Deck 9: Academic Standards and Managing Change

Question 1

In 1889, Harvard University withdrew from the Intercollegiate Football Association after disputing the eligibility of several Princeton University players. This dispute prompted Yale University's football coach Walter Camp to offer which early definition of a "bona fide" student-athlete:

A) One who could prove no aid was given based on athletic ability.
B) One who had graduated from an accredited high school.
C) One who had not been granted admission based on criteria different from those for the rest of the student body.
D) One who matriculated for the full academic year and pursued a regular course of study (at least five lectures or recitations per week).

Answer 1

D

Question 2

Which of the following is NOT one of the limitations of the NCAA's early efforts to control academic eligibility?

A) Individual student-athletes were expected to voluntarily report any possible infractions, contingent on their filling out, signing, and dating a 15-question eligibility card.
B) The group was formed on "the principle of individual (institutional) autonomy."
C) The membership chose not to give the organization any powers to enforce their rules.
D) Other national governing bodies were available to enforce academic eligibility rules.

Answer 2

D

Question 3

Which of the following lists the correct order of initial eligibility legislation enacted by the NCAA?

A) The Sanity Code, the 2.0 Rule, the 3.0 Rule, Proposition 48, Proposition 148
B) The Sanity Code, the 1.600 Rule, the 2.0 Rule, Proposition 48, Proposition 42
C) The Sanity Code, the 1.600 Rule, the 2.0 Rule, Proposition 48, Proposition 152
D) The Sanity Code, the 2.0 Rule, the 3.0 Rule, Proposition 48, Proposition 42

Answer 3

B

Question 4

Which of the following best explains why the 2.0 Rule was enacted?

A) It immediately followed point-shaving scandals in basketball programs across the country and academic cheating by football players at the U.S. Naval Academy.
B) It was proposed by athletic directors and coaches who wanted to make recruiting easier.
C) Schools with higher academic admissions standards were more likely to benefit from strict eligibility rules.
D) The result of the measure's passage was that the academic caliber of student-athletes nationally improved considerably.

Question 5

Which of the following pairs was NOT directly involved with the academic fraud scandal at the University of North Carolina?

A) H. Holden Thorp and Carol Folt
B) Jay Smith and Mary Willingham
C) John Chaney and John Thompson II
D) Julius Nyang'oro and Deborah Crowder

Question 6

The initial eligibility standards for NCAA Division II schools includes all of the following EXCEPT:

A) Have no grade lower than a "D" during the prospect's final year of high school.
B) Have a minimum combined score of 820 on the SAT or 68 on the ACT.
C) Have a minimum 2.000 GPA (based on a 4.000 system).
D) Achieve the 2.000 GPA in the prescribed number of core courses.

Question 7

Which of the following lists the standards that NCAA Division I student-athletes need to meet to be eligible as first-year students?

A) Nine required core courses taken in high school, to include 3 in English, 2 in mathematics, 2 in natural or physical science.
B) Sixteen required core courses taken in high school, to include 4 in English, 3 in mathematics, 2 in natural or physical science.
C) Twenty-five required core courses taken in high school, to include 6 in English, 6 in mathematics, 5 in natural or physical science.
D) No specific core courses are required for eligibility.

Question 8

For change to endure and prosper, the new ways of doing things must become part of an overall positive experience for the people doing them. To achieve this, the refreezing stage must do which two things?

A) Celebrate and reward the successes of and commitments to change; coerce those who resist change.
B) Celebrate and reward the successes of and commitments to change, value those who reject change.
C) Celebrate and reward the successes of and commitments to change; recognize the heroes who contribute to the change.
D) Value those who reject change; recognize the heroes who contribute to the change

Question 9

John Kotter and Leonard Schlesinger identified strategies for reducing individual and organizational resistance to change. Which of the following is NOT one of these strategies?

A) Compulsion and Direction
B) Education and Communication
C) Facilitation and Support
D) Negotiation and Agreement

Question 10

In 2020, in the midst of the Covid-19 pandemic, many schools cancelled sports seasons and multiple games within the sports that were continuing to play were also cancelled. In response, the NCAA Division I Council opted to allow all Division I student-athletes to:

A) Transfer and be immediately eligible to participate during the 2020-21 academic year.
B) Transfer and be immediately eligible to participate at least once in their college careers, effective August 2021.
C) Transfer and be immediately eligible to participate as long as they had not previously used a transfer exception.
D) Transfer and be immediately eligible to participate as long as they had a GPA of 3.0 or higher.

Question 11

The three stages of the change process are unfreezing, the actual change, and refreezing/re-architecting.

Question 12

The initial eligibility standards of the NAIA, USCAA, NCCAA, and the NJCAA are far more comprehensive and detailed than those of the NCAA.

Question 13

Much like the NCAA's Divisions I and II, Division III has no unilateral first-year initial-eligibility standards. Each school determines its own initial eligibility standard.

Question 14

Barring a few exceptions, Division I student-athletes are limited to four seasons of competition in any one sport, which must be completed in five calendar years from the semester or quarter in which the student-athlete first enrolled, for a minimum full-time program of studies at a collegiate institution.

Question 15

Some critics might argue that coercion is not a strategy for reducing resistance to change but rather is a process of imposing change despite continuing broad-based resistance. While there is some validity to this position, one might also view coercion as a legitimate means for reducing resistance.

Question 16

Outline the creation, passage, and impact of Proposition 48, and explain the major conflicts connected to the passage.

Question 17

Define the differences between initial and continuing eligibility requirements, and highlight two NCAA bylaws that enrolled Division I student-athletes must meet.

Question 18

Outline the facts associated with the academic fraud case at the University of North Carolina.

Question 19

Outline the NCAA's efforts to improve academic performance for enrolled Division I student-athletes through the APR system; then identify and explain the concept of force field analysis, and list three internal and three external driving forces and three internal and external restraining forces that have impacted this change initiative.

Question 20

Continuing on the theme of the APR system, explain the first stage of the change process and how NCAA would implement each strategy for reducing resistance to address academic underperformance at HBCUs.