College Sports: The Mystery of the Zero-Sum Game

Autor/inn/en	Getz, Malcolm; Siegfried, John J.
Titel	College Sports: The Mystery of the Zero-Sum Game
Quelle	In: Change: The Magazine of Higher Learning, 44 (2012) 1, S.52-59 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2012.636006
Schlagwörter	Stellungnahme; College Athletics; Physical Activities; Public Support; Private Financial Support; Enrollment; Higher Education; Team Sports; Intercollegiate Cooperation; Student Recruitment; Athletes + Suchen Sie Ihr Suchwort? College athletes; Collegesport; Hochschulsport; Öffentliche Förderung; Öffentliche Trägerschaft; Private Investition; Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mannschaftssport; Hochschulkooperation; Athlet
Abstract	In recent years, when a university may earn well over $10 million per year from fees for sports-broadcast rights, half of the teams still lose. Collegiate athletic competition is a zero sum game: The number of winners equals the number of losers. So why do universities spend growing sums of scarce resources on an activity when the odds of winning remain no better than even? The mystery is to locate the positive returns to college athletics that cause universities to double down when they see a red bottom line: While experiencing substantial financial losses, they aggressively spend more on salaries for coaches, facilities for players, and sizzle for fans. When the outcome on the playing fields is a zero-sum game and the financial accounts of athletic departments show a substantial loss, people are left to look for positive returns under the walnut shells of indirect effects, including public support, philanthropy, and student enrollment. In this article, the authors discuss the mystery of the zero-sum game. They argue that the popularity of collegiate athletics at so many of the nation's colleges and universities continues to mystify. (Contains 18 resources.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10