Journal for the Study of Postsecondary and Tertiary Education Volume 1, 2016 Cite as: Bernhard. L. M., Haslerig, S. J., Navarro, K., & Houston, D. A. (2016). Masters of sport: Graduate school pathways of aspiring intercollegiate athletics professionals. Journal for the Study of Postsecondary and Tertiary Educa- tion, 1, 85-102. Retrieved from http://www.jspte.org/Volume1/JSPTEv1p085-102Bernhard2085.pdf Masters of Sport: Graduate School Pathways of Aspiring Intercollegiate Athletics Professionals Laura M. Bernhard Siduri J. Haslerig Stanford University, University of Oklahoma, Stanford, CA Norman, OK [email protected] [email protected] Kristina Navarro Derek A. Houston University of Wisconsin- University of Illinois at Urbana- Whitewater, Whitewater, WI Champaign, Urbana, IL [email protected] [email protected] Abstract Intercollegiate athletic departments are complex organizations in need of individuals with special- ized training and experience—credentials that aspiring practitioners have increasingly sought through graduate education. Despite the growing prevalence of graduate credentials, little is known about the motivations or choice processes of those seeking an advanced degree. Focusing on individuals enrolled in intercollegiate athletics administration graduate programs, this study employed an online survey to explore students’ motivation to: (a) pursue graduate school; and (b) choose their specific program. In addition, this study explored how these program choices aligned with their career aspirations. A mixed methods approach, framed by Social Cognitive Career Theory, found that students pursue graduate education as a form of credentialing and to gain skills; respondents cited the program’s nesting in the education department as a main factor in their choice and were purposeful in pursuing graduate education as a way to advance their career. Findings shed light on a sub-population (aspiring athletics professionals) and decision-making process (graduate program choice) that are not well understood, pointing to implications for grad- uate programs and athletic departments alike. Keywords: College choice, graduate students, graduate education, intercollegiate athletics, Social Cognitive Career Theory Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute and Introduction Preeminent Leadership and Research Solutions, LLC. Permis- sion to make digital or paper copy of part or all of these works The increased commercialization of col- for personal or classroom use is granted without fee provided lege sport has led to the development of that the copies are not made or distributed for profit or com- athletic departments that are now large, mercial advantage AND that copies 1) bear this notice in full highly visible, complex, multi-million and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all dollar organizations (Croissant, 2001). other cases or to republish or to post on a server or to redistrib- With the growth of “Big-Time Sport” ute to lists requires specific permission and payment of a fee. (Sperber, 2000), the need for a trained Contact [email protected] to request redistribu- and specialized workforce has increased tion permission. Peer Blind Reviewed Article. Editors: Brandon L. Wolfe and Crystal Chambers Submitted: August 12, 2015; Revised: December 4, 16,21, 2015; Accepted: December 22, 2015 Masters of Sport along with interest in the field. Today, intercollegiate athletics administration includes a diverse array of professionals working in areas such as marketing, compliance, fundraising, and academic support in addition to the more conventional roles of administrators and coaches (Weight & Zullo, 2015). While the traditional career trajectory of athletics administrators often included practical experience (e.g., as a coach, former student-athlete, or intern) and networking to enter the field (Mullin, 1980; Won, Bravo, & Lee, 2013), credentialing in the form of graduate educa- tion has gained considerable traction (Comeaux, Brown, & Sieben, 2015; Navarro, Haslerig, Bernhard, Houston, & Raphael, in press). Indeed, earning a graduate degree is a viable way of distinguishing one’s self in a highly competitive job market such as intercollegiate athletics (Parks & Zanger, 1990; Savickas, 2005). And many consider a graduate degree a necessary pre- requisite to enter and advance in the field given college athletics’ placement within institutions of higher education (Navarro et al., in press). The decision to enroll in a graduate program, thereby postponing entrance into the professional field and the earning of income, is an important choice. It also appears to be an increasingly popular one as the 21st century job market continues to place high value on this credential (Savickas et al., 2009). Despite graduate education’s popularity, little is known about graduate students and their path to a post-baccalaureate degree, especially for those in applied or profes- sional fields such as intercollegiate athletics administration (Lewis & Quarterman, 2006). While the undergraduate choice process has been studied and theorized extensively (e.g., Freeman & Thomas, 2002; Hossler & Gallagher, 1987; McDonough, 1997), the graduate choice process has received little attention. In fact, the body of work on graduate student choice is limited, with much of it