Examining institutional work that perpetuates abuse in sport organizations

2020 ◽  
Vol 23 (1) ◽  
pp. 117-129 ◽  
Author(s):  
Calvin Nite ◽  
John Nauright
2017 ◽  
Vol 31 (6) ◽  
pp. 575-590 ◽  
Author(s):  
Calvin Nite ◽  
Marvin Washington

The effective management of innovation is important for sport organizations seeking to maintain dominance within their respective fields. However, innovation can be problematic as it threatens to alter institutional arrangements. This study examined how technological innovation impacted institutional arrangements within U.S. intercollegiate athletics. Adopting the institutional work framework, we studied the emergence of television and the National Collegiate Athletic Association’s (NCAA) struggle to maintain centralized control of television regulations. We drew from historical data that discussed the NCAA’s regulation of television from the 1940s until the mid-1980s. We found that disparate perceptions of the impact of live televising of college football games and the NCAA’s protracted regulations resulted in tensions among its members. This led to large universities forming strategic alliances and openly defying NCAA regulations. The tensions culminated when universities sued the NCAA in a case that was ultimately ruled upon by the U.S. Supreme Court. This resulted in substantial institutional change that saw the NCAA losing regulative authority of college football television contracts. The findings of this study have implications beyond the context of U.S. intercollegiate athletics.


2007 ◽  
Author(s):  
Frank Engel ◽  
Sebastian Kaiser ◽  
Richard Keiner

2019 ◽  
Vol 25 (1-2019) ◽  
pp. 83-120
Author(s):  
Katrina Karkazis ◽  
Rebecca M. Jordan-Young

Using strategies from critical race studies and feminist studies of science, medicine, and the body, we examine the covert operation of race and region in a regulation restricting the natural levels of testosterone in women athletes. Sport organizations claim the rule promotes fair competition and benefits the health of women athletes. Intersectional and postcolonial analyses have shown that "gender challenges" of specific women athletes engage racialized judgments about sex atypicality that emerged in the context of Western colonialism and are at the heart of Western modernity. Here, we introduce the concept of "T talk" to refer to the web of direct claims and indirect associations that circulate around testosterone as a material substance and a multivalent cultural symbol. In the case we discuss, T talk naturalizes the idea of sport as a masculine domain while deflecting attention from the racial politics of intrasex competition. Using regulation documents, scientific publications, media coverage, in-depth interviews, and sport officials’ public presentations, we show how this supposedly neutral and scientific regulation targets women of color from the Global South. Contrary to claims that the rule is beneficent, both racialization and medically-authorized harms are inherent to the regulation.


2021 ◽  
pp. 073112142110286
Author(s):  
Alexander B. Kinney ◽  
Nicholas J. Rowland

This is an article that draws on the institutional work literature about provisional institutions. To date, nearly every U.S. sector has been impacted by COVID-19. To sustain their core missions, highly institutionalized organizations such as universities have had to rethink foundational structures and policies. Using a historical ethnographic approach to investigate records from faculty senate deliberations at “Rural State University” (RSU), the authors examine the implementation of a temporary grading policy to supplement traditional, qualitative grades spring 2020 during the outbreak. The authors find that RSU implemented a temporary, supplemental grading policy as a provisional institution to momentarily supersede traditional grading as a means to—as soon as possible—return to it. This finding contrasts with the common understanding that provisional institutions operate primarily as a temporary solution to a social problem that leads to more stable and enduring, ostensibly nonprovisional institutions. The temporary grading policy, the authors argue, constitutes a “late-stage” provisional institution and, with this new lens, subsequently characterize the more commonplace understanding of provisional institutions as “early-stage.” This contribution has theoretical implications for studies of institutions and empirical implications for research on shared governance and disruption in higher education.


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