ERIC EJ1161689: Who Are Athletic Advisors? State of the Profession

2017·0.15 MB·English

by  ERIC

Who Are Athletic Advisors? State of the Profession
Lisa M. Rubin, Kansas State University
The field of athletic advising has existed since the athletic advising positions. In 1986 and 1989, the
1970s. In the early 1990s, the National Collegiate NCAA instituted new academic regulations, Prop-
Athletic Association mandated that higher edu- ositions 48 and 16, that mandated new minimum
cation institutions provide academic support for GPAs and standardized test scores (Blackman,
student-athletes. Few researchers have identified 2008). In the early 1990s, as these academic
those serving as athletic advisors, so the reforms affected incoming student-athletes, the
literature features little data on advisor demo- NCAA mandated that higher education institutions
graphics, training, education, and work respon- provide academic support for student-athletes
sibilities. Therefore, the background and experi- (Meyer, 2005).
ences of 277 members of the National Association Athletic support professionals are academic
of Academic Advisors for Athletics, who respond- advisors who work individually with student-
ed to a survey, were explored. Specifically, athletes. They provide several facets of support to
athletic advisor educational and training back- students: academic (e.g., exploring interests, study
ground, burnout levels, meaning of the profession skills), athletic (e.g., understanding NCAA eligi-
as participants describe it, advice for prospective bility rules), and life (e.g., time management,
advisors, and the knowledge they wish they had personal development). In almost four decades
gained before entering the field are addressed. since the first athletic advisors emerged to help
Dramaturgy was utilized as a framework for incoming student-athletes with eligibility require-
analyzing this research. ments, few researchers have undertaken studies to
identify and characterize these athletic advising
[doi:10.12930/NACADA-15-046]
professionals by determining their demographics,
KEY WORDS: athletic advising, burnout, dra- training, education, or work responsibilities. In one
maturgy, Johari window, student-athletes of the few extant studies, Brooks, Etzel, and
Ostrow (1987) conducted a survey of 134 athletic
advising professionals at NCAA Division I insti-
Literature Review tutions. They described the profile of the athletic
Athletic advising has been practiced formally advisors who participated in their study: men with
since the 1970s after the National Collegiate a master’s degree who had participated as college
Athletic Association (NCAA) imposed regulations athletes and had been out of college for 10 years.
that required students to maintain minimum The professionals at the time of this study (almost
academic standards to compete at the college level. 40 years ago) worked primarily with participants in
The NCAA was formed in 1906 as a group of men’s revenue sports (e.g., football and basketball).
institutions to regulate college athletics (Smith, Brooks et al. concluded that the participating
2011). Originally organized by students, the advisors demonstrated limited knowledge of edu-
NCAA initially deferred to institutions to set cation or counseling and needed additional train-
academic standards through a home rule policy ing. They also advocated for services that included
(Blackman, 2008; Smith, 2011). The first NCAA all athletes in addition to those for only men in a
attempt at regulating academics and student– few sports.
athlete behavior dates to 1948 with the sanity Because of limited research conducted on
code, which failed miserably and was repealed in athletic advisors or other student–athlete support
1951 (Blackman, 2008; Smith 2011). In 1965, the services, the nature of athletic advising practice or
NCAA implemented the 1.6 rule, which required the means to secure a position helping student-
high school athletes to demonstrate a 1.6 grade- athletes remain unclear. A few published studies
point average (GPA) (out of 4.0) upon graduation shed some light on the field of athletic advising.
and through college for seeking and maintaining According to Meyer (2005), athletic advising
eligibility to play college sport (Blackman, 2008); professionals have ‘‘one of the most challenging
in 1973, the NCAA raised this to a minimum GPA jobs in higher education’’ (p. 15). Specifically, they
of 2.0 (Blackman, 2008). To enforce these initial work to help students grow academically as well as
academic regulations, athletic departments created transition to and persist through college toward
NACADA Journal Volume 37(1) 2017 37
Lisa M. Rubin
graduation; they also help students develop life opment after the completion of formal
skills (Broughton & Neyer, 2001; Meyer, 2005). education. (para. 2)
Despite these multiple, complicated objectives,
many people outside of athletic departments N4A (2013) also developed ‘‘Best Practices for
believe that athletic advisors focus solely on Promoting and Maintaining a Culture of Student-
keeping student-athletes eligible for competition Athlete Success, Accountability, and Academic
(Gaston-Gayles, 2003; Meyer, 2005). In an inter- Integrity’’ in which hiring practices of athletic
esting study, McDowell, Cunningham, and Singer advisors (among others providing support to
(2008) explained that many athletic advisors are student-athletes, such as tutors) were suggested.