focusing on single field, single institution samples, and the majority dating from over 30 years ago (e.g., Malaney, 1987; Parkhouse, 1978; Remus & Isa, 1983). To this end, the current study investigates: (a) participants’ motivations for pursuing graduate school in general; (b) par- ticipants’ reasons for choosing their specific program; and (c) how this program choice aligns with participants’ career aspirations. Drawing on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), the study used a mixed methods survey to collect the perspectives of students in two different types of intercollegiate athletics administration programs: traditional and profes- sional. Literature Review College Sports: A Growing Field Intercollegiate athletics have grown increasingly commercialized (Bowen & Levin, 2011) with a subset of institutions—namely those classified as members of the Division I (DI) Football Bowl Subdivision (FBS)—developing into an industry known as “Big-Time Sport” (Sperber, 2000). The largest and most elite of these departments now support upwards of 800 student-athletes with over 200 full-time staff, and budgets of $100 million dollars or more (Equity in Athletics, 2014). As the core functions of athletic departments have expanded from coaching and administering athletic competitions to the oversight of all aspects of student-athletes’ college experiences, as well as the day-to-day operations of multimillion dollar businesses, corresponding growth has occurred in the roles of professional staff. In fact, many athletic departments now employ staff in such specialized areas as video editing, marketing, development or fundraising, communications, recruiting, licensing, event management, ticketing and sales. This specialization has resulted in a need for specific professional training and foundational knowledge for all intercollegiate athletics practitioners, and particularly for those that work directly with student-athletes—a body of knowledge that has increasingly been sought through graduate education. 86 Bernhard. Haslerig, Navarro, & Houston Emergence of Graduate Sport Programs The traditional route to a job in athletics has been through experiential learning; namely, by being a coach, athlete, and/or by completing an internship (Cuneen, 1992; Cunningham & Sagas, 2004; Mullin, 1980). While athletics is a field that still greatly values experience, there has also been growing acknowledgment of the need to develop a formal body of knowledge for future practi- tioners. This formalization started in 1966 with the creation of the first sport management pro- gram at Ohio University (Stier, 1993). Since then, the field has seen astounding growth with the number of sport management programs in the U.S. growing from 20 in 1980 to over 200 in 2000 (Parkhouse & Pitts, 2001). Sport management programs have historically been housed in physical education departments offering a broad curriculum that seeks to train a range of sports professionals (Hardy, 1987). In response to the increasing complexity of sport at all levels, academic curricula from these pro- grams have divided into sub-disciplines, such as kinesiology, recreation, and international sport (Ulrich & Parkhouse, 1982). Sport management programs have also taken a business-minded ap- proach to sports, recognizing the need for leaders with a financial or management background, leading some programs to be housed in their university’s graduate school of business (Center, 2011; Comeaux et al., 2015). While this evolving focus may serve leaders or managers in a gen- eral sport sense (e.g., recreational, professional), or those interested in the business side of college sports (e.g., fundraising, ticketing, sales), it may not serve those who work directly with student- athletes and may need training that addresses the unique complexities of intercollegiate athletics. Scholars have called for athletics administrators who work directly with student-athletes to have specialized training similar to their campus counterparts in student affairs (Broughton & Neyer, 2001; Navarro, 2014)—a training that should focus on both the individual and organizational con- text. For example, practitioners who work in academic or career counseling roles must have a clear understanding of the development stages individuals traverse during their college years, as well as an understanding of the context in which those individuals operate (namely that of the U.S. higher education system). Further, as student-athletes are encouraged to integrate into the larger campus environment and overcome boundaries of athletics space and place (Bernhard & Bell, 2015), athletics practitioners must also be educated with this integration in mind. Without purposeful attention to student development theory and the organizational structure of higher ed- ucation, sport management programs may not serve those who need a more in-depth understand- ing of the student-athlete experience (Jones, Brooks, & Mak, 2008), calling for a new type of ac- ademic program. A Focus on Intercollegiate Athletics Administration In response, a new graduate track emerged: programs housed in departments or graduate schools of education with a specific focus on intercollegiate athletics administration (Jones et al., 2008). This academic nesting of athletics within education is both