outcomes. Broadly, we find improvements in balance and a broader distribution of player talent among schools comprising larger conferences, whereas smaller conferences experienced reductions or no changes in balance. Implications are discussed and future directions for integrated institutional theory and sport management research are suggested.

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Williams, Doyle Z. "A Half Century of Close Encounters with the First Course in Accounting." Issues in Accounting Education 26, no. 4 (November 1, 2011): 759–76. http://dx.doi.org/10.2308/iace-50070.

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ABSTRACT This paper describes the author's encounters with the first course in accounting in his half century of study, teaching, and service on five campuses, as a student, doctoral teaching assistant, lecturer, professor, accounting department administrator, business dean, and senior scholar. Also described are his encounters with issues surrounding the first course in accounting in a variety of leadership roles with the American Accounting Association, American Institute of Certified Public Accountants, Accounting Education Change Commission, Association for Advancement of Collegiate Schools of Business, the Accounting Programs Leadership Group, and the Federation of Schools of Accountancy. Changes in the nature, content, and teaching of the first course in accounting are discussed. Observations for the future of the first course in accounting are offered.

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Baxter, Vern, Anthony V. Margavio, and Charles Lambert. "Competition, Legitimation, and the Regulation of Intercollegiate Athletics." Sociology of Sport Journal 13, no. 1 (March 1996): 51–64. http://dx.doi.org/10.1123/ssj.13.1.51.

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This article uses data on sanctions against member schools of the National Collegiate Athletic Association (NCAA) from 1952 to 1990 to examine density of competition and legitimacy of rules as regulatory dynamics in a relatively stable population of organizations. The NCAA regulates athletic competition through enforcement of rules that mediate between various definitions of legitimate conduct. Schools in less densely competitive environments are more likely to receive penalties for rules violations than are schools in more densely competitive environments. It is also found that NCAA Division I schools in the South, Southwest, and Midwest are significantly more likely to receive penalties than are schools in the Mideast and East. The article concludes that the legitimacy of rules varies across schools and across regions, creating different cultures of competition that affect the likelihood of deviance and sanction.

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Grau, Ma Antonia, and Conxita Sangenís. "Architecture libraries in Catalonia." Art Libraries Journal 26, no. 2 (2001): 13–17. http://dx.doi.org/10.1017/s030747220001213x.

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Two of the largest architecture libraries in Spain are in institutions in Catalonia. One of these is the UPC (the Technical University of Catalonia), the home of the library of the ETSAB (the School of Architecture of Barcelona), which is one of the oldest architecture schools in Spain. The other is COAC (the Architects’ Association of Catalonia), which boasts one of the biggest architecture libraries in a professional association in the country. While these two libraries were built up in the 19th century, other architecture libraries have been created in Catalonia in the 20th century, both in schools of architecture and in the branches of COAC.

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Bradbury, John Charles, and Joshua D. Pitts. "Full Cost-of-Attendance Scholarships and College Choice." Journal of Sports Economics 19, no. 7 (March 17, 2017): 977–89. http://dx.doi.org/10.1177/1527002517696958.

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In 2015, the National Collegiate Athletic Association Division I schools were permitted to cover the “full cost of attendance” as a part of athletic scholarships for the first time, which allowed schools to provide modest living stipends to its athletes. Differences in cost-of-attendance allotments across schools have the potential to affect the allocation of talent, with higher stipends attracting better student-athletes. Using recently published cost-of-attendance data, we estimate the impact of cost-of-attendance allowances on college football recruiting. Estimates reveal that cost-of-attendance scholarship allowances were positively associated with football recruiting quality immediately following their implementation, indicating that the modest differences in stipends swayed student-athletes’ college choice.

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Sanchez, Thomas W. "Faculty Performance Evaluation Using Citation Analysis." Journal of Planning Education and Research 37, no. 1 (July 9, 2016): 83–94. http://dx.doi.org/10.1177/0739456x16633500.

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This article provides a citation analysis for faculty from Association of Collegiate Schools of Planning (ACSP) member schools. The article argues that Google Scholar data is a particularly valuable source of citation data for urban planning because its coverage extends beyond traditional peer-reviewed publications. The analysis reports the level of scholarly activity within the urban planning discipline. The results show citation patterns for planning faculty, departments, and universities along with discussing the distribution of citation activity across the discipline. The article concludes by encouraging planning scholars and administrators to undertake more analysis of planning scholarship to understand scholarly performance and impact.