matched to teams on the basis of their race and the
majority race of the athletic teams. They argued Research Questions
that racial minorities proliferate athletic advising To explore the backgrounds and experiences of
positions because these advisors can relate to the N4A professionals who identify in student–athlete
student-athletes as a result of their shared race.
support positions, the following research questions
In contrast to the findings of McDowell et al.
were posed:
(2008), many athletic advisors come from back-
grounds that differ from each other and the athletes
RQ1. What are the educational backgrounds of
they advise. In addition, many possess limited
N4A members?
knowledge about NCAA rules, which evolve on a
RQ2. What kinds of training and experience do
regular basis such that athletic advisors must
student–athlete support professionals re-
receive specialized training and education to
ceive prior to obtaining a full-time, perma-
benefit the profession. In 2011, the National
nent position?
Association of Academic Advisors for Athletics
RQ3. What does the profession mean to athletic
(N4A) (2014) instituted individual and program
advisors?
certification programs to ‘‘create baseline standards
RQ4. What advice do athletic advisors suggest for
in the field recognized as core competencies,
people considering the profession as a
elevate the Association’s national reputation as
career?
THE Association for athletics academic support,
establish a method to differentiate between em- RQ5. What do members in this field of athletic
ployee skills, [and] create a uniform set of advising wish they had known before
standards for employment’’ (para. 2). No research starting this career?
has been conducted to determine the number of
N4A members who pursue certification as part of
Theoretical Framework: Dramaturgy
their professional development either through a test
or continuing education units. As of 2016, the N4A The sociological theory of dramaturgy offers the
placed a moratorium on individual certification framework for this study. Goffman (1950) intro-
programs while a five-year analysis is conducted duced the foundations of dramaturgy by explaining
on the program. the premise that people play a role in their
Citing practitioners’ educational backgrounds in professional lives that differs from their actual
physical education, some in the counseling profes- personas. Dramaturgy ties into the Johari window,
sion have cautioned that athletic advisors may not a model of self-awareness introduced by Luft and
receive adequate training on student development Ingham in 1955 to describe the known and
issues (Watson, 2003). The N4A (2011) Code of unknown aspects of one’s self as well as known
Ethics stated that athletic advisors and unknown facets about one’s self as seen by
others (Shenton, 2007). The four panes of the
[possess] a body of specialized knowledge, Johari window, as situated in a 2 3 2 matrix,
skills, and attitudes known and practiced by include
its members. These are acquired through
professional preparation, generally through � Arena—known to one’s self and others,
graduation study, in an appropriate academic � Fac¸ade—known to one’s self but not
discipline at a college or university. Addi- known to others,
tionally, they are acquired through experi- � Blind spot—not known to one’s self but
ence, in-service training and personal devel- known to others, and
38 NACADA Journal Volume 37(1) 2017
Athletic Advisors
� Unknown—not known to one’s self and this ‘‘real self’’ further inside, making it more
not known to others (Shenton, 2007, p. inaccessible. (p. 34)
489).
Hochschild (2003) further explained the trou-
bling ability of individuals to hold so tightly to
Dramaturgy in Sports
the ‘‘illusion’’ that they begin to distrust their
When people are playing a role and hiding
‘‘sense of what is true’’ (p. 43). Because they
their true selves, they only show their fac¸ade
perform to fit into their work environment and
outwardly. Knowledge and experiences exclusive culture, people try to avoid ‘‘being phony’’
to those participating in or associated with the (Hochschild, p. 134). Peers and the team
program separate those inside and outside of the environment also influence individuals’ perfor-
group (Goffman, 1950). College athletics exists mances.
in a high-pressure environment with a strong
insider culture, and athletic advisors, like other Impact of Team Environment
higher education professionals, are bound by laws The world of sports consists of teams that
to protect student rights and information, such as extend beyond those of each institution to include
health records (Health Insurance Portability and professional organizations related to the niche
Accountability Act of 1996) and academic positions within athletic departments. Teams
records (Family Educational Rights and Privacy consist of people who ‘‘cooperate in staging a
Act). Positions in college athletics often come single routine’’ (Goffman, 1950, p. 79). To
with very desirable perks as well as intrigue and preserve the insider feel of working in college
status. Goffman (1950) explained, ‘‘Performers athletics, people feel pressured to play their roles
often foster the impression that they had ideal to benefit colleagues and maintain a positive
motives for acquiring the role in which they are image. Goffman (1950) found that people in
performing, that they have ideal qualifications for unique roles often form professional organiza-
the role’’ and thus deserve the position (p. 46). tions that represent the entire field. The organi-
Goffman added, ‘‘There are many individuals zation faces a damaged reputation if one member
who sincerely believe that the definition of the is associated with a public scandal or problem;
situation they habitually project is the real reality’’ therefore, people in the field should know their
(p. 70). This explanation indicates that people place and their boundaries (Goffman). Hare and
may not distinguish between their work role and Blumberg (1988) described insiders as those with
self-identity, especially when the work role knowledge of accepted behavior patterns that
remain unknown to others. Sherman (2007)
confers importance or status to the person.
