Andrew Hibel, HigherEdJobs: Ms. Goode, please briefly explain your career path in higher education that led you to your current position as senior associate athletic director and senior woman administrator at Stanford University.
Beth Goode, Stanford University: I honestly never imagined the career path I have had. My introduction to intercollegiate athletics began as an undergraduate at Pacific Lutheran University in the sports information office. I expected to build a career in the media relations/public relations field, but had not considered the field of sports until a faculty member presented me with an opportunity in PLU’s sports information office. Following graduation, I was able to compare the intercollegiate environment to that of a professional sports team when I interned with the Denver Broncos. Although a wonderful organization, I missed the environment of higher education and was fortunate to be hired by Stanford for an internship. My career at Stanford has been in part about being in the right place at the right time but also about taking advantage of volunteer opportunities and being interested in all of the operational areas of intercollegiate athletics. After four years in the SID office, I moved into the NCAA compliance and student services departments, which led into the current role I have as part of the department’s overall management team and as senior woman administrator.
Hibel: You are currently the NCAA Legislative Council liaison to the Division I National Student-Athlete Advisory Committee. Please explain the purpose of this advisory committee and also what the liaison responsibility entails?
Goode: I represent the Pac-12 Conference institutions on the Legislative Council, which includes one person from each of the Division I conferences. From the Council, one individual serves as a liaison to the Division I Student-Athlete Advisory Committee (SAAC). In this voluntary role, I have the opportunity to work with amazing student-athlete leaders from each Division I conference, who work on behalf of all student-athletes within the governance process of the NCAA. This group is the representative voice of the student-athletes, taking positions on NCAA legislative matters as well as advocating for student-athlete well-being and experience issues. Although my role with the group comes from a place of legislative matters, I am fortunate to work with the staff and the student-athletes in the promotion of the student-athlete experience and well-being.
Hibel: Stanford is known for excelling in academic achievements, from Nobel prizes to robotic cars, while at the same time achieving phenomenal success in sports as highlighted in president’s review. 1 How does Stanford enable a successful balance so student-athletes perform to the best of their abilities in both academics and athletics?
Goode: It sounds simple, but it really does start with the campus leadership. Our campus leaders are unwavering in the commitment to excellence in everything. It is imperative then that we identify coaches, staff and student-athletes who are similarly committed to this pursuit of excellence. From the admissions process to our day-to-day work, Stanford is about developing the whole person. We need to ensure that our values, resources and opportunities for the student-athletes align with the development of the whole person so that they can pursue their passions and interests to the fullest extent possible. It is about finding individuals who want to be part of that type of experience, rather than a singular focus on just the athlete or field of competition.
Hibel: College athletics has always been able to create lasting controversy and, in some cases, scandal. From 1892 to today, the University of Illinois and the University of Chicago dispute the results of its 1892 football game. 2,3 Bear Bryant’s dispute with Georgia coach Wally Butts went to the Supreme Court of the United States and changed libel law forever. 4 The historical limelight may have had calls for reform, but the academy today seems to have a greater concern about the academic experiences of athletes. 5 What do you think are the traits of successful athletics departments, which cut to the heart of the matter and prioritize the academics of the student-athlete?
Goode: Although I think there are many traits of successful athletic departments, one thing stands above all else for me. When the student-athletes and the athletic program are fully integrated into the mission and day-to-day life of the whole campus, programs are more successful. Stanford has a strong commitment to this philosophy. Most of the advising resources, student programming and other services provided to our student-athletes are the same as is what is available to students throughout campus. We encourage participation in residential activities and try not to duplicate programs for student-athletes if they can access the same programs within the university setting. We do not offer priority housing for our student-athletes, nor priority class registration. Our student-athletes follow the same process as is available to any student on campus. This integration allows for the student-athletes to learn from non-student-athletes, just as much as they could learn from their teammates. This allows for everyone to be invested in the whole university, not just isolated into a segmented population.
Hibel: On many NCAA Division I campuses, football and men’s basketball are traditionally known as being the high revenue producing sports. Can you highlight some of the opportunities and challenges that this disproportionate revenue shapes an overall athletic program?
Goode: There is no question that these two programs are the primary drivers of television, other media revenue and fan engagement. In the intercollegiate environment, this creates great opportunities for other student-athletes to pursue their athletic dreams by competing in a sport. Additionally, it can be an amazing opportunity to build community. We have been so fortunate to see tremendous gatherings of the Stanford community around the last three BCS bowl games in which we participated. These events have worked to bring the Stanford community together. I have rarely seen as much school spirit at Stanford as I have these last three years. At the same time, there are challenges. There can be tension between available resources needed to support these types of programs and the financial needs of other areas around campus. We are fortunate that Stanford’s intercollegiate athletic program operates in a self-funding model, so as to not take financial resources away from other needs on campus. We do receive funding from the university for programs and services that are open to the entire campus community, such as our physical education and campus-wide wellness program. But at other institutions, I know the tension between campus budget priorities is real and may be fueled by the perceived revenues in these sports.
