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  • [Solved] Mod 8 Case File

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    see attachment – ## ClientContactNote.docx – ## NewReferralorInquiryForm.docx – ## DiazsCaseVignette.docx – ## MOD8Instructions.docx – ## CaseManagementPlanform.docx **## ClientContactNote.docx** **Case Management Unit Contact Notes** Client: Agency # **## NewReferralorInquiryForm.docx** **New Refer…

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    see attachment

    – ## ClientContactNote.docx

    – ## NewReferralorInquiryForm.docx

    – ## DiazsCaseVignette.docx

    – ## MOD8Instructions.docx

    – ## CaseManagementPlanform.docx

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] research discussion

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    In-depth study guidance and analytical solution covering research discussion.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Peer Review

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    Executive Solution Overview

    – ## Benchmarkpeerreview.docx – ## Benchmark4.pdf – MWaite_StakeholderProcessGuide_OGL593_DRAFT.pdf – MWaite_AppliedProjectReport_OGL593_DRAFT.pdf **## Benchmarkpeerreview.docx** Benchmark #5: Peer Feedback ![A group of text on a paper Description automatically generated with medium confidence…

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    Assignment Prompt & Instructions

    – ## Benchmarkpeerreview.docx

    – ## Benchmark4.pdf

    – MWaite_StakeholderProcessGuide_OGL593_DRAFT.pdf
    – MWaite_AppliedProjectReport_OGL593_DRAFT.pdf

    **## Benchmarkpeerreview.docx**

    Benchmark #5: Peer Feedback

    ![A group of text on a paper Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/peer-review-20950069)

    Your project will be reviewed by two classmates who will provide constructive feedback.  In turn, you will be expected to serve in the same role twice over. You will most easily find your peer assignments in your Canvas "To Do" list, usually on the right-hand side of your screen.

    Obviously, the most important goal is to provide constructive feedback that your peers can use to improve their final project. Moreover, it is important to be specific and thorough. A good review will be 200-300 words in length for each classmate you are reviewing.

    The form this takes is up to you and will vary depending on the type of project you review, but typically, we will hope to see at least three thorough responses:

    ·
    **First, a positive affirmation**: Provide a clear expression of
    **at least**
    **one** aspect or characteristic of the draft that seems especially strong or promising.

    ·
    **Second, constructive room for improvement**: Provide specific feedback of
    **at least**
    **two** portions, aspects, or characteristics that would most benefit from the most improvement. If possible, offer specific examples or guidance on how to approach that improvement.

    Again, if you assess that the particular draft you are reviewing would benefit from another approach, I trust you to follow those instincts. The goal here is to provide what will give your peer the most benefit.

    Ideally, your peer feedback will be posted through the Canvas peer review system that will automatically assign you to review two of your peers' drafts. If that fails, you can use the discussion board below to post your feedback.

    **As soon as your reviews are complete,**
    **PLEASE reply below to report whose drafts your reviewed and that your reviews are complete.** This will help track your progress and assign your grade.

    ## image1.jpeg

    **## Benchmark4.pdf**

    Navigating the Academic Landscape: Challenges Faced by NCAA Student-Athletes

    Liam T. Ferris

    Arizona State University

    Analyzing Organizations OGL 570

    School of Applied Professional Studies

    November 9, 2025

    Abstract

    This applied project will examine the academic performance of Division I student-athletes during

    in-season versus out-of-season terms at a large public university in the United States. The

    introduction of Name, Image, and Likeness (NIL) rights in July 2021 shifted the collegiate

    athletics environment toward increased commercialization and financial incentives, raising

    questions about academic persistence. This project employed quantitative methods to analyze 10

    years of institutional GPA data for student-athletes, examining patterns in seasonality, pre- and

    post-NIL trends, and subgroup differences across gender and sport type. The project was

    grounded in leadership theory, with a particular focus on transformational and transactional

    leadership, organizational change and culture, and student development in the context of higher

    education policy. Findings are anticipated to inform the design of academic support strategies,

    enhance retention and graduation outcomes, and provide leadership insights into balancing

    athletic and academic commitments. Practical implications include strengthening academic

    monitoring, aligning institutional leadership with transformational practices, and shaping NIL

    policies to reduce conflicts between academic and financial priorities.

    Literature Review

    Prior research has demonstrated that athletes often record lower GPAs during their competitive

    seasons compared to off-season terms, largely due to the combined burdens of practice, travel,

    and game commitments (Scott et al., 2008). At the same time, leadership structures and

    departmental climates influence outcomes, with transformational leadership, characterized by

    vision, inspiration, intellectual stimulation, and individualized support, promoting academic

    persistence and holistic development, while transactional leadership, which relies on compliance

    and performance-based exchanges, can exacerbate academic struggles (Bass & Avolio, 1994;

    Comeaux & Harrison, 2011). External forces, such as NIL opportunities and the transfer portal,

    further complicate this balance, diverting time and attention toward financial and athletic

    priorities at the expense of academics (Davis, 2024; Meares, 2024). The purpose of this project

    was to analyze the academic performance of Division I student-athletes during in-season versus

    out-of-season periods in order to strengthen academic support strategies. The scope encompassed

    10 years of GPA data from a large public university, where student-athletes represented 6.5% of

    the total enrollment. The analysis focused on seasonality, gender, team size, sport type, and

    NIL-era differences. This literature review highlights three interconnected knowledge areas

    within organizational leadership that are central to this project: student-athlete academic

    outcomes, leadership and support models in collegiate athletics, and the influence of

    commercialization, NIL, and organizational policy.

    Research on student-athlete academic outcomes demonstrates that in-season competition

    consistently influences GPA performance. Scott, Paskus, Miranda, Petr, and McArdle (2008)

    found that GPAs declined during competitive seasons due to increased travel and scheduling

    demands. In contrast, Gayles and Hu (2009) observed that student-athletes who spent significant

    time on athletic commitments reported reduced opportunities for engagement in meaningful

    academic experiences. Similarly, Huml (2020) validated an instrument revealing that athletes

    experienced time demands greater than those officially recognized by NCAA standards. Foster

    and Huml (2017) further noted that strong athletic identity often led student-athletes to select less

    rigorous majors, prioritizing eligibility over long-term academic development. To counter these

    challenges, universities have implemented structured academic interventions such as mandatory

    study halls and tutoring programs. These supports have shown measurable effectiveness in

    mitigating GPA declines, suggesting that intentional academic scheduling and monitoring can

    reduce the negative impact of athletic participation on student performance.