explained, ‘‘If employees did not observe these
According to dramaturgy, as workers delve
norms . . . they would stick out and feel out of
deeper into their roles, they set a stage with
place’’ (p. 77). Furthermore, people outside of
personal props that helps them ‘‘[believe] in what
their workplace (not playing a role) or ‘‘between
[they] imagine’’ (Hochschild, 2003, p. 44).
performances . . . must not betray the secrets of
However, maintaining a role can try people
the team’’ by providing insider information or
emotionally. Both Goffman (1950) and Hochs-
acting differently than their role allows; that is,
child (2003) warned that people can internalize
they exhibit dramaturgical loyalty (Goffman,
their real self so deeply in their subconscious that
1950, p. 212).
they rarely distinguish it from the role they are
In reference to the Johari window, individuals
playing until they come to a moral roadblock. In
stay in role and thus protect the interests of the
athletics, people frequently move to different
collective (i.e., everyone in the profession) by
institutions for more experience, another title, a
keeping their arena in check while managing their
raise, or other reasons. Hochschild (2003)
fac¸ade to the public. The ideas of the dramatur-
described how these high turnover rates challenge
gical framework coupled with descriptions of the
one’s identity:
Johari window offer a lens to view the results of
this study on professionals in athletic advising.
We make up an idea of our ‘‘real self,’’ an
inner jewel that remains our unique posses- Methods
sion no matter whose billboard is on our After obtaining permission from the N4A
back or whose smile is on our face. We push president, I compiled a list of background and
NACADA Journal Volume 37(1) 2017 39
Lisa M. Rubin
experience attributes to explore through a survey to on the length of time they had been in the
N4A members. The initial items included years in profession as follows:
the profession, number of institutions where one
� 29% served 0 to 3 years,
worked in an athletic advising role, number of
� 23% served 4 to 6 years,
N4A conferences attended, leadership roles in
� 21% served 7 to 9 years, and
N4A, salary range of current position, experience
� 27% served 10 or more years.
as a student-athlete, and others. The N4A Research
Committee was consulted for input on the items Advisors also listed their current professional roles.
developed for the survey. The finished question- Participants listed 28 different job titles or duties.
naire, created on Qualtrics, featured 37 items, with In addition to advising student-athletes, some of
some contingent on responses to previous queries. the professional duties identified included tutor
The instrument included multiple choice and open- coordinator, study hall monitor, event planner,
ended items drawn from my collaborations with the class instructor, orientation organizer, recruiter,
N4A Research Committee experts and the limited data collector, community outreach coordinator,
literature available on this population of advisors. staff trainer, and diversity programming specialist.
Athletic advisors, including members of the N4A
Board of Directors and Research Committee, Research Question 1: Background
completed a pilot test of the survey. The feedback The first research question addressed the
from the pilot test included the suggestions to add educational backgrounds of N4A members.