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Lightner, Constance A., and Carin A. Lightner-Laws. "Developing A Sustainable AoL Framework Using Supply Chain Principles." International Journal of Management & Information Systems (IJMIS) 18, no. 1 (December 31, 2013): 41. http://dx.doi.org/10.19030/ijmis.v18i1.8338.

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Many accreditation agencies have adopted Assurance of Learning (AoL)-based paradigms for assessing educational institutions. Colleges/universities transitioning to an Assurance of Learning (AoL) system encounter common challenges while implementing new standards. In this research, the authors develop a stakeholder driven AoL framework which addresses common transitional issues while maintaining the Southern Association of Colleges and Schools (SACS) and Association to Advance Collegiate Schools of Business (AACSB) accreditation standards. The model incorporates supply chain practices by best in class (BIC) companies to optimize overall assessment efforts. The model decreases the number of redundant processes, improves collaboration throughout the university, and promotes a more comprehensive curriculum. After the model implementation, the authors examine mission statements and tenure, promotion and reappointment documents to gain insight about how to sustain accreditation.

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Baughman, Melissa. "Shattering the Glass Podium: Successes and Setbacks of Women in Collegiate Choral Conducting." Update: Applications of Research in Music Education 40, no. 1 (May 19, 2021): 10–17. http://dx.doi.org/10.1177/87551233211018395.

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The purpose of this study was to explore the status and experiences of women in collegiate choral conducting positions. Out of all collegiate choral conductors ( N = 992) at institutions accredited by the National Association of Schools of Music in the United States, 68.65% ( n = 681) were men and 31.35% ( n = 311) were women at the time of this study; I invited the women collegiate choral conductors to serve as study participants. Ninety-six respondents completed an online survey, resulting in a response rate of 30.86%. I collected data through a researcher-designed survey. First, I asked respondents to provide demographic information and respond to Likert-type and open-ended prompts related to three domains: gaining entry into the profession, navigating the profession, and issues surrounding gender. I analyzed data through descriptive statistics and qualitative methods of assigning codes, combining codes into themes, and displaying the data. I addressed general discrepancies in the self-reported attitudes of respondents. Although women reported an overall attitude of satisfaction as choral conductors in their Likert-type responses, many respondents detailed several instances of gender discrimination and other challenges in their open-ended responses. Implications for the music profession, including specific strategies to help empower women in collegiate choral conducting settings, are discussed.

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Jalbert, Terrance, Mercedes Jalbert, and Kim Furumo. "Does AACSB Accreditation Matter? Evidence From Large Firm CEOs." Journal of Applied Business Research (JABR) 27, no. 3 (April 13, 2011): 93. http://dx.doi.org/10.19030/jabr.v27i3.4216.

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<span>Accreditation from the Association to Advance Collegiate Schools of Business (AACSB) is highly sought after by business schools both in the United States and internationally. Business schools devote considerable resources to earn and maintain the accreditation. Despite this effort and expense, surprisingly little literature has examined the extent to which AACSB accredited schools outperform non-accredited schools in market driven situations. This exploratory study is a first effort to fill this gap in the literature. The research here examines CEOs from large U.S. firms. Specifically, compensation earned by CEOs from AACSB accredited schools are compared to compensation earned by CEOs from non-accredited schools. We also examine the extent to which CEOs from accredited and non-accredited schools manage their firms differently and earn higher profits than other CEOs. The findings indicate that a large proportion of large firm CEOs earned their degree from an AACSB accredited school. The empirical findings are mixed, but the general picture is that graduates from AACSB accredited schools do not outperform other CEOs.</span>

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Caves, Roger W. "‘Planning transatlantic: global change and local problems’, Association of Collegiate Schools of Planning (ACSP) and Association of European Schools of Planning (AESOP) joint international congress." Cities 9, no. 2 (May 1992): 150–51. http://dx.doi.org/10.1016/0264-2751(92)90048-a.

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Eggers, Austin F., Peter A. Groothuis, Parker Redding, Kurt W. Rotthoff, and Michael Solimini. "Universities Behaving Badly: The Impact of Athletic Malfeasance on Student Quality and Enrollment." Journal of Sports Economics 21, no. 1 (July 7, 2019): 87–100. http://dx.doi.org/10.1177/1527002519859416.

