PURPOSE

Research regarding the career preparation patterns of early to mid-career athletic administrators is
scarce and outdated. It was the purpose of this study to examine the professional preparation patterns
of current NCAA Division I athletic administrators.
PARTICIPANTS
Researchers identified 913 early to mid-career professionals, representing all NCAA Division I
institutions. Of the 913 surveys sent to these professionals (895 were assumed delivered), 450 were
completed compounding a return rate of 50.28%. Of the 450 surveys that were returned, 383 were
used for analysis (67 were excluded based on incomplete data or 16+ years of experience in athletic
administration). The mean age of the participants was 33.4 (SD: 8.00). 66.6% of participants identified as
Male; 33.4% identified as Female. Of those used for analysis, 22.5% had completed a 4-year degree and
58.5% had completed a Masters degree. 57.7% of the participants indicated no intercollegiate athletic
participation while 41.5% of the participants indicated they had participated on an intercollegiate
athletic team.
The first paid position of the participants were grouped into five categories: External Operations: 124;
Student-Athlete Services: 88; Internal Operations: 73; Media Relations: 71; Other: 27.
RESULTS
Early to mid-career athletic administrators in this study identified key experiences in their professional
preparation which differed greatly from those of the past.
It was evident that building relationships with professionals in the field proved to be among the most
important experiences in attaining their first position within intercollegiate athletics. The role of
networking and having strong supportive mentors was critical. In addition, the importance of
internship experiences was highlighted.
Consistently grouped together as the three factors believed to be most important in obtaining their
first position within intercollegiate athletics was: Networking with other professionals, Internships
within intercollegiate athletics and
Developing a mentorship with a
professional in Athletic Administration.
No significant differences were found in
the ratings of the eight experiences based
on gender or participation on an
intercollegiate athletic team.
No significant differences were found in
the ratings based on the number of years (e.g. 1-3, 4-7, 8-15 years) since participants began their first
paid position within athletics.

Experience Mean (SD) Rank
Networking with Professionals 4.28 (0.90) 1
Internships within Intercollegiate Athletics 4.19 (1.39) 2
Maintaining a Mentorship 3.71 (1.33) 3
Undergraduate Coursework 2.68 (1.08)
Graduate Coursework 2.63 (1.51)
Internships Outside of Intercollegiate Athletics 2.39 (1.39)
Intercollegiate Athletic Participation 1.86 (1.52)
Coaching Experience 1.36 (1.28)
*Eight experiences were rated on a likert scale:*
1 (Not at all Important) to 5 (Extremely Important)
EXECUTI VE SUMMARY

Examining the Career Preparation Patterns of
Early to Mid-Career NCAA Division I Athletic Administrators
Thank You!
To all of those who participated in our research. 450 of the 895 surveys sent were completed and returned,
attaining a 50.28% response rate! We sincerely recognize and appreciate your dedication to the development of
young professionals.
-Evan, Andrew, Danielle and Elizabeth



When administrators were asked to provide one piece of advice they would give to a young
professional applying to entry level positions in intercollegiate athletics, three major themes emerged.
Maintain networks and build relationships in the field Work to build valuable relationships
take interest and interact with those you ask to mentor you and those who work under you. (Male, 27)
Gain breadth and depth of experiences in athletics Get as much experience in every department as
you can. It will only benefit you later on in your career. (Male, 28)
Have commitment and passion for the industry Bring energy and enthusiasm to all that you do.
Sports is a lifestyle not a job long hours; nights and weekends you need to love it and be passionate for
the business, not just think that working in sports would be fun. (Female, 29)
DISCUSSION
Through this study, career preparation patterns of NCAA Division I athletic administrators have been
redefined. One of the major findings from this investigation is the critical role of experiential learning
opportunities in the form of internships and volunteer experiences within intercollegiate athletics. In
addition, networking and developing mentor relationships with professionals within the field are
essential components in attaining an entry-level position. Unlike previous research, this study found
that early to mid-career athletic administrators were emerging through entry-level administrative roles
rather than coaching roles.
The absence of significant differences based on gender or athletic participation in ratings of the
importance of experiences in attaining a first position is somewhat surprising since, 1) women
comprise less than one-third of athletic administrators nationally; and, 2) athletic participation has
previously been considered a significant leg-up in the hiring process in athletics.
The results did identify differences in perceptions of the eight experiences based on the professional
focus of their first position. Professional preparation programs must recognize the differential value of
experiences to individuals in varying roles.
Perhaps the best summary was provided by a research participant: Make yourself versatile. Be well
versed in everything Your value is how much you can do for a department. Show your passion for college
athletics. This industry is not to get rich, but for the people who love college sports because they believe in their
importance. (Male, 27)
Researchers:

Evan Beals
etx8@wildcats.unh.edu

Andrew Doyle
acm54@wildcats.unh.edu

Danielle Fournier
dai67@wildcats.unh.edu

Elizabeth Lieblein
erp37@wildcats.unh.edu
EXECUTI VE SUMMARY

Examining the Career Preparation Patterns of
Early to Mid-Career NCAA Division I Athletic Administrators
If you have further questions or would like to request more information, please contact:
Evan Beals at evan.beals@outlook.com or Dr. Heather Barber at heather.barber@unh.edu