items about salary range, N4A individual certifi- Because athletic advisors do not pursue predeter-
cation (before this process was paused for review), mined routes to positions in the field, the
member opinion on helpful aspects of conferences educational background of N4A members pro-
they had attended, and members’ long-term career vides useful information on the starting point for
goals. The Appendix features the final instrument. these advisors. The highest level of education
After reviewing the informed consent form, reported by respondents is as follows: 87%
participants could opt out of the study. A master’s degree, 8% doctoral degree, and 5%
debriefing statement was provided upon comple- bachelor’s degree. In response to an open-ended
tion of the survey, which was distributed to N4A question featured at the end of the list of options,
members via the association Listserv: once in several participants shared that they were enrolled
December 2014 and once in January 2015. The in doctoral programs while working in the
entire N4A membership could have accessed the profession. In response to an item asking for
survey, but an unknown number may have opted descriptions on the type of training undertaken to
out of the Listserv. Of the possible 1,400 registered, pursue a position as an athletic advisor, 43%
277 members responded for a response rate of reported enrollment in graduate programs. Ac-
approximately 20%. According to Gay, Mills, and cording to responses given at the end of this
Airasian (2009), 20% is an appropriate sample size open-ended item, the N4A members completed
for a total population of approximately 1,500. graduate programs in the following disciplines:
Using precoding strategies to identify responses higher education/student affairs, athletic counsel-
that stood out immediately (as per Saldan˜a, 2013), ing, college student personnel/development, ath-
I analyzed the multiple choice items and then letic administration, sport management/adminis-
reviewed the open-ended items in a two-part tration/leadership, school counseling/counselor,
process. After this initial process, I determined education/counseling psychology, educational ad-
that responses to RQs 4 and 5 were so broad that ministration, exercise science/kinesiology, stu-
further coding may diminish the richness and dent–athlete development, academic advising,
meaning in the participants’ responses. I utilized business administration, secondary/special edu-
focused coding on the responses to RQ3, from cation, and public administration.
which three themes emerged (Saldan˜a, 2013).
Research Question 2: Experience
Results The second research question asked, ‘‘What
In this study, I used a 37-item survey to explore kinds of training and experience do student–
the backgrounds and experiences of N4A members athlete support professionals receive prior to
who identify with student-athlete support positions. obtaining a full-time, permanent position?’’ For
Participants responded to the first survey question job-related experience, the responses included
40 NACADA Journal Volume 37(1) 2017
Athletic Advisors
graduate assistantship (41%), internship during 16), football (n ¼16), dual/multisports (n ¼15),
school (31%), internship after graduating from swimming/diving (n ¼ 14), baseball (n ¼ 11),
school (25%), and other (27%). The majority of softball (n ¼11), soccer (n ¼10), volleyball (n ¼
responses in the other category were campus 8), field hockey (n ¼7), tennis (n ¼5), lacrosse (n
advisor or former student-athlete. ¼3), rugby (n ¼3), golf (n ¼2), rowing (n ¼2),
Additional types of training methods and the water polo (n ¼1), ice hockey (n ¼1), bowling (n
percentages of respondents who chose them ¼1), and cheerleading (n ¼1).
included specific graduate programs (43%),
N4A individual certification (44%), NACADA Research Question 3: Perspective
Academic Success and the Student-Athlete The third research question (‘‘What does the
course (8%), N4A Professional Development profession mean to athletic advisors?’’) was posed
Institute (PDI)–new practitioner track (9%), to understand the field from the practitioner
N4A PDI–learning specialist track (4%), N4A perspective. From the survey responses, three
PDI–director track (12%), NCAA Life Skills themes surfaced: helping student-athletes, re-
Symposium (18%), NCAA Regional Rules Sem- warding career, and challenging work/lack of
inar (37%), attendance at related conferences respect for position/profession. Each of these
(42%), and other (15%). Those who reportedly
themes was derived on the basis of open-ended
attended related conferences were asked to
responses in the survey.
specify the conferences they attended. The survey
Helping student-athletes. One of the three
included the following in their responses: N4A
themes that emerged from the survey was classified
(national and regional); NACADA (national,
as helping student-athletes. For example, a respon-
regional, and local); National Association of
dent shared, ‘‘I just love to help students and love
College Women Athletic Administrators (NAC-
the feeling of being part of a team greater than
WAA) [now Women Leaders in College Sports];
myself.’’ Another participant commented, ‘‘I love
National Consortium for Academics & Sport;
working with student-athletes and helping them
Association of Applied Sport Psychology; Amer-
achieve something outside of their sport.’’
ican College Personnel Association; NCAA (Step
Rewarding career. Along with excitement
Up! and leadership symposium); Association on
about helping student-athletes, respondents indi-
Higher Education and Disability; APPLE (Pro-
cated that the position offers many rewards. The
moting Student–Athlete Wellness & Substance
following statements from three different survey
Abuse Prevention); Athletic conference (e.g., Big
participants illustrate the statements that contribut-
10, Southeastern Conference); College Reading
ed to this theme:
& Learning Association; ADD Resources; and
United Across Campuses. � ‘‘It is the only job I have ever thought
The respondents who selected other training about having.’’
options reported to have participated in their � ‘‘I think it is a fun job with many
institution’s advising workshops and webinars as benefits.’’
well as social work licensure, doctoral studies, � ‘‘I can’t imagine doing anything else!’’