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National accolades and positive media attention are frequently lavished upon successful collegiate sports programs. Correspondingly, studies have demonstrated that universities often benefit from the achievements of their athletic teams by increasing the schools’ application numbers, student quality, and alumni donations. This study demonstrates that the opposite effect occurs when a university’s sports team is accused of engaging in impropriety. Our findings suggest that the negative attention given to the National Collegiate Athletic Association postseason tournament ban of a men’s basketball program could serve as a signal to prospective students regarding the quality of the institution. This perception ultimately leads to a decrease in the infracting university’s enrollment the year before the ban that then rebounds the year after the ban. However, the ban reduces the percentage of high-achieving students who choose to attend the university after the ban has been implemented.

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Kerr, Zachary Y., Andrew J. Gregory, Jill Wosmek, Lauren A. Pierpoint, Dustin W. Currie, Sarah B. Knowles, Erin B. Wasserman, Thomas P. Dompier, R. Dawn Comstock, and Stephen W. Marshall. "The First Decade of Web-Based Sports Injury Surveillance: Descriptive Epidemiology of Injuries in US High School Girls' Volleyball (2005–2006 Through 2013–2014) and National Collegiate Athletic Association Women's Volleyball (2004–2005 Through 2013–2014)." Journal of Athletic Training 53, no. 10 (October 1, 2018): 926–37. http://dx.doi.org/10.4085/1062-6050-162-17.

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Context: The advent of Web-based sports injury surveillance via programs such as the High School Reporting Information Online system and the National Collegiate Athletic Association Injury Surveillance Program has aided in the acquisition of girls' and women's volleyball injury data. Objective: To describe the epidemiology of injuries sustained in high school girls' volleyball in the 2005–2006 through 2013–2014 academic years and collegiate women's volleyball in the 2004–2005 through 2013–2014 academic years using Web-based sports injury surveillance. Design: Descriptive epidemiology study. Setting: Online injury surveillance from high school girls' (annual average = 100) and collegiate women's (annual average = 50) volleyball teams. Patients or Other Participants: Girls' and women's volleyball players who participated in practices and competitions during the 2005–2006 through 2013–2014 academic years in high school and the 2004–2005 through 2013–2014 academic years in college. Main Outcome Measure(s): Athletic trainers collected time-loss (≥24 hours) injury and exposure data. Injury rates per 1000 athlete-exposures (AEs), injury rate ratios (IRRs) with 95% confidence intervals (CIs), and injury proportions by body site and diagnosis were calculated. Results: The High School Reporting Information Online system documented 1634 time-loss injuries during 1 471 872 AEs; the National Collegiate Athletic Association Injury Surveillance Program documented 2149 time-loss injuries during 563 845 AEs. The injury rate was higher in college than in high school (3.81/1000 versus 1.11/1000 AEs; IRR = 3.43; 95% CI = 3.22, 3.66), and higher in high schools with ≤1000 students than in those with >1000 students (IRR = 1.35; 95% CI = 1.23, 1.49). Injury rates did not vary by collegiate division. The injury rate was higher during competitions than practices for high school (IRR = 1.23; 95% CI = 1.12, 1.36) but not for college (IRR = 1.01; 95% CI = 0.92, 1.10). Ankle sprains were common in both the high school and collegiate setting. However, liberos had a high incidence of concussion. Conclusions: Injury rates were higher among collegiate than high school players. However, injury rates differed by event type in high school, unlike college. Concussion injury patterns among liberos varied from those for other positions. These findings highlight the need for injury-prevention interventions specific to setting and position.

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Baugh, Christine M., Zachary Y. Kerr, Emily Kroshus, Bailey L. Lanser, Tory R. Lindley, and William P. Meehan. "Sports Medicine Staffing Patterns and Incidence of Injury in Collegiate Men's Ice Hockey." Journal of Athletic Training 55, no. 6 (May 8, 2020): 587–93. http://dx.doi.org/10.4085/1062-6050-0464.19.