symbolic and practical as it mirrors that of the physical spaces on campus and acknowledges the inherent relationship between athlet- ic departments and institutions (Bernhard & Bell, 2015). While this merging of sports and higher education may be of interest to many aspiring athletics practitioners, by integrating theory with practice and focusing on the experience of the student-athlete, these programs may be of particu- lar interest to those seeking to work specifically at the college level or directly with student- athletes (e.g., academic services, student-athlete development (Navarro et al., in press)). In further response to student and practitioner need, two different types of graduate program have emerged. The first, “Traditional,” follows a conventional academic track with two years of coursework culminating in a master’s thesis or research project; the second, “Executive,” follows a more professional or executive-based graduate model where students are fully employed or 87 Masters of Sport immersed in an internship and complete their course requirements through online or distance learning, supplemented by periodical intensive seminars. As this differentiation creates additional depth within an increasingly popular field, choosing the right graduate program that aligns with one’s career aspirations has become even more nuanced (Kallio, 1995). Graduate Program Choice College choice has long been theorized as a multi-step process, popularly conceptualized by Hossler and Gallagher (1987) as consisting of the three stages of predisposition, search, and choice. Predisposition is when students determine whether or not they will continue their educa- tion past the secondary level; search encompasses the identification of a student’s postsecondary options; and choice is the actual act of deciding which institution to attend (Hossler & Gallagher, 1987). Various factors have been identified as playing a key role in students’ choice processes including college reputation, cost, location, the influence of others (e.g., parents, friends, and counselors), and social climate (Hossler, Braxton, & Coopersmith, 1989; Sevier, 1993). Research on the choice processes of various sub-populations, including those who are first-generation, from lower socioeconomic backgrounds, rural areas, and different racial groups, has revealed that dif- ferent factors matter (e.g., Apostal & Bilden, 1991; McDonough, 1997; Freeman & Thomas, 2002; Ramirez, 2013; Whang & Bernhard, 2014). This work has added to our understanding of the undergraduate college choice process, yet there is a dearth of research on the choice process for graduate students and what factors influence their decision (Lewis & Quarterman, 2006). Many studies on graduate student choice have relied on single field or single institution samples (Poock & Love, 2001), are largely descriptive (Kallio, 1995), purely quantitative (Dam, 2014), or outdated (e.g., Malaney, 1987; Parkhouse, 1978; Remus & Isa, 1983). Similar to the undergradu- ate process, graduate choice is seen as a multi-step process, albeit one more strongly affected by the age of the student and his or her developmental stage (Kallio, 1995). The initial decision to pursue graduate work is commonly driven by a desire to learn more about a specialty, improve one’s job prospects, or the need for a post-baccalaureate degree to advance in the field (Malaney, 1987). In terms of actual program choice, graduate students rely on many of the same factors as undergraduates including academic reputation of the institution, quantity and quality of interac- tion with faculty, and program size (Lewis & Quarterman, 2006). A distinction for graduate stu- dents, however, is the greater influence of spouse, family, and work considerations rather than that of social climate or peers (Kallio, 1995). Further, graduate students place particular emphasis on location—less so in terms of the geography or urbanicity that may resonate with undergradu- ates, and more so in terms of residency status, convenience, and work opportunities for both them and their spouse (Kallio, 1995). Thus, professional aspirations do factor into individuals’ deci- sions to continue their education, as well as their specific program choice—an important consid- eration for aspiring athletics professionals given the breadth of career paths within intercollegiate athletics departments and graduate programs. Theoretical Framework To frame this study, we drew upon Lent et al.’s (1994) Social Cognitive Career Theory (SCCT). The theory’s foundation is Bandura’s (1986) Social Cognitive Theory which focuses on human behavior; namely, an individual’s decision-making processes. SCCT builds on this by specifically considering how an individual’s career and academic interests mature, how his or her career choices develop, and how these choices are then turned into action. To this end, SCCT is com- prised of three main tenets: self-efficacy, outcome expectations, and personal goals. These com- ponents influence each other in a reciprocal or “triadic” relationship, whereby individuals set per- sonal goals based on activities for which they feel competent in and expect positive outcomes. The interplay of these three tenets, which depends heavily on one’s environment and personal 88 Bernhard. Haslerig, Navarro, & Houston identity