NCAA Minority Leadership Institute, and Land-
mark programs. Status as a previous student- Challenging work/lack of respect for posi-
athlete also serves as an important source of tion/profession. The third theme came from
experience, and according to a survey item responses that included the challenging nature of
(‘‘Were you a student-athlete at the college the work and the lack of respect for the role of
level?’’), 49% of respondents were college athletic advisor. A participant summed up the
student-athletes and 51% were not. Of the 49% experience: ‘‘I do not think that we receive the
former student-athletes, 63% had competed in respect that we often deserve in our role with these
NCAA Division I, 12% in NCAA Division II, students and I think we are often the scapegoats for
22% in NCAA Division III, 3% in National decisions made by coaches and administrators.’’
Association of Intercollegiate Athletics, and 1% Another respondent took a global perspective of
in National Junior College Athletic Association the issues faced in the position: ‘‘Students are
institutions. Of the 129 survey participants who coming to college less prepared and the system is
played a sport, 125 reported that they had slow to adapt to the needs of this generation of
participated as a college student-athlete in track students.’’ Another survey response addressed the
and field/cross country (n ¼23), basketball (n ¼ shortfalls of a position in athletic advising: ‘‘This is
NACADA Journal Volume 37(1) 2017 41
Lisa M. Rubin
definitely not the most lucrative profession and can � ‘‘You will never please everyone.’’
be a very thankless job.’’ � ‘‘I wish that I had had a mentor to help
The follow-up survey items prompted responses guide me as a young professional.’’
about burnout in the profession. A total of 91% of � ‘‘How to communicate with coaches.
respondents have noticed colleagues in the profes- Understanding the culture in athletics.’’
sion experiencing burnout, and 9% have not. Sixty � ‘‘Have an open mind and be willing to
percent of the respondents answered ‘‘Yes’’ to the move anywhere.’’
question ‘‘Have you ever considered leaving the � ‘‘APR [Academic Progress Rate, see
profession?’’ Forty percent answered ‘‘No.’’ LaForge & Hodge, 2011] and GSR
[Graduation Success Rate, see LaForge
Research Question 4: Advice & Hodge, 2011] success is more impor-
‘‘What advice do athletic advisors suggest for tant than the actual future success of
people considering the profession as a career?’’ student-athletes.’’
Some responses follow: � ‘‘I wish I knew how to work through
difficult situations with a supervisor who I
� ‘‘Have fun with what you do, or otherwise
didn’t agree with.’’
you won’t last.’’
� ‘‘More on NCAA bylaws.’’
� ‘‘Don’t try to change things that you do
not control.’’
Limitations of the Study
� ‘‘Keep your values. Sports needs people
of integrity.’’ Several limitations characterize this study. First,
� ‘‘It is okay to allow the student to learn the limited literature on athletic advisors provided a
from mistakes.’’ small foundation for this research; therefore, in
� ‘‘Keep a ‘bad day box’ with thank you addition to those published accounts, my personal
notes, etc. to pull out and read when you experiences were considered for determining the
have a bad day.’’ research questions. Also, this research was based
� ‘‘Don’t do it for the money or the on self-reported data. Although the sample size
recognition.’’ was appropriate for the study of this type, more
� ‘‘The intercollegiate athletics world seems responses from N4A members would have provid-
very large at times, but secretly it is small, ed more robust data and results.
with many people knowing each other
across the nation.’’ Discussion
� ‘‘The real impact that takes place often- Professionals in the student-athlete services
times happens after graduation or much field, especially athletic academic advisors, take
later in life.’’ on many challenges in their work. These challeng-
� ‘‘Treat each student like an individual and es include securing a position; according to the
not a number.’’ survey responses, no clear pathway leads to this
� ‘‘Develop a tough skin, learn how to profession. One respondent articulated the situa-
document.’’ tion:
� ‘‘Remember that these are NOT YOUR
CHILDREN no matter how attached you I wish there was more awareness about the
become!’’ profession as an undergraduate. I didn’t
realize I wanted to do this ‘‘when I grew
up’’ until I had already enrolled in graduate
Research Question 5: Retrospective
school in a sports management program
The fifth research question solicited responses
rather than [a] college student personnel
for improving the field for others: ‘‘What do
program. I knew I wanted to work with
members in this field of athletic advising wish
student-athletes, but didn’t realize see a path
they had known before starting this career?’’ The
to ‘‘academic advising’’ as an undergrad or
responses included
early grad student.
� ‘‘Not a 9–5.’’