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Context The relative availability of clinicians as well as the types and training of health care providers have been associated with morbidity and mortality in non-athletic health care settings. Whether staffing variations are associated with injury incidence in collegiate athletes is unknown. Objective To evaluate whether the institutional ratio of athletes to athletic trainers (patient load) or the ratio of staff to nonstaff (graduate assistant and certified intern) athletic trainers or both is associated with the incidence of injuries sustained by male ice hockey athletes at the school. Design Descriptive epidemiology study. Setting National Collegiate Athletic Association (NCAA) men's ice hockey teams. Patients or Other Participants Collegiate men's ice hockey athletes. Main Outcome Measure(s) The NCAA Injury Surveillance Program collected data from collegiate men's ice hockey athletes. Staffing patterns were obtained through telephone interviews. Injury counts, injury rates per 1000 athlete-exposures, and injury rate ratios with 95% confidence intervals were calculated and compared between the following groups: (1) schools with high (versus low) patient load and (2) schools with high (versus low) ratio of staff to nonstaff (graduate assistant and certified intern) athletic trainers. Results Both the patient load and relative number of staff athletic trainers were associated with variations in the incidences and types of diagnosed injuries in male ice hockey players. Specifically, fewer injuries were diagnosed by clinicians at institutions with high patient loads. The rates of injury overall and non–time-loss injuries were lower in the high patient-load group. Time-loss injury rates, severe injury rates, concussion rates, and overall rates of injury during competition were greater in the group with a higher proportion of staff athletic trainers, whereas non–time-loss injury rates were lower. Conclusions In this study of collegiate men's ice hockey players, athlete health outcomes were directly related to the number and types of clinicians available. Future researchers should evaluate whether this finding extends beyond men's ice hockey.

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McDermott, Dennis R., David J. Urban, and Richard D. O'hallaron. "Developing and Managing a Mission Statement: A Study of Marketing Departments." Journal of Marketing Education 18, no. 1 (March 1996): 4–13. http://dx.doi.org/10.1177/027347539601800103.

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The results of a survey of chairpersons show that marketing departments accredited by the American Association of Collegiate Schools of Business that have developed a mission statement are in the minority; approximately half of those that have done so perceive the benefits to be either moderate or insignificant. These findings indicate possible limitations in the development and/or management of the mission statement. This article proposes a process for the efficient and effective development of a mission statement and outlines methods to manage it.

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Setran, David P. "“From Moral Aristocracy to Christian Social Democracy”: The Transformation of Character Education in the Hi-Y, 1910–1940." History of Education Quarterly 45, no. 2 (2005): 207–46. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00035.x.

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In the early twentieth century, many American educators pinned their hopes for a revitalized nation on the character education of “youth,” especially adolescent boys. Although the emphasis on student morality was far from novel—nineteenth-century common and secondary schools operated as bastions of Protestant republican virtue—new perceptions of moral decay, institutional failure, and general cultural anomie prompted a marked increase in urgency. Among the many agencies confronting this impending moral crisis, the Young Men's Christian Association (YMCA) had perhaps the most comprehensive program of regeneration for American youth, encompassing a carefully articulated system extending from boyhood to collegiate and employed young men. Despite this expansive role, historians have produced only cursory glimpses of this organization, neglecting in particular the YMCA's work in developing an extracurricular program of moral education in public high schools.

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Parks-Leduc, Laura, Matthew A. Rutherford, Karen L. Becker, and Ali M. Shahzad. "The Professionalization of Human Resource Management: Examining Undergraduate Curricula and the Influence of Professional Organizations." Journal of Management Education 42, no. 2 (August 17, 2017): 211–38. http://dx.doi.org/10.1177/1052562917727034.

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This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance Collegiate Schools of Business or European Quality Improvement System in 2014-2015. Of the 281 HR programs that we identified, programs require an average of 3.4 HR classes. The most common required courses were Human Resource Management (239 schools), Compensation (or Compensation & Benefits; 123 schools), and Staffing (or Recruitment & Selection; 113 schools). Although we did find similarities between programs, we also find that there are significant differences in the required courses of HRM programs worldwide. We additionally examine institutional pressures from major professional HRM associations, and find evidence that these organizations do influence HRM curricula toward greater similarity. In particular, schools in regions with a major professional HRM organization are more similar than schools in other regions. Additionally, schools in the United States that are aligned with Society for Human Resource Management curriculum guidelines are more similar than schools that are not Society for Human Resource Management aligned.

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Goulet, Laurel R., Kevin J. Lopes, and John Bryan White. "Mission-driven expected impact: Assessing scholarly output for 2013 Association to Advance Collegiate Schools of Business standards." Journal of Education for Business 91, no. 1 (November 23, 2015): 11–18. http://dx.doi.org/10.1080/08832323.2015.1108280.