development, ultimately shape an individual’s career interests and choices throughout their life (Lent et al., 1994). While this theory has been applied to undergraduate sub-populations in higher education (e.g., Robbins, Lauver, Le, Davis, & Langley, 2004), it is rarely utilized in studies on graduate students. And yet, graduate students seem better positioned to consider specific career options, gauge their self-efficacy, and have realistic outcome expectations. Thus, we applied SCCT to a sub- population of graduate students; specifically, individuals who aspire to work in intercollegiate athletics. We considered how participants’ life experiences, self-efficacy, and expectations influ- ence their career aspirations and decision-making processes, particularly in choosing to attend graduate school and in selecting a specific graduate program. Through the lens of SCCT, we ul- timately sought to better understand graduate student behavior and choice processes with respect to program choice and career preparation. Methods In looking at individuals currently enrolled in a Master’s of Education program with a focus on intercollegiate athletics, the following research questions guided this study: (a) What are students’ motivations to pursue a graduate degree?; (b) What led them to choose their specific program?; (c) How does this align with their career aspirations?; and (d) Are there differences by program type? To answer our research questions, an online survey instrument was developed based on a review of the literature, our theoretical framework, previously validated surveys, and the research team’s experiences as both graduate students and members of intercollegiate athletics depart- ments. Piloting the survey with a sample of the targeted population and scholars familiar with the field elicited feedback on the survey format, question structure, and overall content (Barak, Cherin, & Berkman, 1998). The survey instrument was comprised of multiple choice, Likert-scale, and open-ended questions. Of the non-demographic questions, the majority (63%) of the survey consisted of open-ended items regarding participants’ reasons for pursuing a graduate degree, their career aspirations, as well as their intercollegiate athletics and graduate program experiences. The analysis for this study primarily focused on four of the open-ended questions, with the item text and correspond- ing number of responses included in Table 1. Table 1. Survey questions with number of respondents Question text n Describe your motivations for pursuing a graduate degree program. 76 Your program focuses on intercollegiate athletics and is affiliated with a higher 75 education department. Did you consider this distinction when applying to and eventually choosing your graduate program? Why did you choose your current graduate program over other sports-related 64 programs? What are your career aspirations upon finishing this graduate degree? 60 Open-ended items were chosen because they allow for a bridging “between the investigator’s as- sumptions about the meanings of words and the meanings given to the same words by the re- spondent” (Schuman, 2008, p. 63), providing an interpretive depth to respondents’ answers. Text boxes were included after every question prompt and, while some participants chose to answer in brief (e.g., single words or lists), the majority gave longer, sentence-like responses that helped elucidate their reasoning. The survey also collected various demographic measures including ra- 89 Masters of Sport cial/ethnic identification, undergraduate major and institution, and highest level of athletic partic- ipation. Data Collection and Sample Our sample consisted of students who were currently enrolled in or were recent graduates of a master’s level education program with a focus or concentration on intercollegiate athletics admin- istration. Given the small field of study, a total of four specific programs were targeted and the program director at each site was contacted via email. We employed purposeful sampling (Patton, 2002) in order to select sites with a high level of buy-in from the administration, an approach we anticipated would result in higher response rates. This article focuses on participants at two pro- grams, chosen because they represent distinct models: Traditional and Executive. Each program is situated at a large, selective, public research university with a highly successful NCAA Divi- sion I athletic program (i.e., both programs have won multiple national championships (Learfield Sports, 2015)). The first site (Traditional) represents a more traditional program consisting of full-time, primarily in-person classroom learning over the course of two years. The second takes a more professional or fully-employed student approach (Executive), consisting of an intensive summer session followed by distance learning courses with periodic on-site sessions, all complet- ed within one calendar year. These dual models of education allow for a comparative study, add- ing nuance to our understanding of graduate school choice. Once the programs were identified and permission from the administration secured, a campus- specific link to the Qualtrics survey was sent to each Program Director. Each graduate program then contacted all enrolled students and recent graduates (within