校际体育扎根在Bowen和莱文概念的教学环境。他们承认这是大学生活的一个方面是不会在任何地方,也不应该,因为它提供了一个丰富的课外体验许多参与的人。作者正确识别,大学体育表示每个影响因素的教学环境:个人、组织和社会。他们分析的输入都是个体和组织,包括学生的个人学术和人口学特征以及组织招聘等特点。产生的信念是有潜在的组织和社会价值观,有助于运动员的表现不佳,特别是那些招募。作者认为周围体育教学环境,将改进的从大学校长领导力较强和更好的协调的学术和运动目标。大学体育协会的原则体现这一愿景:“首先,体育运动是不可或缺的整体教育过程的机构,应该进行的方式符合机构的核心学术使命。第二,学生运动员应当衡量标准和其他学生一样在招生,金融援助,和学术项目。第三,每个大学的首席执行官应当最终负责运动控制在每个机构”(鲍文,35页)。NESCAC的建国原则也同样的,尽管很明显通过招生和成就差距成立于会议不足的研究会议的目标。
澳洲社会学论文代写:校际体育
Intercollegiate athletics is firmly entrenched in Bowen and Levin's concept of the teaching-learning environment. They acknowledge that it is an aspect of college life that is not going anywhere; nor should it, as it provides a rich extracurricular experience to many of those who participate in it. The authors correctly identify that the factors influencing college sports represent each realm of the teaching-learning environment: individual, organizational, and societal. The inputs in their analysis are both individual and organizational, including the individual academic and demographic characteristics of students as well as organizational characteristics such as recruitment. The belief that emerges is that there are underlying organizational and societal values that contribute to the underperformance of athletes, particularly those who are recruited. The authors suggest that the teaching-learning environment surrounding athletics would be improved with stronger leadership from college presidents and better coordination of academic and athletic goals. The principles of the University Athletic Association embody this vision: "First, athletics is integral to the overall educational process of the institution and should be conducted in a manner consistent with the institution's central academic mission. Second, student athletes shall be measured against the same standards as other students in admissions, financial aid, and academic programs. Third, the chief executive officer at each university shall be ultimately responsible for the control of athletics at each institution" (Bowen, p. 35). The founding principles of the NESCAC are similarly articulated, though it becomes clear through the admissions and achievement gaps established in the research that the conference falls short in meeting its goals.