� ‘‘Athletics works hard to make everything Many professionals fulfill several different
seem fun, but there is a lot of turmoil roles, and they are relatively unprepared for this
going on behind the scenes.’’ type of work, a situation compounded by little
42 NACADA Journal Volume 37(1) 2017
Athletic Advisors
training or educational background in advising. may even attempt to give the impression that their
The professionals who leverage their own back- present poise and proficiency are something they
ground as student-athletes come from diverse sport have always had and that they have never had to
and team experiences, and although prior sports fumble their way through a learning period’’ (p.
involvement helps these advisors relate to student- 47). However, the examination of the background
athletes, those without such a history can find a of N4A members reveals that most respondents
rewarding position in the field. According to the learned their craft through diverse professional
survey results, people from a variety of disciplines development opportunities; that is, they did not
work in athletic advising. Sometimes job postings apprehend the knowledge from a single source.
list preferred disciplines for applicants, but athletic Although a large influx of new professionals enter
advisors as well as life skills coordinators and the field, a cycle of balance among professionals
learning specialists come from a range of academic with various levels of experience persists. Because
backgrounds. As determined from the responses as of the continuous NCAA rules changes and the
well as job postings, the master’s degree appears to varied backgrounds of N4A members, the new
be the educational standard. Although the preferred hires, in particular, may populate the Unknown
discipline, if any, remains undefined, a meaningful quadrant of the Johari window; they may not know
number of responses indicated that many athletic the expertise they or others lack, and if they
advisors hold advanced degrees in counseling, perform their roles as if they are highly knowl-
education, or student affairs. This finding suggests edgeable, areas of knowledge deficiencies may
that athletic advisors use tools and demonstrate remain undetected (Halpern, 2009; Shenton, 2007).
knowledge more closely related to educator roles The response that informed RQ4, the com-
than to those acquired through athletic-related ment—‘‘Sports needs people of integrity’’— points
experience. to an interesting situation for advisors. All
Because of the need for education-related professionals who work in the athletic department
expertise, some athletic advisors may maintain or with student-athletes represent the institution
the fac¸ade of the Johari window to hide their lack and the powerful sports unit. The media and public
of knowledge or to navigate the athletic department attention on college athletics adds another layer of
culture, which may promote an agenda that clashes pressure on student–athlete services professionals.
with the academic goals of the unit. They also may The expectations for proffering error-free academic
have blind spots created by their own insider advice; effectively navigating the student-athlete
knowledge that other professionals do not possess. through NCAA, conference, and institutional
As a result, they do not offer or gain from eligibility rules; and working in the best interest
collaboration with outsiders. Furthermore, they of the both the student and the program, even when
may maintain a fac¸ade so any lacking knowledge these conflict, create a challenging role that takes a
remains hidden (Halpern, 2009; Shenton, 2007). toll on athletic advisors. The public revelation of
Goffman (1950) explained, ‘‘When an individual the athletic advisors’ private work creates a
plays a part he implicity requests his observers to performance standard that likely contributes to
take seriously the impression that is fostered before the high percentage of responses (91%) indicating
them. They are asked to believe that the character colleague burnout and self-reports from 60% of
they see actually possesses the attributes he appears survey takers who considered leaving the profes-
to possess’’ (p. 17). sion. Hare and Blumberg (1988) called the
Athletic advisors experience many opportunities outcomes of pressured performance like that
to take on the Johari window fac¸ade. Because experienced by athletic advisors as role fatigue, a
every day brings new challenges, athletic advisors phenomenon ‘‘observed especially in the helping
bear a range of responsibilities in their mulitple professions, which seem to require a person to give
roles. For example, some days coaches blame the until they have no more to give’’ (p. 87). They also
advisor for a student’s failed eligibility, and on characterized role fatigue as a ‘‘loss of energy
other days the coach expects the advisor to find a available for a role . . . accompanied by a sense of
way to get an academically ineligible prospective physical, emotional, and intellectual exhaustion’’
student-athlete admitted into the institution. Re- (Hare & Blumberg, 1988, p. 87). Hochschild
gardless of the applied pressure, the role requires (2003) noted that where emotions are muted for
that advisors communicate complete control of the the benefit of organizations or profits, workers
situation and confidence that they will accomplish suppress their feelings (and sometimes morals),
their work. Goffman (1950) asserted, ‘‘Performers which leads to burnout. More than one half of the
NACADA Journal Volume 37(1) 2017 43
Lisa M. Rubin
respondents have considered leaving athletic ad- athletic talent, the workload for athletic advisors
vising, and the prospect of any or all of them increases and the challenges grow increasingly
quitting the profession makes for an alarming complicated. In response to the inquiry on the
consideration. meaning of the profession to the practitioner, one
Sometimes those who burn out will switch advisor pointed out that many student-athletes
institutions or leave the field entirely. However, come to college underprepared for the rigor of
some try to initiate change to improve policy or to college-level work. Although the respondent did
earn recognition. Goffman (1950) labeled these not elaborate on the exact nature of this situation
people as renegades,who ‘‘often take a moral stand, and ways it affects daily work, the comment
saying that it is better to be true to the ideals of the indicates that student underpreparedness comprises
role than to the performers who falsely present part of this advisor’s struggles. Although NCAA
themselves in it’’ (p. 165). In my experience, I have academic standards evolving over the past few
seen that some fight for changes to benefit students
decades have continuously raised the academic
and may be motivated by sentiments like those
preparation demands on college hopefuls, the
expressed by the respondent who commented about
requirements do not meet the same standards as
working with students who do not fit into the
some institutions’ demand for admittance. When it
current educational system; some think that others
implemented the sanity code in 1948, the NCAA
serve in the professions for the wrong reasons (e.g.,
abolished the home rule that preserved institutional
tangible perks) rather than for student–athlete well-
power to set academic standards (Blackman, 2008).