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Gomaa, Mohamed, Robert Hurt, and Meihua Koo. "A Data Analytics Elective Course for a Master of Science in Accountancy Program." AIS Educator Journal 16, no. 1 (January 1, 2021): 105–16. http://dx.doi.org/10.3194/1935-8156-16.1.105.

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Abstract The American Accounting Association and the International Association to Advance Collegiate Schools of Business, responding to calls from business and the accounting profession, have encouraged the teaching of data analytics in accounting courses. To help accounting educators integrate this new topic into their curricula, we report on how we developed a data analytics elective course for our Master of Science in Accountancy program. This course introduces data analytics from an accounting perspective. It includes four parts: Data and its Significance as an Organizational Asset, Data Analytics Concepts, and Introduction to R, Individual Labs, and Group Case Work. We contribute to accounting information systems education by providing a starting point for faculty members developing an accounting-related data analytics course or integrating the material into existing curricula.

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Brink, Kyle E., Timothy B. Palmer, and Robert D. Costigan. "Business school learning goals: Alignment with evidence-based models and accreditation standards." Journal of Management & Organization 24, no. 4 (July 5, 2017): 474–91. http://dx.doi.org/10.1017/jmo.2017.35.

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AbstractProgrammatic learning goals serve as the foundation for an educational institution’s curriculum design and assurance of learning processes. The purpose of our study is to determine the relevance or alignment of undergraduate business school learning goals. We identify the learning goals of US undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business-International (AACSB) and determine the extent to which the goals are aligned with (a) evidence-based competencies that are needed for managerial success (including the ‘Great Eight’ and the ‘hyperdimensional taxonomy’) and (b) content areas identified in AACSB’s Eligibility Procedures and Accreditation Standards for Business Accreditation. We found that learning goals conform to AACSB Standards and evidence-based managerial competencies, but goals are most closely aligned with AACSB Standards, followed by the Great Eight, and the hyperdimensional taxonomy, respectively. We discuss the implications of our findings with respect to business schools’ assurance of learning processes and provide recommendations for AACSB, business schools, the broader academy, and future research.

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Webster, Robert L., Kevin L. Hammond, and Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement." Psychological Reports 96, no. 2 (April 2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.

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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.

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Seifried, Chad, and Tiffany Demiris. "New Deal Spending and Stadia: Constructions Utilized by National Collegiate Athletic Association Division I Institutions." Journal of Intercollegiate Sport 15, no. 2 (October 10, 2022): 1–26. http://dx.doi.org/10.17161/jis.v15i2.15797.

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The present study seeks to understand more about the contribution the United States’ New Deal Depression-era programs had on college sport stadia. To complete this research, we examined projects used by the schools and communities connected to the National College Athletic Association’s (NCAA) Division I and provide answers to the following research questions: 1) What New Deal programs (i.e., 1933-1942) are connected to college football stadia construction; 2) What regions took advantage of these programs to support the development of their football product; and 3) How can any differences found between regions and New Deal programs be explained? Within the present work, we differentiate the various NEW Deal programs from one another. Next, we make a case for why sport stadia attracted New Deal monies. The results of our study show a substantial commitment to sport stadia, present an explanation on regional differences, and offer a rationale on why there were differences in funding commitments by the various New Deal programs along with the types of innovations incorporated into the new structures or renovations.

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Kerr, Zachary Y., Margot Putukian, Cindy J. Chang, Lindsay J. DiStefano, Dustin W. Currie, Lauren A. Pierpoint, Sarah B. Knowles, et al. "The First Decade of Web-Based Sports Injury Surveillance: Descriptive Epidemiology of Injuries in US High School Boys' Soccer (2005–2006 Through 2013–2014) and National Collegiate Athletic Association Men's Soccer (2004–2005 Through 2013–2014)." Journal of Athletic Training 53, no. 9 (September 1, 2018): 893–905. http://dx.doi.org/10.4085/1062-6050-166-17.