Hibel: I want to transition from revenue to institutional budget. Seeing that this may be less of an issue where you are since Stanford’s department is self-funding, how do your colleagues at other schools feel the size of a major athletic department budget affects their relationships with other staff and faculty departments across the campus? 5,6
Goode: What I hear from colleagues at other schools and read in the media, the resource allocation issue is real on every campus. Whether it is between athletics and academic departments or even among academic departments – when resources are (real or perceived) scarce, there will be tension in how those resources are distributed.
Hibel: What do you feel are the most significant changes in women’s athletics over the past 20 years? And what do you think will be the most significant in the next 20 years?
Goode: First and foremost is the number of opportunities now available in women’s athletics that have been offered in the last 20 years. Not only the opportunities at the intercollegiate level, but we’ve seen opportunities in professional athletics (both domestic and international) for women grow. Some of our most compelling human interest stories in athletics in the last 20 years have been in watching women’s athletics in the Olympics explode. The opportunities are simply there and that is easily the most significant change. I’m not sure about the next 20 years, but I do feel we are approaching a critical crossroads in intercollegiate athletics. I am not convinced that the current rate of athletics spending is sustainable. This is going to force institutions to make choices and I hope that these choices will demonstrate in actions, not just words, the institutional priorities.
Hibel: How do athletic scholarships impact a student-athlete’s chance of academic success? And how does this differ in various sports? 7
Goode: I think an athletic scholarship can help a student-athlete’s chances at academic success by helping reduce the pressure students have in finding ways to pay for their education. Between classes, athletic activities and other campus activities, student-athletes have less opportunity to work in order to help supplement the cost of their education. The athletic scholarship can help reduce the pressure on student-athletes.
Hibel: The Stanford athletics department is based on four guiding principles: to teach, to lead, to win and to serve, 8 which are strongly exhibited through the department’s community platform called Stand Tall. Stand Proud. Why is this community involvement important for Stanford student-athletes?
Goode: Community involvement is another aspect of the development of the whole person. Our student-athletes have the opportunities to engage with the community where they can learn more about themselves as well as gain a greater understanding of the world around them. I believe our student-athletes are tremendous role models (e.g., staying in school, excelling in school, balancing academic and athletic priorities) and allowing the opportunity for young people in our community to be influenced by these individuals is very special.
Hibel: Turning the next several questions to careers in athletics in higher education and acknowledging that intercollegiate athletics is one of most sought after offices in higher education, what advice would you give to someone who wants to begin a career in the area of athletics?
Goode: The first thing I tell anyone interested in a career in intercollegiate athletics is that they first have to think of it as a lifestyle choice. It goes far beyond just choosing a career, but you really are choosing a lifestyle. Intercollegiate athletics is a year-round endeavor and although it exists within the framework of higher education, we can’t deny that it is also in the entertainment industry. It involves significant work on nights, weekends and holidays as well as potentially a lot of travel. That impacts the type of lifestyle you can have. As it is a highly competitive field, it is important to take the opportunity to volunteer, meet people and be willing to do anything – from moving tables and chairs, to helping with television, to running stats at a game. There is so much that can be learned in the seemingly “smallest” of tasks! There are always opportunities for individuals to volunteer at events. Not only do they get a foot in the door and have their name and face out there, but it is also a way for an individual to shape what they want to do within athletics. There are diverse job fields within the overall context of intercollegiate athletics – seeing the operation from the inside is critical to mapping out in which direction you want to go.
Hibel: As the senior woman administrator in the athletics department, would your advice be any different for a female candidate searching for a position versus a male?
Goode: I don’t think my advice would differ between female and male candidates. However, the implications of making this type of lifestyle choice may be different. There may be more societal pressure for a female to conform to certain traditional family roles, and that can be a challenge with intercollegiate athletics. Although, it can provide amazing opportunities as well. The ability to attend events that are in-demand among fans, the opportunity for our children to be closely influenced by high-achieving individuals – those are intangible benefits that make this career very rewarding.
Hibel: What have you learned over the years that has helped you achieve your success in the area of athletics and higher education?
Goode: Honestly what I have learned has come a lot from our student-athletes. Their drive to be excellent at whatever they do, their time management and their constant thirst for knowledge has influenced the way I go about my job. I am always trying to learn and understand more. When our coaches, staff and student-athletes know that I am truly interested in learning about their experiences, I think that allows for a collaborative relationship in our day-to-day interactions and decision-making. I have learned the value of teamwork and trust, again through observation of our programs and individual student-athletes. These are critical to getting the job done. I have also learned you have to have fun. This is a tough business and it is easy to get caught up feeling like you are on a treadmill and need to step back and have fun with the work too.