being and success; some go to the media and other
However, as institutions participate in the athletics
public forums to bring up troubling issues and
arms race to attract the best recruits, some students
thereby the collective notices their complaints.
who do not meet institutional admissions standards
However, many remain silent and work in spite of
are admitted to the college (Bok, 2003). Also,
areas of disagreements or points of contention with
when transfer students bring complex sets of
others. Goffman (1950) commented,
transcripts to advisors, athletic advisors must exert
significant effort to ensure these students’ eligibil-
From a consideration of make-work[,] it is
ity to compete.
only a step to consideration of other
Many participants responded to the survey
standards of work activity for which appear-
questions by recognizing the rewarding aspects of
ance must be maintained, such as pace,
their career while also articulating frustrations with
personal interest[,] economy, accuracy. . . .
low pay and lack of recognition. These responses,
From a consideration of work standards in
including those expressing considerations of leav-
general[,] it is only a step to consideration of
ing the institution, show that these student–athlete
other major aspects of decorum, instrumental
services professionals enjoy their work with
and moral. (p. 110)
students despite struggles related to lack of respect,
low pay, and unfair shouldering of blame. Certainly
The position of athletic advisor requires a perfor-
the athletic side of the athletic department features
mance through ‘‘deep acting’’ (Hochschild, 2003,
p. 35). unglamorous problems that the advisor must solve.
Despite potential for burnout, study respondents This snapshot of athletic advisors provides an
expressed their appreciation for the rewarding overview of those in this career that has been
opportunity to work with the unique student– absent in the literature.
athlete population. Responses to RQ3, in which
Implications for Advising Practice
love was mentioned multiple times to refer to this
profession, demonstrated that advisors show pas- Academic advisors across campus may not
sion for their work with student-athletes. Respon- work exclusively with student-athletes, but will
dents also emphasized the value they place on their likely meet with several in their practice. At many
position and enjoy the benefits of the career. institutions, student-athletes work with both an
Despite the stated rewards, responses show that athletic advisor and an academic advisor in their
lack of respect for the athletic advising position major, department, or college. By knowing the
colors the most glowing responses with negativity. backgrounds, challenges, and experiences of their
Terms such as scapegoat, although harsh, counterparts in athletics, advisors in academic
indicate a broad issue within the culture of big- units can build and maintain strong working
time college sports. As institutions compete for relationships that benefit the student-athlete.
44 NACADA Journal Volume 37(1) 2017
Athletic Advisors
Prospective advisors should heed the advice contributions to the literature. Evaluation of
offered by N4A members who participated in this athletic advisors and other student–athlete services
study. They should also consider the variety of professionals remains a major area of concern.
graduate programs, professional organizations, Anecdotal evidence suggests that athletic advisors
conferences, and other training opportunities useful may not know or understand the criteria on which
for pursuing a position in this field. Like athletic they are evaluated or the ways the assessment
services professionals come from a range of process of their unit or department fits into their
educational backgrounds, no single pathway or institutional human resources process. Athletic
training regimen leads directly to a position in the advisors experience frustrations with the structure
field. The wide variety of training opportunities and practices of the profession, which may factor
also indicates lack of definitive means for prepar- into the burnout numbers found in the results.
