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The Relationship Between a Cinderella Appearance in the NCAA Division I Men’S Basketball Tournament and Institutional Financial and Admissions Factors Kelly A

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The Relationship Between a Cinderella Appearance in the NCAA Division I Men’S Basketball Tournament and Institutional Financial and Admissions Factors Kelly A Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Spring 6-15-2018 If the Slipper Fits: the Relationship Between a Cinderella Appearance in the NCAA Division I Men’s Basketball Tournament and Institutional Financial and Admissions Factors Kelly A. Childs [email protected] Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Higher Education Commons, and the Sports Management Commons Recommended Citation Childs, Kelly A., "If the Slipper Fits: the Relationship Between a Cinderella Appearance in the NCAA Division I Men’s Basketball Tournament and Institutional Financial and Admissions Factors" (2018). Seton Hall University Dissertations and Theses (ETDs). 2553. https://scholarship.shu.edu/dissertations/2553 IF THE SLIPPER FITS: THE RELATIONSHIP BETWEEN A CINDERELLA APPEARANCE IN THE NCAA DIVISION I MEN’S BASKETBALL TOURNAMENT AND INSTITUTIONAL FINANCIAL AND ADMISSIONS FACTORS By Kelly A. Childs Dissertation Committee Robert Kelchen, Ph.D., Mentor Rong Chen, Ph.D. Kristina M. Navarro, Ph.D. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Seton Hall University 2018 © Copyright by Kelly A. Childs 2018 All Rights Reserved ! 2 ABSTRACT This study examined the relationship between a non-Power Five Cinderella team in the NCAA Division I Men’s Basketball Tournament and institutional financial and admissions factors. The purpose of this study was to examine what, if anything, changes for a non-Power Five school who makes the March Madness tournament as compared to those similar schools who do not. This was a unique study because it looks at the variables of percent admitted, applications, enrollment, SAT/ACT, and donations together, different from the current body of research which has looked at many of these institutional factors separately. Additionally, many of these studies are significantly outdated, conducted in the 1990’s and early 2000’s, and do not take into account the new composition of Division I athletics with the Power Five conferences and all others. This study also provides a non-traditional definition of Cinderella that is both logical and unique. The research question at the heart of this study looked at whether or not winning a game or just making it to the March Madness tournament for schools outside of the Power Five conferences led to an increase in stronger applicants or greater financial donations relative to schools that did not make the tournament, looking both immediately and three years later. The study determined that the research question was not statistically significant across the board using either definition of Cinderella when analyzing all non- Power Five schools or when excluding the BIG EAST Conference. The only statistical findings were three years out a Cinderella team saw an increase in the number of applications to the school and the percent of students admitted. Implications of the study, limitations, as well as suggestions for future research are discussed. Keywords: NCAA, basketball, Division I Men’s Basketball, March Madness, Cinderella, non-Power Five, athletics impact on campus ! 3 ACKNOWLEDGEMENTS My academic journey would not have been possible without the love, support, and encouragement from so many. First, I would like to thank Dr. Robert Kelchen for serving as my advisor throughout this process and being so willing to challenge me but also guide me to the finish line. Thank you to my two other committee members, Dr. Rong Chen, and Dr. Kristina Navarro for your time, encouragement, and assistance. To my Seton Hall University professors, colleagues, and friends, I would not have wanted to be on this journey with any other group. Thanks for the laughs and the friendships, Go Pirates! To my friends and family, thank you for the constant encouragement to finish this trek. To my Mom and Dad, thank you for inspiring me to strive for greatness, and for instilling a passion of learning that will never leave me. You are my biggest fans. Finally, to my husband Bradley, I am so appreciative of your continuous support and encouragement to be the best version of myself everyday. I am so lucky to have you as my partner in life. Thank you for cheering me on, keeping me focused, and reminding me to be great, not good. ! 4 DEDICATION To my mom, my absolute best friend and first teacher, Geraldine “Gerry,” aka “G-Babe” O’Neil. August 12, 1950 – July 10, 2013 “All that I am or hope to be I owe to my angel mother.” -Abraham Lincoln ! 