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Relationship Between NCAA Division I Success and Student Enrollment

Purpose: The purpose of this research was to determine if it is beneficial for institutions to invest time, energy, and resources into bolstering their athletic programs popularity and success, with a goal of increasing their student enrollment. The research hypothesis stated that colleges which experience NCAA Division I success are more likely to see a significant increase in student enrollment the following academic year.
Methods: A correlational study was designed to examine the relationship between NCAA Division I success and student enrollment. The subjects were 20 colleges which won a championship in NCAA Division I football or men’s basketball, comprised of 10 from each sport. That data was compared to 20 similar colleges that were geographically closest and within the same conference. There was a total of 20 combined football and men’s basketball champions that were compared to 20 non-champions. The control omitted colleges who won a national championship in the previous ten years.
Results: The results showed that there was not a meaningful relationship (r = -.039) between NCAA Division I colleges who won a national championship and those colleges who did not, in relation to student enrollment the following year. The results were not significant (p value ? .05). Colleges who did not win showed an average increase of 726 students the following year. Colleges who won the championship averaged an increase of 653 students the following year.
Conclusion: Based on the results, colleges that won a NCAA Division I national championship are not more likely to see an increase in student enrollment the following academic year than the colleges that did not win a championship.

Higher education in the United States began in the 1600s, when prestigious colleges such as Harvard University (1663) and The College of William

Assessing Communication Effectiveness and Cross-cultural Adjustment among Foreign Students

This review examines the communication accommodation theory (CAT) and the anxiety/uncertainty management (AUM) theory and their application among experiences of international/foreign students during their intercultural encounters in US university settings. In their academic endeavors, international students encounter intercultural hurdles, and communication barriers which are a source of anxiety and uncertainty in campus communities. Successful integration of these students into campus communities, through interactions with their peer and other members of the university community, requires careful management of anxiety and uncertainty. In such a setting, people are required to make certain behavioral changes in order to effectively communicate with people from different cultural backgrounds. In this review the AUM and CAT theories are analyzed with regard to effective communication. Further, the two theories are applied as frameworks for assessing communication effectiveness and social adjustment in intercultural encounters and in the enhancement of communication convergence.
International students in new cultural environments face doubt and uncertainly in a new culture, with new values, and different attitudes. These students face uncertainty and lack predictability in anticipating new cultural worldviews(Fritz, Chin,