    Building on these academic outcomes, scholars have emphasized that leadership and

    organizational climate are equally critical to student-athlete success. Transformational

    leadership, characterized by individualized consideration and motivational vision, promotes

    motivation, self-regulation, and performance across both athletic and academic domains (Mach,

    Lvina, & Maslowska, 2022). Similarly, Liu, Zhang, Li, and Jannesari (2023) demonstrated that

    transformational leadership fulfills athletes’ psychological needs for autonomy, competence, and

    relatedness—conditions that encourage thriving in both classroom and competitive settings.

    Conners, Page, and Humphrey (2023) reinforced that transformational leaders foster climates

    conducive to learning and engagement, whereas transactional leaders, relying on compliance and

    rewards, can suppress academic persistence. Complementing this leadership dimension,

    institutional academic support systems play a reinforcing role. Northington, Daprano, and Singer

    (2016) found that targeted tutoring and mentoring improved GPA and retention, and Comeaux

    and Harrison (2011) linked leadership, engagement, and identity development to measurable

    academic gains. Case studies of universities adopting transformational leadership within advising

    and athletic programs documented increased graduation rates and retention, demonstrating how

    leadership and organizational support intersect to produce sustainable success.

    As leadership structures evolve, the growing commercialization of collegiate athletics has

    introduced new pressures that reshape academic priorities. Davis (2024) described a decline in

    the traditional “student-athlete” identity, as NIL policies and institutional marketing redefined

    athletes as commercial assets. Meares (2024) observed that sponsorships, media obligations, and

    brand partnerships are increasingly competing with academic responsibilities, thereby altering

    time allocation and attention. Corr and Jensen (2023) found that athletes navigating NIL

    opportunities often prioritize short-term financial outcomes over academic persistence. In

    contrast, Lovell and Stokes (2023) highlighted how compliance and governance challenges

    redirected institutional resources away from academic support. Moreover, Vogel and Kress

    (2020) noted that increased recruitment of athletes with marginal academic preparation

    compounded these effects, especially when commercialization amplified pressure on teams to

    perform. In response, some institutions introduced NIL education programs centered on time

    management and financial literacy, demonstrating early success in reducing conflicts between

    academic and branding responsibilities. Assessing GPA patterns before and after the adoption of

    NIL provides a valuable framework for understanding how these commercial and organizational

    shifts influence academic persistence.

    The literature established that student-athletes experience predictable academic disadvantages

    during competitive seasons, often intensified by shifting leadership approaches and strong

    athletic identities. The introduction of NIL rights added further complexity, competing with

    academic commitments and altering institutional priorities. While prior research has addressed

    elements of these challenges, gaps remain in understanding long-term GPA outcomes within a

    single large institution and the interaction of NIL with leadership climates and academic

    supports. Addressing these gaps justifies this applied project, which will analyze 10 years of

    GPA data. For organizational leadership practice, the implications are significant:

    transformational leadership, structured support systems, and carefully designed NIL education

    programs are essential for student-athletes to thrive academically. Research has shown that

    student-athletes often record lower GPAs during competitive seasons due to the time demands of

    travel, practice, and games (Scott et al., 2008). Transformational leadership, characterized by

    vision and individualized support, promotes persistence, whereas transactional approaches,

    emphasizing compliance, can undermine academic engagement (Bass & Avolio, 1994; Comeaux

    & Harrison, 2011). External forces, such as NIL and the transfer portal, have shifted the focus

    toward financial and athletic priorities, often at the expense of academic focus (Davis, 2024;

    Meares, 2024). This review highlights three interconnected themes: academic outcomes,

    leadership and support systems, and commercialization.

    Purpose Statement and Research Questions

    Division I student-athletes face persistent challenges in balancing academic responsibilities with

    athletic demands. Increased travel, practice, and competitive schedules create measurable

    declines in academic performance during athletic seasons. These challenges have been amplified

    by structural shifts in collegiate athletics, particularly the introduction of Name, Image, and

    Likeness (NIL) rights and the expansion of the transfer portal, both of which emphasize financial

    gain and athlete mobility over academic development (Davis, 2024; Meares, 2024). In parallel,

    the leadership environment within athletic departments has evolved. Transformational

    leadership, once defined by individualized support and holistic student-athlete development, has

    increasingly been replaced by transactional models that prioritize compliance, performance

    metrics, and revenue generation (Comeaux & Harrison, 2011; Conners, Page, & Humphrey,

    2023). As a result, leadership attention often centers on athletic branding rather than academic

    persistence, leading to inconsistent support structures and uneven expectations across programs

    (Liu, Zhang, Li, & Jannesari, 2023; Lovell & Stokes, 2023). These shifts underscore the need to

    reevaluate how leadership practices, academic support systems, and commercialization pressures

    interact to shape student-athlete success. Accordingly, the proposed applied project will address

    these concerns through three interconnected knowledge areas: student-athlete academic

    outcomes, leadership and support models, and commercialization, NIL, and organizational

    policy.

    The project is situated within a large public Division I university with an enrollment exceeding

    70,000 students, of which approximately 6.5% are student-athletes (Arizona State University,

    n.d.). The athletics department sponsors multiple men’s and women’s sports, including both

    revenue and non-revenue programs, and competes as a member of a Power Four conference

    governed by NCAA regulations. This organizational setting operates within the broader higher

    education and collegiate athletics industry, intersecting academic affairs, compliance, and

    leadership domains. The NCAA establishes eligibility standards, regulates NIL policy, and

    enforces academic benchmarks such as the Graduation Success Rate and Academic Progress

    Rate (NCAA, 2024).

    Over time, national policy and market trends have reshaped priorities within collegiate athletics.

    Historically, academic underperformance among student-athletes was addressed through NCAA

    reforms such as Proposition 48 and the Academic Progress Rate (Stansbury, 2003). In recent

    years, however, NIL rights and the transfer portal have transformed the collegiate landscape by

    emphasizing athlete mobility, personal branding, and financial gain over academic engagement.