5 TABLE OF CONTENTS Abstract 3 Acknowledgements 4 Dedication 5 Table of Contents 6 List of Tables 8 CHAPTER I: INTRODUCTION Statement of the Problem………………………………………………………………...17 Purpose of the Research………………………………………………………………….18 Research Question……………………………………………………………………….21 Significance………………………………………………………………………………22 CHAPTER II: LITERATURE REVIEW Outlining the Literature Review…………………………………………………………22 Defining the Power Five…………………………………………………………………24 NCAA and Division I Athletics………………………………………………………….27 The March Madness Selection Process…………………………………………………..32 Theoretical Framework…………………………………………………………………..34 Financial Benefits of Making March Madness…………………………………………..38 Media Exposure and Corporate Sponsorship…………………………………………….44 Athletic Success and Potential Campus-Wide Financial Benefits……………………….46 Quantity and Quality of Applicants and College Choice………………………………...53 Fan Expectations and Student Expectations……………………………………………..62 Conclusion……………………………………………………………………………….64 CHAPTER III: DATA AND METHODS Research Question……………………………………………………………………….68 Restatement of Significance……………………………………………………………..69 Research Design………………………………………………………………………….70 Sample……………………………………………………………………………………71 Treatment Group…………………………………………………………………………73 Comparison Group……………………………………………………………………….74 Variables Dependent Variables……………………………………………………………..74 Control Variables………………………………………………………………...77 Design Analysis………………………………………………………………………….78 Limitations……………………………………………………………………………….79 ! 6 Descriptive Statistics…………………………………………………………………….80 Conclusion……………………………………………………………………………….81 CHAPTER IV: RESULTS Regression Results……………………………………………………………………….83 Applications……………………………………………………………………...84 Percent Admitted………………………………………………………………...85 SAT……………………………………………………………………………....87 Enrolled…………………………………………………………………………..88 Gifts……………………………………………………………………………...90 Summary…………………………………………………………………………………91 CHAPTER V: CONCLUSION Summary of Results……………………………………………………………………...94 Implications of the Study………………………………………………………………...95 Suggestions for Future Research……………………………………………………….100 Conclusion……………………………………………………………………………...102 References 104 Appendix 118 ! 7 LIST OF TABLES Table 1 Power Five Schools .............................................................................................23 Table 2 Basketball Fund Distributions By Conference 2010-2015...................................40 Table 3 Number of Non-Power Five Teams Seeded Each Tournament............................67 Table 4 College Choice and the March Madness Correlation…………………………...71 Table 5 Earliest Potential Outcomes and Estimated Timeframe………………………...71 Table 6 Annual Number of Cinderella Teams Including BIG EAST…………………....73 Table 7 Dependent Variables…………………………………………………………….75 Table 8 Descriptive Statistics 2012 Unlogged Totals……………………………………80 Table 9 All Non-Power Five Schools Looking at the Three-Year Lagged Outcome: Applications ……………………………………………………………………………..84 Table 9.1 All Non-Power Five Schools Looking at the One-Year Lagged Outcome: Applications ……………………………………………………………………………..85 Table 10 All Non-Power Five Schools Looking at the Three-Year Lagged Outcome: Percent Admitted ……………………………………………………………………….85 Table 10.1 All Non-Power Five Schools Looking at the One-Year Lagged Outcome: Percent Admitted ……………………………………………………………………….86 Table 11 All Non-Power Five Schools Looking at the Three-Year Lagged Outcome: SAT ……………………………………………………………………………………...86 Table 11.1 All Non-Power Five Schools Looking at the One-Year Lagged Outcome: SAT ……………………………………………………………………………………...87 Table 12 All Non-Power Five Schools Looking at the Three-Year Lagged Outcome: Enrolled…………………………………………………………………………………..88 ! 8 Table 12.1 All Non-Power Five Schools Looking at the One-Year Lagged Outcome: Enrolled ………………………………………………………………………………….89 Table 13 All Non-Power Five Schools Looking at the Three-Year Lagged Outcome: Gifts ……………………………………………………………………………………..90 Table 13.1 All Non-Power Five Schools Looking at the One-Year Lagged Outcome: Gifts ……………………………………………………………………………………..91 Table 14 Significant findings for both Cinderella Definitions Three-Years Later………92 Table 14.1 Significant findings for both Cinderella Definitions One-Year Later……….93 ! 9 Chapter I INTRODUCTION Athletic programs of various divisional levels exist throughout the United States and play an important role on many college and university campuses throughout the country. Coverage of collegiate athletics is no longer just weekly, as most high profile teams are covered across the multi-media spectrum practically minute by minute. Sports are a major part of American culture and because of national attention institutions are now reaching younger audiences earlier and influencing the college choice process (Barkey, 2016; Hesel & Perko, 2010). The best teams are revered, and the institutions reap the benefit of the national attention, exposing many individuals to the potential of studying
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