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Context: The advent of Web-based sports injury surveillance via programs such as the High School Reporting Information Online system and the National Collegiate Athletic Association Injury Surveillance Program has aided the acquisition of boys' and men's soccer injury data. Objective: To describe the epidemiology of injuries sustained in high school boys' soccer in the 2005–2006 through 2013–2014 academic years and collegiate men's soccer in the 2004–2005 through 2013–2014 academic years using Web-based sports injury surveillance. Design: Descriptive epidemiology study. Setting: Online injury surveillance from soccer teams of high school boys (annual average = 100) and collegiate men (annual average = 41). Patients or Other Participants: Boys' or men's soccer players who participated in practices and competitions during the 2005–2006 through 2013–2014 academic years in high school and the 2004–2005 through 2013–2014 academic years in college, respectively. Main Outcome Measure(s): Athletic trainers collected time-loss (≥24 hours) injury and exposure data. Injury rates per 1000 athlete-exposures (AEs), injury rate ratios (IRRs) with 95% confidence intervals (CIs), and injury proportions by body site and diagnosis were calculated. Results: High School Reporting Information Online documented 2912 time-loss injuries during 1 592 238 AEs; the National Collegiate Athletic Association Injury Surveillance Program documented 4765 time-loss injuries during 686 918 AEs. The injury rate was higher in college than in high school (6.94 versus 1.83/1000 AEs; IRR = 3.79; 95% CI = 3.62, 3.97). Injury rates increased with smaller school size for high schools and were higher in Division I than in Divisions II and III. The injury rate was higher during competitions than during practices in both high school (IRR = 3.55; 95% CI = 3.30, 3.83) and college (IRR = 3.45; 95% CI = 3.26, 3.65). Most injuries were to the lower extremity. However, concussion was a common injury, particularly in collegiate goalkeepers and at all positions for high school players. Concussions accounted for more than one-fifth of injuries in high school games. Conclusions: Injury-prevention interventions should be tailored to reflect variations in the incidence and type of injury by level of competition, event type, and position.

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Silveira, Jason M., and Michael W. Hudson. "Hazing in the College Marching Band." Journal of Research in Music Education 63, no. 1 (March 23, 2015): 5–27. http://dx.doi.org/10.1177/0022429415569064.

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The purpose of this study was to investigate hazing in collegiate marching bands. Specifically, the researchers were interested in marching band students’ experiences with hazing behaviors, to whom they were reported, attitudes toward hazing, and level of awareness of institutional hazing policies. Using a multistage cluster sampling approach, we distributed an online questionnaire to college marching band members attending National Collegiate Athletic Association Division I schools. Participants ( N = 1,215) were representative of 30 different states and included college freshmen, sophomores, juniors, seniors, and graduate students. Nearly 30% of respondents indicated they observed some form of hazing in their marching band. The most common acts of hazing involved public verbal humiliation or degradation, which generally went unreported. Reticence to report hazing was largely due to fear of social retaliation or perceptions that the hazing behaviors were innocuous. The vast majority of participants had negative attitudes regarding hazing and most learned about their institution’s hazing policy through a marching band orientation. Implications for the college marching band, contextualization of results, and future directions are discussed.

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Costigan, Robert D., and Kyle E. Brink. "On the prevalence of linear versus nonlinear thinking in undergraduate business education: A lot of rhetoric, not enough evidence." Journal of Management & Organization 21, no. 4 (February 16, 2015): 535–47. http://dx.doi.org/10.1017/jmo.2014.86.

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AbstractThe purpose of this research is to examine the undergraduate learning goals of business programs and determine if these goals are skewed in the directions posed by critics of undergraduate business education. The underlying theme of many critiques is that nonlinear-thinking processes are underrepresented in undergraduate business curricula, whereas linear-thinking processes are overrepresented. The learning goals of 208 Association to Advance Collegiate Schools of Business International-accredited business programs were coded into two goal categories: linear thinking and nonlinear thinking. The results support the contention that nonlinear-thinking processes have a lesser presence in the typical undergraduate business program’s curriculum. These findings are consistent across research and teaching universities.

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Santini, Tyana. "Guilty by Association: Addressing Sustainability in Architecture Education." International Journal of Environmental Science & Sustainable Development 5, no. 2 (December 30, 2020): 60. http://dx.doi.org/10.21625/essd.v5i2.760.

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Despite the growing interest in sustainability, negative associations of this term with naïve discourses, green-washing, or low-quality design are still common within some areas in the discipline of architecture. Through a literature review and an examination of the programs of the top ten architecture schools, this article explores the causes and implications of this slight but persistent discredit of sustainability in the field of architecture. The article discusses how some of the perceived downsides of sustainability are reflected on the university curricula, as the fragmented understanding of environmental problems or the overly technical approach to their solution within technology and design. The discussion also addresses the improvements brought by recent multidisciplinary explorations of environmental issues made within the architectural humanities, that provide students a comprehensive historical, social, and cultural understanding of the issue.