    These developments have increased commercialization and intensified institutional focus on

    compliance and revenue generation, while emerging trends suggest an expanding emphasis on

    NIL education programs, compliance oversight, and enhanced academic support services

    (Meares, 2024).

    Both external and internal factors impact the organizational environment of this project.

    Externally, NCAA governance structures, state NIL legislation, and cultural values that

    emphasize financial independence for athletes shape institutional decision-making and resource

    allocation. A SWOT analysis of these dynamics identified strengths in program visibility and

    access to institutional resources, weaknesses in balancing athletics with academics, opportunities

    for NIL education and leadership reform, and threats related to over-commercialization and

    compliance obligations (Lovell & Stokes, 2023). Internally, leadership style, team culture, and

    institutional priorities also significantly impact student-athlete outcomes. Transformational

    leadership and proactive advising structures foster academic persistence and personal

    development, whereas transactional approaches focused on short-term performance goals often

    diminish academic engagement and support effectiveness. In addition, team cultures that

    prioritize athletic success over academic achievement, combined with inconsistent academic

    resources across programs, tend to exacerbate the declines in GPA observed during competitive

    seasons (Comeaux & Harrison, 2011; Conners, Page, & Humphrey, 2023).

    These external pressures and internal dynamics define the organizational context for this applied

    project. Understanding how leadership practices interact with commercialization, academic

    support, and policy constraints is essential for developing strategies that sustain student-athlete

    success and align institutional leadership with educational integrity in the NIL era.

    Research Questions

    1. How has the introduction of NIL served as a catalyst for decreased academic

    performance and distraction among Division I student-athletes?

    2. How does athletic season participation influence GPA outcomes for Division I

    student-athletes compared to out-of-season terms?

    3. How do factors such as sport type, gender, and team size contribute to variations in

    academic performance within the NIL era?

    4. How can transformational leadership practices within athletic departments mitigate the

    academic challenges created by NIL-related obligations and support student-athlete

    persistence and success?

    Research Methodology and Data Collection Strategy

    The project will use a quantitative design to analyze institutional GPA data across 10 academic

    years, with team GPA records to be obtained from the Office of Student-Athlete Development

    within the university. The data will be grouped by in-season and out-of-season periods, gender,

    sport type, and team size. Pre- and post-NIL comparisons will be conducted to assess policy

    effects (Scott et al., 2008). Statistical analysis will include descriptive statistics and comparisons

    of averages to identify patterns and trends. Validity and reliability will be ensured by relying on

    standardized institutional records (Creswell & Creswell, 2018). Potential bias will be minimized

    by anonymizing data and interpreting findings through established leadership frameworks

    (Comeaux & Harrison, 2011; Davis, 2024).

    Assumptions and Limitations

    This project will operate under several assumptions. It is assumed that institutional GPA

    reporting accurately reflects student-athlete academic performance (NCAA, 2024). It is also

    assumed that comparing in-season and out-of-season GPA data will provide meaningful

    measures of academic variation and workload impact (Scott et al., 2008). Additionally, the

    project assumes that NIL policies have reshaped leadership climates within athletic departments

    and have indirectly influenced academic outcomes through changing priorities and expectations

    (Comeaux & Harrison, 2011).

    Limitations will also be acknowledged. GPA data alone will not capture contextual variables

    such as tutoring participation, course difficulty, or student stress levels that may also affect

    academic performance. The analysis will also not account for differences in majors, which can

    vary in rigor, credit load, and time demands, potentially influencing GPA outcomes across

    academic disciplines. Because this study will rely on secondary data, control over confounding

    variables will be limited (Creswell & Creswell, 2018). Furthermore, findings from this single

    institutional setting may not be generalizable across all Division I programs due to differences in

    institutional resources, leadership structures, and team cultures (Arizona State University, n.d.).

    Ethical Considerations

    Ethical Considerations

    The project will ensure no harm to participants by using anonymized GPA records and excluding

    personal identifiers. Student privacy was prioritized, and the research followed ASU’s IRB

    Wizard and CITI certification processes, which determined that no additional IRB approval was

    required. Bias was minimized through standardized definitions, reliance on objective data, and

    use of established leadership theory to guide interpretation (ASU, n.d.; Creswell & Creswell,

    2018).

    References

    Arizona State University. (n.d.). Facts and figures. https://www.asu.edu/about/facts-and-figures

    Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through

    transformational leadership. SAGE.

    Comeaux, E., & Harrison, C. K. (2011). A conceptual model of academic success for

    student–athletes. Educational Researcher, 40(5), 235–245.

    Conners, B. L., Page, T. E., & Humphrey, N. (2023). Transformational leadership in sport: A

    systematic review. Psychology of Sport and Exercise, 67, 102412.

    Davis, A. R. (2024). Sporting revolutions: The 1970s and the making of modern college

    athletics. Cambridge University Press.

    Huml, M. R. (2020). A factor structure examination of the student-athlete time demands scale.

    Journal of Athlete Development and Experience, 2(2), 101–116.

    Liu, H., Zhang, J., Li, H., & Jannesari, M. (2023). Coach transformational leadership and

    athletes’ thriving: The mediating role of basic psychological needs. IJERPH, 20(3), 2227.

    Lovell, C. D., & Stokes, B. (2023). Name, image, and likeness and the public sector university:

    Governance and compliance challenges. Journal of Public and Nonprofit Affairs, 9(1), 1–23.

    Mach, M., Lvina, E., & Maslowska, E. (2022). The effects of transformational leadership in

    sports: A meta-analysis. International Journal of Sports Science & Coaching, 17(3), 606–619.

    Meares, K. (2024). College sports’ new NIL consensus: An uneasy truce? Journal of

    Intercollegiate Sport, 17(2), 1–28.

    NCAA. (2024). Division I graduation rates database.

    https://www.ncaa.org/sports/2017/12/12/division-i-graduation-rates-database.aspx

    Scott, J. P., Paskus, T. S., Miranda, M., Petr, T. A., & McArdle, J. J. (2008). In-season vs.

    out-of-season academic performance of college student-athletes. Journal of Issues in

    Intercollegiate Athletics, 1, 101–123.