the previous two years) via email inviting them to participate, while stressing that participation was voluntary. Three reminder emails, spaced one week apart, were sent to the program administrators for distribution to their students and the survey was closed after five weeks. A total of 92 students initiated surveys. As all survey questions were optional, some participants skipped certain questions while providing relevant and insightful answers to others, meaning the response rate varied by question. The decision was made to limit the sample to participants who responded to at least one of the four main open-ended questions, resulting in a total of 76 re- spondents. The sample is 50% female and 50% male (across the full sample and within each pro- gram). For race/ethnicity, the overall sample is 70% white, 15% Black, and 9% identified as mul- tiracial. Race/ethnicity breakdown by program is included in Table 2. Table 2. Self-identified race/ethnicity by program Traditional Executive n % n % American Indian or Alaskan Native 1 3.6% 1 2.1% Asian or Pacific Islander 0 0.0% 1 2.1% Black 8 28.6% 3 6.3% Latino 0 0.0% 0 0.0% Multi-racial 5 17.9% 2 4.2% White 13 46.4% 40 83.3% No response 1 3.6% 1 2.1% Total 28 100% 48 100% 90 Bernhard. Haslerig, Navarro, & Houston Our participants ranged in age from 22 to 48 years across the full sample, with an average age of 26 for the Traditional group and 29 for the Executive group. Over half of all respondents (n=41, 54%) participated in college athletics under the jurisdiction of the NCAA or NAIA (see Table 3). Table 3. Highest level of athletic participation by program Traditional Executive n % n % Professional 1 3.6% 1 2.1% NCAA/NAIA 14 50.0% 27 56.3% College Club or Recreational 2 7.1% 3 6.3% High School Varsity 6 21.4% 9 18.8% Other 0 0.0% 2 4.2% No response 5 17.9% 6 12.5% Total 28 100% 48 100% Data Analysis Due to the exploratory nature of the work, responses to each question were coded using an open and axial coding schematic (Creswell, 2013). All data were downloaded from Qualtrics and put into Microsoft Excel, grouped by institution. The research group read the open-ended responses independently and identified initial themes, then met to determine preliminary codes. Following the initial coding processes, analytic memoing and pattern coding data analysis techniques were utilized to condense the number of axial codes and further evaluate the data (Bogdan & Biklen, 2007). Themes were then explored by program type and participant demographics to identify dif- ferences or trends. Given the qualitative nature of the analysis, the positionality of the researchers must be acknowl- edged. The research team is both multi-racial and mixed gender, and three have been involved in NCAA intercollegiate athletics as student-athletes or working professionals. Two of the research- ers attended a master’s program with a curriculum centered on intercollegiate athletics while two are current faculty members in higher education graduate programs with a focus on intercolle- giate athletics. These experiences certainly incited our interest in the topic, while the diversity of backgrounds helped shape our interpretation of the data and generate our implications for re- search and practice. Findings The research questions focused on students’: (a) motivation to pursue graduate work; (b) gradu- ate program choice; and (c) career alignment. Our analysis of the data shows that graduate stu- dents were purposeful both in their exploration and selection of a graduate program, and these processes were often linked to their career goals. The main themes across both institutions are identified and discussed below, and any differences by program type are highlighted. Pursuing Graduate Education When participants were asked about their motivation or reasoning for pursuing graduate work in this sub-field, two distinct lines of reasoning emerged: obtaining a graduate degree as a form of credentialing or requisite step for entry into the field versus those who sought to develop their knowledge and skills, with the specific goal of supporting student-athletes. The first theme, of 91 Masters of Sport career preparation, was expressed by a total of 40 participants (53%; all percentages are based on the number of responses for each question) who saw an advanced degree as a prerequisite qualifi- cation to entering the field. For one respondent from the Executive program, deciding to attend graduate school was an obvious choice, reasoning that a graduate degree in this specialization was simply “preparation for a job in intercollegiate athletics.” While another from the Traditional program wrote they felt “pressure” to have a master’s degree, citing “external factors such as job descriptions” as being a main reason for their enrollment. A total of 5 participants (7%) cited a graduate degree as necessary for advancing in the field, and another 5 (7%) felt it gave them a “competitive edge” in the job market. As one participant said, “I believe a master’s degree will help give me a competitive advantage to get hired in this industry.” On the other hand, a number of respondents (n=10, 13%) wrote of a desire to gain knowledge and skills, and to enhance their understanding of the field of intercollegiate athletics. One participant from the Executive program noted, “I