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Cann, Cynthia W., and Alan L. Brumagim. "How Project Management Tools Aid in Association to Advance Collegiate Schools of Business (AACSB) International Maintenance of Accreditation." Journal of Education for Business 84, no. 1 (September 2008): 31–39. http://dx.doi.org/10.3200/joeb.84.1.31-39.

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Howard, Jennifer S., Johanna M. Hoch, Jennifer Tinsley, and Aaron Sciascia. "The Influence of Education and Environment on Patient-Reported Outcome Use in Athletic Training Clinical Practice." Athletic Training Education Journal 16, no. 3 (July 1, 2021): 188–97. http://dx.doi.org/10.4085/1947-380x-20-76.

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Context There have been multiple education reforms aimed at incorporating patient-reported outcome measures (PROMs) into routine clinical care. However, many factors can impact PROM use, including employment setting/policies or access to literature. Objective To explore the influence of educational background and employment setting/policies on athletic trainer (AT) attitudes and practices related to PROM use in the secondary and collegiate settings. Design Cross-sectional survey. Setting Secondary schools; National Collegiate Athletic Association Division I, II, and III; National Association of Intercollegiate Athletics; and junior colleges. Patients or Other Participants Five hundred and seven ATs working in secondary and collegiate settings. Data Collection and Analysis An established scale evaluating attitudes toward PROMs was distributed to a purposeful sample of 4000 ATs. Also included were questions concerning use of PROMs, employer policies related to PROMs, access to non–National Athletic Trainers' Association (NATA) journals, and educational background. Scores on each scale were compared based on educational background, employment setting/policies, and access to non-NATA scientific journals using Kruskal-Wallis tests with a Bonferroni correction. Frequency of PROM use was evaluated using chi-square tests (α = .05). Results PROMs were viewed positively across all participants, with more positive attitudes toward PROMs observed among those with clinical doctorates (P = .029) compared to those with master's or bachelor's degrees and by those with an athletic training-–related postprofessional master's degree (P = .030) compared to a non–athletic training master's degree. There were no differences in attitudes based on timing of professional degree completion. There were no differences in the usage of PROMs based on educational background or employment setting, with only 10% of respondents reporting routine PROM use. However, access to non-NATA scientific journals (P = .016) and employer policies related to the use of PROMs were associated with increased use of PROMs (P < .001). Conclusion Educational reforms have enhanced the attitudes of practicing ATs toward PROMs; however, environmental facilitators, such as expanded access to scientific literature and policies regarding the use of PROMs, are necessary to increase the use of PROMs.

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Curtis, Claudia K., Kevin G. Laudner, Todd A. McLoda, and Steven T. McCaw. "The Role of Shoe Design in Ankle Sprain Rates Among Collegiate Basketball Players." Journal of Athletic Training 43, no. 3 (May 1, 2008): 230–33. http://dx.doi.org/10.4085/1062-6050-43.3.230.

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Abstract Context: Much of the recent focus in shoe design and engineering has been on improving athletic performance. Currently, this improvement has been in the form of “cushioned column systems,” which are spring-like in design and located under the heel of the shoe in place of a conventional heel counter. Concerns have been raised about whether this design alteration has increased the incidence of ankle sprains. Objective: To examine the incidence of lateral ankle sprains in collegiate basketball players with regard to shoe design. Design: Prospective cohort study. Setting: Certified athletic trainers at 1014 National Collegiate Athletic Association (NCAA)-affiliated schools sponsoring basketball during the 2005–2006 regular season were notified of an online questionnaire. Athletic trainers at 22 of the 1014 schools participated. Patients or Other Participants: A total of 230 basketball players (141 males, 89 females; age = 20.2 ± 1.5 years) from NCAA Division I–III basketball programs sustained lateral ankle sprains. Main Outcome Measure(s): Ankle sprain information and type of shoe worn (cushioned column or noncushioned column) were collected via online survey. The incidence of lateral ankle sprains and type of shoes worn were compared using a chi-square analysis. Results: No difference was noted in ankle sprain incidence between groups (χ2 = 2.44, P = .20, relative risk = 1.47, 95% confidence interval [CI] = 0.32, 6.86). The incidence of ankle sprains was 1.33 per 1000 exposures in the cushioned column group (95% CI = 0.62, 3.51) and 1.96 per 1000 exposures in the noncushioned column group (95% CI = 0.51, 4.22). Conclusions: No increased incidence of ankle sprains was associated with shoe design.