    – Abstract

    – Literature Review

    – Purpose Statement and Research Questions
    – Research Methodology and Data Collection Strategy
    – Ethical Considerations
    – References

    **MWaite_StakeholderProcessGuide_OGL593_DRAFT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mwaite-stakeholderprocessguide-ogl593-draft-pdf)

    **MWaite_AppliedProjectReport_OGL593_DRAFT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mwaite-appliedprojectreport-ogl593-draft-pdf)

    **MWaite_AppliedProjectReport_OGL593_DRAFT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mwaite-appliedprojectreport-ogl593-draft-pdf)

    **## Benchmarkpeerreview.docx**

    Benchmark #5: Peer Feedback

    ![A group of text on a paper Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/peer-review-20950069)

    Your project will be reviewed by two classmates who will provide constructive feedback.  In turn, you will be expected to serve in the same role twice over. You will most easily find your peer assignments in your Canvas "To Do" list, usually on the right-hand side of your screen.

    Obviously, the most important goal is to provide constructive feedback that your peers can use to improve their final project. Moreover, it is important to be specific and thorough. A good review will be 200-300 words in length for each classmate you are reviewing.

    The form this takes is up to you and will vary depending on the type of project you review, but typically, we will hope to see at least three thorough responses:

    ·
    **First, a positive affirmation**: Provide a clear expression of
    **at least**
    **one** aspect or characteristic of the draft that seems especially strong or promising.

    ·
    **Second, constructive room for improvement**: Provide specific feedback of
    **at least**
    **two** portions, aspects, or characteristics that would most benefit from the most improvement. If possible, offer specific examples or guidance on how to approach that improvement.

    Again, if you assess that the particular draft you are reviewing would benefit from another approach, I trust you to follow those instincts. The goal here is to provide what will give your peer the most benefit.

    Ideally, your peer feedback will be posted through the Canvas peer review system that will automatically assign you to review two of your peers' drafts. If that fails, you can use the discussion board below to post your feedback.

    **As soon as your reviews are complete,**
    **PLEASE reply below to report whose drafts your reviewed and that your reviews are complete.** This will help track your progress and assign your grade.

    ## image1.jpeg

    **## Benchmark4.pdf**

    Navigating the Academic Landscape: Challenges Faced by NCAA Student-Athletes

    Liam T. Ferris

    Arizona State University

    Analyzing Organizations OGL 570

    School of Applied Professional Studies

    November 9, 2025

    Abstract

    This applied project will examine the academic performance of Division I student-athletes during

    in-season versus out-of-season terms at a large public university in the United States. The

    introduction of Name, Image, and Likeness (NIL) rights in July 2021 shifted the collegiate

    athletics environment toward increased commercialization and financial incentives, raising

    questions about academic persistence. This project employed quantitative methods to analyze 10

    years of institutional GPA data for student-athletes, examining patterns in seasonality, pre- and

    post-NIL trends, and subgroup differences across gender and sport type. The project was

    grounded in leadership theory, with a particular focus on transformational and transactional

    leadership, organizational change and culture, and student development in the context of higher

    education policy. Findings are anticipated to inform the design of academic support strategies,

    enhance retention and graduation outcomes, and provide leadership insights into balancing

    athletic and academic commitments. Practical implications include strengthening academic

    monitoring, aligning institutional leadership with transformational practices, and shaping NIL

    policies to reduce conflicts between academic and financial priorities.

    Literature Review

    Prior research has demonstrated that athletes often record lower GPAs during their competitive

    seasons compared to off-season terms, largely due to the combined burdens of practice, travel,

    and game commitments (Scott et al., 2008). At the same time, leadership structures and

    departmental climates influence outcomes, with transformational leadership, characterized by

    vision, inspiration, intellectual stimulation, and individualized support, promoting academic

    persistence and holistic development, while transactional leadership, which relies on compliance

    and performance-based exchanges, can exacerbate academic struggles (Bass & Avolio, 1994;

    Comeaux & Harrison, 2011). External forces, such as NIL opportunities and the transfer portal,

    further complicate this balance, diverting time and attention toward financial and athletic

    priorities at the expense of academics (Davis, 2024; Meares, 2024). The purpose of this project

    was to analyze the academic performance of Division I student-athletes during in-season versus

    out-of-season periods in order to strengthen academic support strategies. The scope encompassed

    10 years of GPA data from a large public university, where student-athletes represented 6.5% of

    the total enrollment. The analysis focused on seasonality, gender, team size, sport type, and

    NIL-era differences. This literature review highlights three interconnected knowledge areas

    within organizational leadership that are central to this project: student-athlete academic

    outcomes, leadership and support models in collegiate athletics, and the influence of

    commercialization, NIL, and organizational policy.

    Research on student-athlete academic outcomes demonstrates that in-season competition

    consistently influences GPA performance. Scott, Paskus, Miranda, Petr, and McArdle (2008)

    found that GPAs declined during competitive seasons due to increased travel and scheduling

    demands. In contrast, Gayles and Hu (2009) observed that student-athletes who spent significant

    time on athletic commitments reported reduced opportunities for engagement in meaningful

    academic experiences. Similarly, Huml (2020) validated an instrument revealing that athletes

    experienced time demands greater than those officially recognized by NCAA standards. Foster

    and Huml (2017) further noted that strong athletic identity often led student-athletes to select less

    rigorous majors, prioritizing eligibility over long-term academic development. To counter these

    challenges, universities have implemented structured academic interventions such as mandatory

    study halls and tutoring programs. These supports have shown measurable effectiveness in

    mitigating GPA declines, suggesting that intentional academic scheduling and monitoring can

    reduce the negative impact of athletic participation on student performance.

    Building on these academic outcomes, scholars have emphasized that leadership and

    organizational climate are equally critical to student-athlete success. Transformational

    leadership, characterized by individualized consideration and motivational vision, promotes

    motivation, self-regulation, and performance across both athletic and academic domains (Mach,

    Lvina, & Maslowska, 2022). Similarly, Liu, Zhang, Li, and Jannesari (2023) demonstrated that

    transformational leadership fulfills athletes’ psychological needs for autonomy, competence, and

    relatedness—conditions that encourage thriving in both classroom and competitive settings.

