ACCT 2310 SU Equity in College Athletics

1. Collect data – select a school and collect the athletic department data:
   a. Go to the U.S. Department of Education’s Equity in Athletics Data Analysis (EADA) database.
   b. Select a school that is in the ‘NCAA Division I-FBS’ Sanctioning Body (e.g., a Pac-12 school).
   c. Access, download, and save your school’s athletic department data from the most recent year.
   d. Identify the following: total direct costs by team, total indirect costs, total number of male athletes,total number of female athletes, total number of teams, and total FTEs (full time employees).
2. Compute costs and analyze the indirect cost reallocation and operational change options – compute the total cost per male athlete and the total cost per female athlete for each of the following:
   a. Using ‘total number of athletes’ as an allocation basis for indirect costs
   b. Using ‘total number of teams’ as an allocation basis for indirect costs
   c. Using ‘total number of FTEs’ as an allocation basis for indirect costs
   d. Decreasing the number of existing male athletes by eliminating the football team.
   e. Increasing the number of female athletes by starting a new women’s team. Assume that the additionalnumber of female athletes is equal to the average number of existing athletes per female team; and thatthe additional cost is equal to the existing average total direct cost per female team.
   (Hint for d and e only: first, categorize each indirect cost as fixed or variable, and if the latter, with respect to what operational activity; then, briefly explain the extent to which each operational change likely impacts the indirect costs incurred. Use ‘total number of athletes’ as an allocation basis for indirect costs).
   Then, to analyze each option, think about how each option impacts the total cost per athlete metrics.
3. Plot the stakeholders and match to options – plot stakeholders’ power and interest, and match to options a. Plot the key stakeholders (see Appendix A) in the power-interest matrix using stakeholder analysis.
   b. Match each of the options (in #2a to 2e) in the stakeholder power-interest matrix based on whichoption best meets the needs of each stakeholder. Briefly explain your reasoning for plots and matches.
4. Compute costs and analyze the activity-based costing option – compute the total cost per male athlete and the total cost per female athlete using activity-based costing. Assume that the total indirect costs are attributable to the following activities: training & practicing (15%), playing games & special events (20%), therapeutic & medical care (30%), academics & advising (20%), and maintenance & repairs (15%). a. For each these activity, identify the activity level (e.g., unit, batch, organization-sustaining, etc.)
   b. For each activity, compute the amount of the total indirect costs attributable to it
   c. For each activity, identify an appropriate cost driver (and briefly explain your reasoning)
   d. For each activity, compute the activity rates
   e. Compute the total applied overhead for male and total applied overhead for female
   f. Compute the total cost per male athlete and the total cost per female athlete.
   g. Match this option in the stakeholder power-interest matrix (in #3). Briefly explain your reasoning.
5. Recommendation –which one of the six options (#2a to 2e, or 4) does your team recommend? Briefly explain your reasoning based on your analyses above (#2-4) and consider each of the following concerns: a. Title IX viewpoints (Hint: consider both the metric used and the underlying principle in Title IX)
   b. Stakeholder viewpoints (Hint: consider the stakeholders who benefit and those who are harmed)c. Ethical viewpoints (Hint: consider one supported versus one violated ethical viewpoint per Appendix B)
6. Peer evaluation due 24 hours after Exam 1 – very soon after the due date for these deliverables, you will be assigned another team’s video presentation to evaluate in Canvas using the grading criteria on page 3. Three different students will also evaluate your team’s video presentation using the same grading criteria. These peer evaluations will inform team case points.

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.