If We Build It, Will They Come? The Effect of New Athletic Facilities on Recruiting Rankings for Power Five Football and Men's Basketball Programs

Autor/inn/en	Huml, Matt Ryan; Pifer, N. David; Towle, Caitlin; Rode, Cheryl R.
Titel	If We Build It, Will They Come? The Effect of New Athletic Facilities on Recruiting Rankings for Power Five Football and Men's Basketball Programs
Quelle	In: Journal of Marketing for Higher Education, 29 (2019) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huml, Matt Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1241
DOI	10.1080/08841241.2018.1478924
Schlagwörter	Physical Education Facilities; College Athletics; Student Recruitment; Team Sports; Males; College Students; Facility Improvement; School Choice + Suchen Sie Ihr Suchwort? College athletes; Collegesport; Hochschulsport; Mannschaftssport; Male; Männliches Geschlecht; Collegestudent; Choice of school; Schulwahl
Abstract	College athletics is currently in the midst of a building boom in which universities are competing with each other to reach an always-increasing standard of lavish athletic facilities. While these facilities are costing in the tens or hundreds of millions of dollars, little research is examining the return on investment for athletic programs. The purpose of this study was to examine the effect of new athletic facilities on recruiting rankings for Power Five football and men's basketball programs. Data was collected on athletic facilities newly constructed or renovated from 2005 through 2015 at Power Five NCAA Division I programs. Using LSDV fixed effects regression models, results found a lack of significant improvement within football and basketball recruiting rankings following the completion of new athletic facilities, but some significance in the two years before the project was completed. Significant control variables also highlighted the effects that coaching changes can have on recruiting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01