With the college football season well underway, we’ll take up one of the “sports topics of the year.” Not Deion Sanders and the Colorado Buffaloes, but the question of how/whether “amateur” college athletes should be compensated and educated.
Here are a handful of articles and other resources to get the discussion started:
The 2021 NCAA v. Alston Supreme Court decision (unanimous, written by N. Gorsuch) that allows college athletes to receive certain forms of compensation. See also B. Kavanaugh’s concurring opinion (at the end of the same document).
A NCAA Dashboard of “Finances of Intercollegiate Athletics” (“DI FBS Autonomy” schools are the ones in the big national conferences). See the glossary for other definitions.
Should college athletes be amateurs or paid for their performances?
How should education be prioritized for college athletes?
What limits to types of compensation should be applied to college athletes? Where on the spectrum from “can be compensated for washing dishes in the college cafeteria” (unrelated to athletics) to “can be compensated for performance on the athletic field” (directly related)?
How can/should third party (i.e., booster group) interactions with athletes be regulated?
In recent years, there has been an increasing emphasis in the corporate, academic, and government worlds for “DEI”–Diversity, Equity, and Inclusion–programs. In efforts to increase the diversity of their workforces and other stakeholders, these entities have established DEI departments, training, report cards, and other initiatives to push the effort forward.
How effective are these programs, really?
What efforts have been successful (and which have not), and why?
Can successful programs be easily replicated, or are the reasons for the success confounded with entity-specific attributes?
How strong is the evidence that a diverse workforce is a “better” (whatever that means) workforce?
To get the discussion started, below are two links to two “Freakonomics” podcasts–with transcripts if you would prefer to read–and skip to the relevant bits–rather than to listen. As with most of the Freakonomics episodes, the associated web pages include links to the academic research cited during the discussion.