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Krotova, Pitzel Camba, and Vlad Krotov. "A College at the Crossroads: The Case of the College of Business Administration at Abu Dhabi University." Journal of Cases in Educational Leadership 21, no. 4 (February 28, 2018): 52–66. http://dx.doi.org/10.1177/1555458918761117.

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The College of Business Administration at Abu Dhabi University, a private university in the United Arab Emirates, has been experiencing a decline in enrollment for several years. This decline in enrollment is believed to be associated with a number of internal and external factors, such as intense competition from local and international universities, aftereffects of an economic downturn in the country, fading popularity of business degrees, and many others. Despite the college obtaining Association to Advance Collegiate Schools of Business (AACSB) accreditation and implementing a number of enrollment management indicatives, the problem of low enrollment remains. Since student tuition is the main source of funds for the university, the problem of low student enrollment should be addressed swiftly.

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Hartman, Karen L. "“The Most Evil Thing About College Sports”: The 1-Year Scholarship and a Former NCAA Athlete’s Personal Narrative." International Journal of Sport Communication 7, no. 4 (December 2014): 425–40. http://dx.doi.org/10.1123/ijsc.2014-0049.

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This autoethnographic account analyzes the culture of the National Collegiate Athletic Association (NCAA), its rules, and the 1-year scholarship through a personal narrative of the author’s experience as a Division I basketball player who had her 1-year scholarship revoked before her senior year. The author seeks to provide a voice of resistance through an experience few have access to, as well as respond to calls for more communication scholars to use personal narrative research in sport. This scholarly commentary concludes with recommendations to change the culture of the NCAA to make it more amenable to multiyear scholarships and student-athlete rights: Communication between the NCAA and institutional members must continue to advocate for student-athlete rights; if schools are not going to offer multiyear scholarships, the NCAA needs to change the deadline for when schools must notify of nonrenewal; and student-athletes need to be encouraged to join associations that support their rights.

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Smith, Jordan, Robert Klug, Thomas Dagg, Elizabeth Lewis, Paul Cleland, Andrew Porter, and Samuel Ofei-Dodoo. "Academic Impact of COVID-19 in Collegiate Athletes." Kansas Journal of Medicine 15, no. 1 (March 15, 2022): 101–5. http://dx.doi.org/10.17161/kjm.vol15.16327.

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Introduction. The COVID-19 pandemic caused a pause to nearly all sporting activities in the spring of 2020, and collegiate athletes at the National Collegiate Athletic Association (NCAA)-affiliated universities whose sporting seasons were affected by the pandemic were granted an extra year of athletic eligibility. The study was conducted to determine how collegiate athletes planned to use an additional year of eligibility granted by the NCAA. Methods. The authors conducted a cross-sectional survey of 632 athletes from two universities in the Midwestern United States, between August and September 2021. The athletes completed an anonymous, 9-item survey to assess the effect of the pandemic on athletic season, athletic eligibility, and potential change in an academic or professional career. Chi-square tests, generalized linear mixed models, and adjusted odds ratio were used for the analyses. Results. The participation rate was 74.5% (471 of 632). Nearly 63% (290 of 461) of the athletes received an additional year of eligibility because of the pandemic, with 193 (66.6%) planned to use their extra year for scholastic development. Male athletes (65.3% vs 34.7%; χ2[1, n=290]=11.66, P<.001, Φ=0.20), Division II athletes (59.6% vs 40.4%; χ2[1, n=290]=13.93, P<.001, Φ=0.22), and athletes who had not previously used redshirt (73.1% vs 26.9%; χ2[1, n=290] = 4.79, P=.029, Φ=0.32) where more likely to use their extra year of eligibility academically. Conclusions. Our findings suggest that most of the athletes planned to use their extra year of eligibility to pursue further scholastic or professional development, highlighting the positive part of the COVID-19 pandemic. Future studies should investigate how these findings relate to athletes from universities in different geographical locations, intra-division schools.

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Innes, Judith E. "Report of the Commission on the Doctorate in Planning to the Association of Collegiate Schools of Planning: An Overview." Journal of Planning Education and Research 12, no. 2 (January 1993): 168–71. http://dx.doi.org/10.1177/0739456x9301200215.

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Journal articles on the topic 'Association of Collegiate Schools of Architecture'

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