    Conners, Page, and Humphrey (2023) reinforced that transformational leaders foster climates

    conducive to learning and engagement, whereas transactional leaders, relying on compliance and

    rewards, can suppress academic persistence. Complementing this leadership dimension,

    institutional academic support systems play a reinforcing role. Northington, Daprano, and Singer

    (2016) found that targeted tutoring and mentoring improved GPA and retention, and Comeaux

    and Harrison (2011) linked leadership, engagement, and identity development to measurable

    academic gains. Case studies of universities adopting transformational leadership within advising

    and athletic programs documented increased graduation rates and retention, demonstrating how

    leadership and organizational support intersect to produce sustainable success.

    As leadership structures evolve, the growing commercialization of collegiate athletics has

    introduced new pressures that reshape academic priorities. Davis (2024) described a decline in

    the traditional “student-athlete” identity, as NIL policies and institutional marketing redefined

    athletes as commercial assets. Meares (2024) observed that sponsorships, media obligations, and

    brand partnerships are increasingly competing with academic responsibilities, thereby altering

    time allocation and attention. Corr and Jensen (2023) found that athletes navigating NIL

    opportunities often prioritize short-term financial outcomes over academic persistence. In

    contrast, Lovell and Stokes (2023) highlighted how compliance and governance challenges

    redirected institutional resources away from academic support. Moreover, Vogel and Kress

    (2020) noted that increased recruitment of athletes with marginal academic preparation

    compounded these effects, especially when commercialization amplified pressure on teams to

    perform. In response, some institutions introduced NIL education programs centered on time

    management and financial literacy, demonstrating early success in reducing conflicts between

    academic and branding responsibilities. Assessing GPA patterns before and after the adoption of

    NIL provides a valuable framework for understanding how these commercial and organizational

    shifts influence academic persistence.

    The literature established that student-athletes experience predictable academic disadvantages

    during competitive seasons, often intensified by shifting leadership approaches and strong

    athletic identities. The introduction of NIL rights added further complexity, competing with

    academic commitments and altering institutional priorities. While prior research has addressed

    elements of these challenges, gaps remain in understanding long-term GPA outcomes within a

    single large institution and the interaction of NIL with leadership climates and academic

    supports. Addressing these gaps justifies this applied project, which will analyze 10 years of

    GPA data. For organizational leadership practice, the implications are significant:

    transformational leadership, structured support systems, and carefully designed NIL education

    programs are essential for student-athletes to thrive academically. Research has shown that

    student-athletes often record lower GPAs during competitive seasons due to the time demands of

    travel, practice, and games (Scott et al., 2008). Transformational leadership, characterized by

    vision and individualized support, promotes persistence, whereas transactional approaches,

    emphasizing compliance, can undermine academic engagement (Bass & Avolio, 1994; Comeaux

    & Harrison, 2011). External forces, such as NIL and the transfer portal, have shifted the focus

    toward financial and athletic priorities, often at the expense of academic focus (Davis, 2024;

    Meares, 2024). This review highlights three interconnected themes: academic outcomes,

    leadership and support systems, and commercialization.

    Purpose Statement and Research Questions

    Division I student-athletes face persistent challenges in balancing academic responsibilities with

    athletic demands. Increased travel, practice, and competitive schedules create measurable

    declines in academic performance during athletic seasons. These challenges have been amplified

    by structural shifts in collegiate athletics, particularly the introduction of Name, Image, and

    Likeness (NIL) rights and the expansion of the transfer portal, both of which emphasize financial

    gain and athlete mobility over academic development (Davis, 2024; Meares, 2024). In parallel,

    the leadership environment within athletic departments has evolved. Transformational

    leadership, once defined by individualized support and holistic student-athlete development, has

    increasingly been replaced by transactional models that prioritize compliance, performance

    metrics, and revenue generation (Comeaux & Harrison, 2011; Conners, Page, & Humphrey,

    2023). As a result, leadership attention often centers on athletic branding rather than academic

    persistence, leading to inconsistent support structures and uneven expectations across programs

    (Liu, Zhang, Li, & Jannesari, 2023; Lovell & Stokes, 2023). These shifts underscore the need to

    reevaluate how leadership practices, academic support systems, and commercialization pressures

    interact to shape student-athlete success. Accordingly, the proposed applied project will address

    these concerns through three interconnected knowledge areas: student-athlete academic

    outcomes, leadership and support models, and commercialization, NIL, and organizational

    policy.

    The project is situated within a large public Division I university with an enrollment exceeding

    70,000 students, of which approximately 6.5% are student-athletes (Arizona State University,

    n.d.). The athletics department sponsors multiple men’s and women’s sports, including both

    revenue and non-revenue programs, and competes as a member of a Power Four conference

    governed by NCAA regulations. This organizational setting operates within the broader higher

    education and collegiate athletics industry, intersecting academic affairs, compliance, and

    leadership domains. The NCAA establishes eligibility standards, regulates NIL policy, and

    enforces academic benchmarks such as the Graduation Success Rate and Academic Progress

    Rate (NCAA, 2024).

    Over time, national policy and market trends have reshaped priorities within collegiate athletics.

    Historically, academic underperformance among student-athletes was addressed through NCAA

    reforms such as Proposition 48 and the Academic Progress Rate (Stansbury, 2003). In recent

    years, however, NIL rights and the transfer portal have transformed the collegiate landscape by

    emphasizing athlete mobility, personal branding, and financial gain over academic engagement.

    These developments have increased commercialization and intensified institutional focus on

    compliance and revenue generation, while emerging trends suggest an expanding emphasis on

    NIL education programs, compliance oversight, and enhanced academic support services

    (Meares, 2024).

    Both external and internal factors impact the organizational environment of this project.

    Externally, NCAA governance structures, state NIL legislation, and cultural values that

    emphasize financial independence for athletes shape institutional decision-making and resource

    allocation. A SWOT analysis of these dynamics identified strengths in program visibility and

    access to institutional resources, weaknesses in balancing athletics with academics, opportunities

    for NIL education and leadership reform, and threats related to over-commercialization and

    compliance obligations (Lovell & Stokes, 2023). Internally, leadership style, team culture, and

    institutional priorities also significantly impact student-athlete outcomes. Transformational

    leadership and proactive advising structures foster academic persistence and personal

    development, whereas transactional approaches focused on short-term performance goals often

    diminish academic engagement and support effectiveness. In addition, team cultures that

    prioritize athletic success over academic achievement, combined with inconsistent academic

    resources across programs, tend to exacerbate the declines in GPA observed during competitive

    seasons (Comeaux & Harrison, 2011; Conners, Page, & Humphrey, 2023).