wanted to complement my work experience in intercolle- giate athletics with the theory,” while another cited a desire for an “educational foundation.” An- other distinct theme was that of supporting student-athletes. Almost one quarter of all respondents (n=18, 24%) expressed a specific desire to work directly with student-athletes and were seeking academic knowledge to supplement their mission. As one participant from the Traditional pro- gram wrote, “I wish to learn more about the world of intercollegiate athletic administration and be more of a service to student-athletes.” Another participant from the Executive program shared, “I’m passionate about helping student-athletes achieve high levels of success not only in their sport but also in the classroom.” Even though these individuals were driven by academic inter- ests, they were also aware of the benefits of a graduate degree for gaining entry into the field. As one Executive program participant strategically noted, attending graduate school was a way to both “increase [my] education and set myself up for better opportunities in entry into the job mar- ket.” Given the variation in program models (e.g., Traditional and Executive), participants’ reasons for attending graduate school were examined by program model. When combining the career-based themes (graduate degree as career preparation, gaining a competitive edge, and advancing in the field), a total of 75% of participants from the Traditional program cited these reasons, compared to 60% of Executive participants. Approximately one quarter of respondents from each program (21% for Traditional and 25% for Executive) stated they were driven to continue their education with the specific career goal of working with student-athletes. Either way, it was clear that these aspiring athletics professionals saw graduate school as a beneficial, even necessary, step to join- ing the field. Furthermore, even as some pursued the degree for enhancement of knowledge or skills, almost all acknowledged the practical benefits gained by earning a graduate degree in a competitive professional field (Savickas, 2005). Graduate Program Choice Given the specific focus of the programs we studied−higher education master’s with a concentra- tion in intercollegiate athletics administration−we were very interested in our participants’ rea- soning for selecting their specific program. Did participants consider the program being housed in the education department to be important? What about the specific focus on intercollegiate athlet- ics? In short, the answer to both questions is yes. The vast majority of participants across both programs (n=62, 82%) wrote that the programs’ distinction (being housed in Education and fo- cusing on intercollegiate sports) was a major factor in deciding which program to apply for and ultimately attend. For these participants, this distinction was a clear benefit as many wrote of a desire for a deeper understanding of intercollegiate athletics and the role academics plays in the student-athlete experience. One participant from the Executive program wrote, “I specifically chose this program because it emphasized sports in an educational setting,” while another reflect- 92 Bernhard. Haslerig, Navarro, & Houston ed, “I felt as though having an understanding of how the athletic department fit within the univer- sity structure and system was a very important aspect of being able to serve student-athletes in the best way possible.” A higher percentage of respondents from the Executive program (88%) than the Traditional program (75%) cited the program’s housing in the Education department as a de- ciding factor in their choice. Interestingly, eight of our participants earned their Bachelor’s in sports management, perhaps making them uniquely qualified to speak to the value of their gradu- ate program’s specific focus. Indeed, seven of them (88%) said they considered the distinction of their master’s program, and saw differentiation from the more general sports management pro- gram as a positive. As one participant from the Traditional program shared, “I have a BA in sport management and I wanted to learn about athletics as it relates to college specifically.” In addition to the programs’ niche focus, other reasons cited by participants for choosing their program included location, program prestige, opportunities for graduate assistantships, and for those in the Executive program−the unique features of that model (see Table 4). Table 4. Reasons for choosing specific graduate program by program type (n=56) Traditional (n=19) Executive (n=37) n n % % Location 10 52.6% 17 45.9% Prestige of Athletics Department 4 21.1% 2 5.4% Prestige of University 1 5.3% 6 16.2% Graduate Assistantship 3 15.8% 9 24.3% Unique Program Features --- --- 20 54.1% Note: Some responses covered more than one theme and were coded into multiple categories. Therefore, the total number of responses does not add up to the total number of respondent. Location, in fact, was the second most commonly cited reason by participants (n=27, 48%) for their program choice. While some referred to the appeal of the host city or geographic region of the country (and one even cited the athletic conference as influential), the majority wrote about location in terms of proximity to family or convenience, as