Author: pfinegan@rollins.edu

Testament to Collegiate Sports and Success

“3 Benefits of Playing Sports in College.” NCSA Athletic Recruiting Blog. NCSA Athletic Recruiters, 2013. Web. 12 Apr. 2016.

Although more obvious upsides such as physical health may come to mind, the benefits of playing a collegiate sport are more abundant than most people think. Supporting my claims regarding the positive effects of sports on student-athletes’ development, this NCSA report suggests that relationship development and a greater opportunity at job placement are realistic possibilities improved by dedication to a collegiate sport. A study performed by NCSA asked 100 CEOs who they would hire – a collegiate athlete or a non-athlete, with all else being equal. 100% of the responses favored student-athletes, and even 60% of those CEOs said they preferred the athlete over the non-athlete even if the latter had better test scores. These results are a true testament to the personal development that occurs when a student-athlete must keep an even keel despite adverse conditions often associated with an inherently busy academic and athletic schedule. This adaptability and drive to succeed is recognized, and employers understand that “the lessons learned through years of being an athlete translate into a quality employee” (“3 Benefits…in College”). The future for student-athletes is bright, and there is no downside to the health and social development that are as prevalent as their opportunity to be hired and succeed in the professional world.

Effect of Collegiate Sports on an Athlete

Décamps, Greg, Emilie Boujut, and Camille Brisset. “French College Students’ Sports Practice and Its Relations with Stress, Coping Strategies and Academic Success.” Frontiers in Psychology 3 (2012): 104. PMC. Web. 7 Apr. 2016.

College sports have various effects on athletes, some of which are more obvious than others, including better physical health, access to a group of people sharing a similar passion, and recognition from peers and the institution because of dedication to a sport. In addition, sports have other areas of positive influence on athletes who go to school to learn and grow in an independently supportive environment. Naturally, one may think that a busy schedule, less time spent on studies, and the pressure of performing present a problem for athletes that would ultimately lead to more bad than good. Studies have shown, however, that these “problems” are actually constraints that drive athletes to work more efficiently and effectively. Past studies analyzing scheduling and athletics for college sports “reported lower scores of general stress [and] academic stress,” as well as “higher scores of self-efficacy” in comparison to those less involved athletically (Décamps, Boujut, and  Brisset). With clear signs of an increase in efficiency, a decrease in stress, and an overall positive experience for college athletes who must still focus on academics, I think a new wave of understanding arises. Playing a college sport, I have personally learned how to better manage my time and deal with stress. What interests me most are the statistics supporting this belief, and I hope that this source as well as other supporting research can move readers toward tackling misconceptions and forming a more accurate opinion about college athletes.

Collegiate Sports and Academics

“Success in college sports improves academic standards, study says.” PR Newswire 16 Dec. 1987: 1216NY18. General OneFile. Web. 2 Apr. 2016.

College sports are one of the most recognizable outlets through which a college expresses itself. Championships, star players, and overall team history represent not only a school’s past, but also its future. Being a college athlete myself, I have had a first-hand experience with balancing academic, athletic, and social life. I think it is important for people to understand the challenges and stories of success and failure that collegiate athletes experience, helping them  define their character, as well as the character of their school. Studies have also shown that athletic success bolsters academic reputation too, noted in  Robert E. McCormick and Maurice Tinsley’s work, “Journal of Political Economy.” The dedication of collegiate athletes toward their sport not only sets them up for athletic success, but prolific academic success as well. The Clemson economists’ study showed that “increases [in] financial contributions to college athletic programs…also [led] to more donations to university academic programs,” increasing the number of applicants and resulting in lower acceptance rates and a higher academic standard (Success in…study says). Impressed by this research, I have made it a point to educate others on the effect student-athletes have on their own future, as well as the future and reputation of the school they represent athletically.

Depth of Business Degree – Liberal Arts Curriculum

Gandel, Cathie. “Business Schools Give Undergraduate Programs a Liberal Arts Twist.” US News and World Report. US News and World Report, 9 Sept. 2015. Web. 15 Mar. 2016.