ing professionally as an athletic services profes- Knowledge about causes of burnout in the student–
sional. Advisors interested in transitioning to work athlete services profession may lead to remedies
with the student–athlete population might consider for the high turnover in all athletics-related
opportunities such as shadowing advisors on their positions, including advising (see, e.g., Clapper
own or nearby campuses, taking a full-time & Harris, 2008).
internship or assistant advisor role for a year or A concern that surfaced in the survey relates to
two in an athletic advising unit; if enrolled in coddling or enabling student-athletes. Although
graduate school, prospects could seek a graduate referred to as kids, like most other college students,
assistantship in an athletic department. By attend- student-athletes are adults over 18 years old.
ing conferences one can learn more about the Despite the culture of babying student-athletes
intricacies of the profession as well as network known in the profession, not every professional
with athletic advisors and other student–athlete treats these advisees as children. Additional studies
services staff. Survey participants pointed to about the student–athlete culture would benefit
networking as the main benefit of going to regional advisors in and out of athletics. In another direction
and national N4A conventions. Advisors also for future research, scholars can review mentoring
mentioned attending NACADA conferences at between athletic leaders and student–athlete ser-
every level for professional development. The vices professionals interested in pursuing leader-
NACADA Advising Student Athletes Commission ship roles. In addition to formal mentoring
serves as an excellent resource for advisors who programs in professional organizations, other
may advise student-athletes or are considering a opportunities available within athletic departments
change to a full-time role in athletic advising. should be identified and explored.
The responses to the prompt to ‘‘share any Among the larger group of academic advisors
recommendations or advice to develop and inspire worldwide, including primary-role, faculty, peer,
future athletic advisors’’ reflected the many roles and other academic advisors who experience
and personal qualities held by the professionals in similar pressures and guide a variety of different
the role of athletic advisor. In considering the student populations, few hold the position of the
knowledge that they wish they had known before athletic advisor. In the future, researchers may
they started a career as an athletic advisor, all explore application of dramaturgy to the many in
respondents offered intriguing answers, summed advising roles or to the few who advise other
up as the ins and outs of athletic department culture specific student populations. As a reviewer of this
and ways to interact with coaches, that reflect the article explained, the academic advising profession
insider knowledge and culture to which Hare and hosts many whose roles in the academy, not only
Blumberg (1988) referred. The suggestion by a those who work in athletics, diverge from their true
respondent to seek a mentor was helpful and personas.
practical as many of the professional organizations
Conclusion
and conferences mentioned by the survey partici-
pants offer mentor programs, including N4A and Since the 1970s, athletic advising professionals
NACADA. have worked at higher education institutions, and
the NCAA mandated academic support for student-
Future Research athletes in the 1990s. However, these advisors had
The results shared in this study reveal informa- been surveyed only once, in 1987 by Brooks et al.,
tion from part of the 37-item survey. Other aspects and only those at Division I institutions were
of this profession can be explored and offered as included in the research. As academic regulations
NACADA Journal Volume 37(1) 2017 45
Lisa M. Rubin
for student-athletes have evolved since their Education for Primary Care, 20, 10–14. http://
introduction in 1948, the athletic advising field dx.doi.org/10.1080/14739879.2009.11493757
has expanded and the job duties have grown more Hare, A. P., & Blumberg, H. H. (1988).
complex. Student services professionals in athletics Dramaturgical analysis of social interaction.
now come from a wide variety of backgrounds, but New York, NY: Praeger.
the majority have earned a master’s degree in Hochschild, A. R. (2003). The managed heart:
education, counseling, or sport administration. Commericialization of human feeling (2nd
Athletic advisors currently represent a range of ed.). Berkeley: University of California Press.
field-specific experience, approximately one fourth LaForge, L., & Hodge, J. (2011). NCAA
fall in each 3-year range and another one fourth academic performance metrics: Implications
have served over 10 years in practice. According to for institutional policy and practice. The
survey respondents, those seeking to enter the Journal of Higher Education, 82(2), 217–235.
profession benefit most from specific graduate McDowell, J., Cunningham, G. B., & Singer, J. N.
programs and assistantships. Also, approximately (2008). The supply and demand side of
one half of the study participants identify as former occupational segregation: The case of an
student-athletes, a status they considered a provi- intercollegiate athletic department. Journal of
sion of job-related training. As they plan for a African American Studies, 13, 431–454.
rewarding and challenging career, prospective Meyer, S. K. (2005). NCAA academic reforms:
athletic advisors would benefit from the advice of Maintaining the balance between academics
the respondents as well as implications from this and athletics. Phi Kappa Phi Forum, 85(3),
study on advising practice. 15–18.
National Association of Academic Advisors for
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