they were already settled in a commu- nity and wanted to remain there. Given the more flexible and short-term nature of the Executive program, it is not surprising that the proximity-to-family rationale seemed to resonate more strongly with those from the Traditional program (n=6, 21% vs. n=1, 2% for Executive). For some students, location (including the consideration of in-state tuition) was the main reason they cited for choosing their graduate program—sometimes over and above the program’s specific focus or structure. This finding highlights a key feature in graduate students’ decision-making processes, differentiating them from their undergraduate counterparts, and pointing to the im- portance of life stage development (Kallio, 1995). Another notable reason for participants choosing their specific program was prestige. While some (n=7, 13%) referenced the prestige of the academic department or institution, others, in fact, not- ed the prestige and success of the athletic department itself. A number of participants across both programs (n=6, 11%) noted they were attracted by “the quality and success of the athletic pro- gram” or, as one participant from the Traditional program reported, their institution “is home to some of the best athletics teams and some of the best support staff available, [and] I wanted to learn from the best.” Indeed, athletic prestige seemed particularly important to some participants, and something that graduate programs can draw on for recruiting purposes, particularly if they have a strong relationship with their athletic department and can offer internship or work oppor- tunities to students. 93 Masters of Sport Connections to the athletics department tied in directly to the last commonly cited reason (n=12, 21%), as survey participants from both programs noted the appeal of graduate assistantship or internship opportunities when selecting their graduate program. How this manifested differed by program; for the Traditional program, many students had the opportunity to work in that institu- tion’s athletic department—an opportunity that would not only provide them with experience and professional connections, but that may also help fund their education. As one respondent from the Traditional program said, he was particularly attracted by “the ability to work closely with the whole athletic department through the graduate assistant positions.” Alternatively, the Executive program allowed students to hold internships at other institutions or sport organizations, a free- dom which was very appealing for some. And for three participants, the procurement of an assis- tantship was the sole reason for choosing their program. In the end, the opportunity to gain expe- rience and network while attending graduate school held strong value for a number of partici- pants, especially as intercollegiate athletics remains a field that heavily values work experience and often relies on personal connections for hiring (Won et al., 2013). Finally, as our sample drew from two very different graduate program models we presumed that program structure, length, and design would factor into many students’ choice of program. As the majority of master’s programs feature two years of classroom learning, students in the Executive program cited the program’s length (one full calendar year), format (summer intensive with ex- tended weekend seminars throughout the year), and focus on professional development (e.g. free- dom to have an internship or position outside the institution and numerous networking opportuni- ties) as reasons for selecting the program. Indeed, a majority of students from the Executive pro- gram (n=20, 54%) cited the format and length of their program as not only unique but also a key factor in their decision. In contrast, students in the Traditional program more often cited the pro- gram’s focus on intercollegiate athletics and nesting within the Education department, rather than the format, as factors in their choice. Career Alignment A total of 60 students shared their long-term career aspirations. Of these, 47 (78%) expressed in- terest in pursuing a job in intercollegiate athletics. Despite the distinct difference in program type (Traditional and Executive), the breakdown in career field and specific types of careers cited by participants was very similar across the two programs (see Table 5). Table 5. Career aspirations by program (n=60) Traditional (n=23) Executive (n=37) n % n % Intercollegiate Athletics 19 82.6% 28 75.7% Non-College Sports 1 4.3% 8 21.6% Terminal Degreea 5 21.7% 1 2.7% a This code overlapped with others in the Traditional group, so the total number of themes does not add up to the total number of respondents. A total of 9 participants (15%; 8 Executive and 1 from Traditional) had professional interests out- side of intercollegiate athletics, including professional sports, non-profits, high school athletics, and recreation. A few participants (n=6, 10%) also expressed interest in or were already pursuing a terminal or doctorate degree in the field, including five from Traditional and one from the Ex- ecutive program. As stated earlier, many of our participants saw a graduate degree as a beneficial, or even neces- sary, step to establishing a career in intercollegiate athletics. Participants recognized that the field 94