    These external pressures and internal dynamics define the organizational context for this applied

    project. Understanding how leadership practices interact with commercialization, academic

    support, and policy constraints is essential for developing strategies that sustain student-athlete

    success and align institutional leadership with educational integrity in the NIL era.

    Research Questions

    1. How has the introduction of NIL served as a catalyst for decreased academic

    performance and distraction among Division I student-athletes?

    2. How does athletic season participation influence GPA outcomes for Division I

    student-athletes compared to out-of-season terms?

    3. How do factors such as sport type, gender, and team size contribute to variations in

    academic performance within the NIL era?

    4. How can transformational leadership practices within athletic departments mitigate the

    academic challenges created by NIL-related obligations and support student-athlete

    persistence and success?

    Research Methodology and Data Collection Strategy

    The project will use a quantitative design to analyze institutional GPA data across 10 academic

    years, with team GPA records to be obtained from the Office of Student-Athlete Development

    within the university. The data will be grouped by in-season and out-of-season periods, gender,

    sport type, and team size. Pre- and post-NIL comparisons will be conducted to assess policy

    effects (Scott et al., 2008). Statistical analysis will include descriptive statistics and comparisons

    of averages to identify patterns and trends. Validity and reliability will be ensured by relying on

    standardized institutional records (Creswell & Creswell, 2018). Potential bias will be minimized

    by anonymizing data and interpreting findings through established leadership frameworks

    (Comeaux & Harrison, 2011; Davis, 2024).

    Assumptions and Limitations

    This project will operate under several assumptions. It is assumed that institutional GPA

    reporting accurately reflects student-athlete academic performance (NCAA, 2024). It is also

    assumed that comparing in-season and out-of-season GPA data will provide meaningful

    measures of academic variation and workload impact (Scott et al., 2008). Additionally, the

    project assumes that NIL policies have reshaped leadership climates within athletic departments

    and have indirectly influenced academic outcomes through changing priorities and expectations

    (Comeaux & Harrison, 2011).

    Limitations will also be acknowledged. GPA data alone will not capture contextual variables

    such as tutoring participation, course difficulty, or student stress levels that may also affect

    academic performance. The analysis will also not account for differences in majors, which can

    vary in rigor, credit load, and time demands, potentially influencing GPA outcomes across

    academic disciplines. Because this study will rely on secondary data, control over confounding

    variables will be limited (Creswell & Creswell, 2018). Furthermore, findings from this single

    institutional setting may not be generalizable across all Division I programs due to differences in

    institutional resources, leadership structures, and team cultures (Arizona State University, n.d.).

    Ethical Considerations

    Ethical Considerations

    The project will ensure no harm to participants by using anonymized GPA records and excluding

    personal identifiers. Student privacy was prioritized, and the research followed ASU’s IRB

    Wizard and CITI certification processes, which determined that no additional IRB approval was

    required. Bias was minimized through standardized definitions, reliance on objective data, and

    use of established leadership theory to guide interpretation (ASU, n.d.; Creswell & Creswell,

    2018).

    References

    Arizona State University. (n.d.). Facts and figures. https://www.asu.edu/about/facts-and-figures

    Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through

    transformational leadership. SAGE.

    Comeaux, E., & Harrison, C. K. (2011). A conceptual model of academic success for

    student–athletes. Educational Researcher, 40(5), 235–245.

    Conners, B. L., Page, T. E., & Humphrey, N. (2023). Transformational leadership in sport: A

    systematic review. Psychology of Sport and Exercise, 67, 102412.

    Davis, A. R. (2024). Sporting revolutions: The 1970s and the making of modern college

    athletics. Cambridge University Press.

    Huml, M. R. (2020). A factor structure examination of the student-athlete time demands scale.

    Journal of Athlete Development and Experience, 2(2), 101–116.

    Liu, H., Zhang, J., Li, H., & Jannesari, M. (2023). Coach transformational leadership and

    athletes’ thriving: The mediating role of basic psychological needs. IJERPH, 20(3), 2227.

    Lovell, C. D., & Stokes, B. (2023). Name, image, and likeness and the public sector university:

    Governance and compliance challenges. Journal of Public and Nonprofit Affairs, 9(1), 1–23.

    Mach, M., Lvina, E., & Maslowska, E. (2022). The effects of transformational leadership in

    sports: A meta-analysis. International Journal of Sports Science & Coaching, 17(3), 606–619.

    Meares, K. (2024). College sports’ new NIL consensus: An uneasy truce? Journal of

    Intercollegiate Sport, 17(2), 1–28.

    NCAA. (2024). Division I graduation rates database.

    https://www.ncaa.org/sports/2017/12/12/division-i-graduation-rates-database.aspx

    Scott, J. P., Paskus, T. S., Miranda, M., Petr, T. A., & McArdle, J. J. (2008). In-season vs.

    out-of-season academic performance of college student-athletes. Journal of Issues in

    Intercollegiate Athletics, 1, 101–123.

    – Abstract

    – Literature Review

    – Purpose Statement and Research Questions
    – Research Methodology and Data Collection Strategy
    – Ethical Considerations
    – References

    **MWaite_StakeholderProcessGuide_OGL593_DRAFT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mwaite-stakeholderprocessguide-ogl593-draft-pdf)

    **MWaite_AppliedProjectReport_OGL593_DRAFT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mwaite-appliedprojectreport-ogl593-draft-pdf)

    **## Benchmarkpeerreview.docx**

    Benchmark #5: Peer Feedback

    ![A group of text on a paper Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/peer-review-20950069)

    Your project will be reviewed by two classmates who will provide constructive feedback.  In turn, you will be expected to serve in the same role twice over. You will most easily find your peer assignments in your Canvas "To Do" list, usually on the right-hand side of your screen.