The business world is very complex and engaging, requiring people to interact with others and be able to decipher real world issues. In doing so, one must not only be able to recognize the things going on around them, but also be able to react and offer useful insight into meeting certain challenges head on. To ask professionals to be able to perform these tasks is something many businesses do, and colleges are the medium through which students pass in order to reach that level of performance. To do so, however, a business student must be able to go beyond the focus of a general education in finance or management and be able to synthesize information like people’s personalities, opinions, and decisions to compete and earn a living professionally. Teachers and institutions everywhere are recognizing how liberal arts institutions offer students the foundation in education they need to “explain complex concepts as handily as statistics, and… [be] good at connecting dots” (Gandel). With expectations and requirements that make up a liberal arts curriculum, the depth of understanding students gain in courses outside of their intended business major allows them to operate at their maximum potential in business settings. This is something nearly everyone seeking a prolific career in business wishes to achieve.

Working Hand in Hand

Chew, E. B., and Cecilia McInnis-Bowers. “Blending Liberal Arts & Business Education.” Liberal Education 90.1 (2004): 56-63. ProQuest. Web. 9 Mar. 2016.

Although there is an ongoing discussion regarding liberal arts, business, and the challenging task of effectively assimilating them, the fact still seems to remain that their mere connection is what must be appreciated and fostered. This topic is so widely discussed that organizations exist for the sole purpose of furthering the bond between liberal arts schools and business programs. I am impressed by the efforts to ensure business degrees remain integral in the curricula of liberal arts schools, and I believe this is a reflection of the positive attributes of their coexistence. As a student majoring in business at Rollins College, a small liberal arts school with an exceptional business program, I am very much appreciative of the liberal arts approach to business that ensures students are well rounded. As stated in the peer-reviewed source from which I derive a wealth of knowledge on the subject, organizations work tirelessly to ensure “students are provided the breadth of a liberal arts education,” while still learning the core values and knowledge that encompasses a business degree. That being said, I firmly believe there is an optimistic future for those who earn a business degree at a liberal arts institution.

Business Programs and Liberal Arts, Do They Belong Together?

DeNicola, Daniel R. “Liberal Arts and Business.” Nation’s business 12 1986: 4.ProQuest. Web. 25 Feb. 2016.

Many have debated whether or not it is practical or productive for a liberal arts school to offer business studies because business has had a perception of being unrelated to the focus of such institutions. Plenty of evidence, however, points in the opposite direction. As you may know, liberal arts institutions have core classes but incorporate additional classes into the curriculum to prepare students for the complexity of the real world, exposing them to various skill sets that a specialized program may not offer. Rollins College is a liberal arts institution that offers various business programs that are tactfully assimilated into a curriculum that covers the essentials of business, while teaching students the social sciences and various other courses that carry real world significance. In business, more than just a degree is needed. What society asks of business students, Rollins delivers – students who can “recognize, define, and analyze a problem,” carrying their knowledge of business and other aspects of life into their daily lives, as well as the working world after college.

Academic Testimony, Rollins College

Hooker, Edward Payson. Calendar of Rollins College, 1888-1889. 1889. MS. Rollins College, Orlando, FL.

Founded in 1885, Rollins was a new establishment with little reputation to boast, but one must not mistake youth for a lack of efficacy. As the institution grew, it became important to those associated with Rollins that they publicize the amenities of the school, including its curriculum and the surrounding Winter Park area. Published annually by the school, a “calendar” was used to elaborate on the various details about what made Rollins a promising place to be, including tuition costs, social life, and the overall Rollins experience. Promoting their work was the school’s founding President, Rev. E. P. Hooker, as well as those whose contributory testimonials vouched for Rollins’s congenial atmosphere and faculty. Affordable because of low attendance costs and inviting because of unique testaments to its character, Rollins made a name for itself early on, evident in the installments of the 1888-1889 calendar.

 

Dual Degree Program

http://www.rollins.edu/international-business/program/dual-degree-program.html

“Dual Degree Program.” Department of International Business. Rollins College, n.d. Web. 21 Jan. 2016.

I picked this source because I thought that the best way to describe the academic life at Rollins College would be to elaborate on the various programs the school offers. College is more than an academic experience, but the primary reason we all attend college is to get an education to push us toward our goals and create a better future. That being said, Rollins offers various undergraduate and graduate programs that students may enroll in, all with the intent of developing more well rounded members of the community. The Dual Degree Program is one of the various avenues students may take at Rollins, and I ran upon it by perusing the school’s website, looking deeper into the academic tab and searching for something new to touch on.