A Multiple Case Study of Division II Civic Engagement by Student-Athletes: Understanding Reciprocal Value

Educational institutions must obtain revenue streams in addition to federal and state funding in order to provide students with a quality college experience. Student-athletes who participate in civic engagement efforts may entice the community members to reciprocate by supporting the athletic department through a variety of methods including: game attendance, gear purchases, concessions, and donations. The problem addressed in the study is whether civic engagement activities for Division II student-athletes create positive value for the three main stakeholders: the student-athletes, the coaches, and the community members. The purpose of this qualitative, multiple-case study was to explore the main stakeholders' student-athletes' coaches' and community members' perceptions of Division II student-athlete civic engagement activities in an effort to understand if it is beneficial to the athletic department/community relationship. The study incorporated a multiple-case study approach framed in social exchange theory to gain a deeper understanding of the phenomenon of Division II civic engagement activities. The participants included 15 coaches, 15 student-athletes, and 15 community members from three private, religious, Division II universities located in the Mid-Atlantic region of the United States. The first-hand accounts by the stakeholders provided rich data of the lived experience. Triangulation of the data was achieved through interviewing student-athletes, coaches, and community members, observations of civic engagement activities, and examination of archival data of attendance rates of the universities combined with dates of previous community service projects by student-athletes. The findings of this study indicated that student-athlete civic engagement has value for the three main stakeholders: student-athletes, coaches, and community members. The value of the service included making a difference, becoming positive role models, team bonding, networking, and building positive athletic department/community relationships. All participants believed that the positives outweighed any negatives of student-athlete community service. Reciprocal value was believed to be exchanged through increased fan attendance, increased giving of both money and time, increased concession and gear sales, creating balance between positive and negative associations with student-athletes, and community helping community. Future research is recommended to examine any differences within the three NCAA Divisions when exploring student-athlete civic engagement.