    Obviously, the most important goal is to provide constructive feedback that your peers can use to improve their final project. Moreover, it is important to be specific and thorough. A good review will be 200-300 words in length for each classmate you are reviewing.

    The form this takes is up to you and will vary depending on the type of project you review, but typically, we will hope to see at least three thorough responses:

    ·
    **First, a positive affirmation**: Provide a clear expression of
    **at least**
    **one** aspect or characteristic of the draft that seems especially strong or promising.

    ·
    **Second, constructive room for improvement**: Provide specific feedback of
    **at least**
    **two** portions, aspects, or characteristics that would most benefit from the most improvement. If possible, offer specific examples or guidance on how to approach that improvement.

    Again, if you assess that the particular draft you are reviewing would benefit from another approach, I trust you to follow those instincts. The goal here is to provide what will give your peer the most benefit.

    Ideally, your peer feedback will be posted through the Canvas peer review system that will automatically assign you to review two of your peers' drafts. If that fails, you can use the discussion board below to post your feedback.

    **As soon as your reviews are complete,**
    **PLEASE reply below to report whose drafts your reviewed and that your reviews are complete.** This will help track your progress and assign your grade.

    ## image1.jpeg

    **## Benchmark4.pdf**

    Navigating the Academic Landscape: Challenges Faced by NCAA Student-Athletes

    Liam T. Ferris

    Arizona State University

    Analyzing Organizations OGL 570

    School of Applied Professional Studies

    November 9, 2025

    Abstract

    This applied project will examine the academic performance of Division I student-athletes during

    in-season versus out-of-season terms at a large public university in the United States. The

    introduction of Name, Image, and Likeness (NIL) rights in July 2021 shifted the collegiate

    athletics environment toward increased commercialization and financial incentives, raising

    questions about academic persistence. This project employed quantitative methods to analyze 10

    years of institutional GPA data for student-athletes, examining patterns in seasonality, pre- and

    post-NIL trends, and subgroup differences across gender and sport type. The project was

    grounded in leadership theory, with a particular focus on transformational and transactional

    leadership, organizational change and culture, and student development in the context of higher

    education policy. Findings are anticipated to inform the design of academic support strategies,

    enhance retention and graduation outcomes, and provide leadership insights into balancing

    athletic and academic commitments. Practical implications include strengthening academic

    monitoring, aligning institutional leadership with transformational practices, and shaping NIL

    policies to reduce conflicts between academic and financial priorities.

    Literature Review

    Prior research has demonstrated that athletes often record lower GPAs during their competitive

    seasons compared to off-season terms, largely due to the combined burdens of practice, travel,

    and game commitments (Scott et al., 2008). At the same time, leadership structures and

    departmental climates influence outcomes, with transformational leadership, characterized by

    vision, inspiration, intellectual stimulation, and individualized support, promoting academic

    persistence and holistic development, while transactional leadership, which relies on compliance

    and performance-based exchanges, can exacerbate academic struggles (Bass & Avolio, 1994;

    Comeaux & Harrison, 2011). External forces, such as NIL opportunities and the transfer portal,

    further complicate this balance, diverting time and attention toward financial and athletic

    priorities at the expense of academics (Davis, 2024; Meares, 2024). The purpose of this project

    was to analyze the academic performance of Division I student-athletes during in-season versus

    out-of-season periods in order to strengthen academic support strategies. The scope encompassed

    10 years of GPA data from a large public university, where student-athletes represented 6.5% of

    the total enrollment. The analysis focused on seasonality, gender, team size, sport type, and

    NIL-era differences. This literature review highlights three interconnected knowledge areas

    within organizational leadership that are central to this project: student-athlete academic

    outcomes, leadership and support models in collegiate athletics, and the influence of

    commercialization, NIL, and organizational policy.

    Research on student-athlete academic outcomes demonstrates that in-season competition

    consistently influences GPA performance. Scott, Paskus, Miranda, Petr, and McArdle (2008)

    found that GPAs declined during competitive seasons due to increased travel and scheduling

    demands. In contrast, Gayles and Hu (2009) observed that student-athletes who spent significant

    time on athletic commitments reported reduced opportunities for engagement in meaningful

    academic experiences. Similarly, Huml (2020) validated an instrument revealing that athletes

    experienced time demands greater than those officially recognized by NCAA standards. Foster

    and Huml (2017) further noted that strong athletic identity often led student-athletes to select less

    rigorous majors, prioritizing eligibility over long-term academic development. To counter these

    challenges, universities have implemented structured academic interventions such as mandatory

    study halls and tutoring programs. These supports have shown measurable effectiveness in

    mitigating GPA declines, suggesting that intentional academic scheduling and monitoring can

    reduce the negative impact of athletic participation on student performance.

    Building on these academic outcomes, scholars have emphasized that leadership and

    organizational climate are equally critical to student-athlete success. Transformational

    leadership, characterized by individualized consideration and motivational vision, promotes

    motivation, self-regulation, and performance across both athletic and academic domains (Mach,

    Lvina, & Maslowska, 2022). Similarly, Liu, Zhang, Li, and Jannesari (2023) demonstrated that

    transformational leadership fulfills athletes’ psychological needs for autonomy, competence, and

    relatedness—conditions that encourage thriving in both classroom and competitive settings.

    Conners, Page, and Humphrey (2023) reinforced that transformational leaders foster climates

    conducive to learning and engagement, whereas transactional leaders, relying on compliance and

    rewards, can suppress academic persistence. Complementing this leadership dimension,

    institutional academic support systems play a reinforcing role. Northington, Daprano, and Singer

    (2016) found that targeted tutoring and mentoring improved GPA and retention, and Comeaux

    and Harrison (2011) linked leadership, engagement, and identity development to measurable

    academic gains. Case studies of universities adopting transformational leadership within advising

    and athletic programs documented increased graduation rates and retention, demonstrating how

    leadership and organizational support intersect to produce sustainable success.

    As leadership structures evolve, the growing commercialization of collegiate athletics has

    introduced new pressures that reshape academic priorities. Davis (2024) described a decline in

    the traditional “student-athlete” identity, as NIL policies and institutional marketing redefined

    athletes as commercial assets. Meares (2024) observed that sponsorships, media obligations, and

    brand partnerships are increasingly competing with academic responsibilities, thereby altering

    time allocation and attention. Corr and Jensen (2023) found that athletes navigating NIL

    opportunities often prioritize short-term financial outcomes over academic persistence. In

    contrast, Lovell and Stokes (2023) highlighted how compliance and governance challenges

    redirected institutional resources away from academic support. Moreover, Vogel and Kress

    (2020) noted that increased recruitment of athletes with marginal academic preparation

    compounded these effects, especially when commercialization amplified pressure on teams to

    perform. In response, some institutions introduced NIL education programs centered on time

    management and financial literacy, demonstrating early success in reducing conflicts between

    academic and branding responsibilities. Assessing GPA patterns before and after the adoption of

    NIL provides a valuable framework for understanding how these commercial and organizational

    shifts influence academic persistence.

    The literature established that student-athletes experience predictable academic disadvantages

    during competitive seasons, often intensified by shifting leadership approaches and strong

    athletic identities. The introduction of NIL rights added further complexity, competing with

    academic commitments and altering institutional priorities. While prior research has addressed

    elements of these challenges, gaps remain in understanding long-term GPA outcomes within a

    single large institution and the interaction of NIL with leadership climates and academic

    supports. Addressing these gaps justifies this applied project, which will analyze 10 years of

    GPA data. For organizational leadership practice, the implications are significant:

    transformational leadership, structured support systems, and carefully designed NIL education

    programs are essential for student-athletes to thrive academically. Research has shown that

    student-athletes often record lower GPAs during competitive seasons due to the time demands of

    travel, practice, and games (Scott et al., 2008). Transformational leadership, characterized by

    vision and individualized support, promotes persistence, whereas transactional approaches,

    emphasizing compliance, can undermine academic engagement (Bass & Avolio, 1994; Comeaux

    & Harrison, 2011). External forces, such as NIL and the transfer portal, have shifted the focus

    toward financial and athletic priorities, often at the expense of academic focus (Davis, 2024;

    Meares, 2024). This review highlights three interconnected themes: academic outcomes,

    leadership and support systems, and commercialization.

    Purpose Statement and Research Questions

    Division I student-athletes face persistent challenges in balancing academic responsibilities with

    athletic demands. Increased travel, practice, and competitive schedules create measurable

    declines in academic performance during athletic seasons. These challenges have been amplified

    by structural shifts in collegiate athletics, particularly the introduction of Name, Image, and

    Likeness (NIL) rights and the expansion of the transfer portal, both of which emphasize financial

    gain and athlete mobility over academic development (Davis, 2024; Meares, 2024). In parallel,

    the leadership environment within athletic departments has evolved. Transformational

    leadership, once defined by individualized support and holistic student-athlete development, has

    increasingly been replaced by transactional models that prioritize compliance, performance

    metrics, and revenue generation (Comeaux & Harrison, 2011; Conners, Page, & Humphrey,

    2023). As a result, leadership attention often centers on athletic branding rather than academic

    persistence, leading to inconsistent support structures and uneven expectations across programs

    (Liu, Zhang, Li, & Jannesari, 2023; Lovell & Stokes, 2023). These shifts underscore the need to

    reevaluate how leadership practices, academic support systems, and commercialization pressures

    interact to shape student-athlete success. Accordingly, the proposed applied project will address

    these concerns through three interconnected knowledge areas: student-athlete academic

    outcomes, leadership and support models, and commercialization, NIL, and organizational

    policy.

    The project is situated within a large public Division I university with an enrollment exceeding

    70,000 students, of which approximately 6.5% are student-athletes (Arizona State University,

    n.d.). The athletics department sponsors multiple men’s and women’s sports, including both

    revenue and non-revenue programs, and competes as a member of a Power Four conference

    governed by NCAA regulations. This organizational setting operates within the broader higher

    education and collegiate athletics industry, intersecting academic affairs, compliance, and

    leadership domains. The NCAA establishes eligibility standards, regulates NIL policy, and

    enforces academic benchmarks such as the Graduation Success Rate and Academic Progress

    Rate (NCAA, 2024).

    Over time, national policy and market trends have reshaped priorities within collegiate athletics.

    Historically, academic underperformance among student-athletes was addressed through NCAA

    reforms such as Proposition 48 and the Academic Progress Rate (Stansbury, 2003). In recent

    years, however, NIL rights and the transfer portal have transformed the collegiate landscape by

    emphasizing athlete mobility, personal branding, and financial gain over academic engagement.

    These developments have increased commercialization and intensified institutional focus on

    compliance and revenue generation, while emerging trends suggest an expanding emphasis on

    NIL education programs, compliance oversight, and enhanced academic support services

    (Meares, 2024).

    Both external and internal factors impact the organizational environment of this project.

    Externally, NCAA governance structures, state NIL legislation, and cultural values that

    emphasize financial independence for athletes shape institutional decision-making and resource

    allocation. A SWOT analysis of these dynamics identified strengths in program visibility and

    access to institutional resources, weaknesses in balancing athletics with academics, opportunities

    for NIL education and leadership reform, and threats related to over-commercialization and

    compliance obligations (Lovell & Stokes, 2023). Internally, leadership style, team culture, and

    institutional priorities also significantly impact student-athlete outcomes. Transformational

    leadership and proactive advising structures foster academic persistence and personal

    development, whereas transactional approaches focused on short-term performance goals often

    diminish academic engagement and support effectiveness. In addition, team cultures that

    prioritize athletic success over academic achievement, combined with inconsistent academic

    resources across programs, tend to exacerbate the declines in GPA observed during competitive

    seasons (Comeaux & Harrison, 2011; Conners, Page, & Humphrey, 2023).

    These external pressures and internal dynamics define the organizational context for this applied

    project. Understanding how leadership practices interact with commercialization, academic

    support, and policy constraints is essential for developing strategies that sustain student-athlete

    success and align institutional leadership with educational integrity in the NIL era.

    Research Questions

    1. How has the introduction of NIL served as a catalyst for decreased academic

    performance and distraction among Division I student-athletes?

    2. How does athletic season participation influence GPA outcomes for Division I

    student-athletes compared to out-of-season terms?

    3. How do factors such as sport type, gender, and team size contribute to variations in

    academic performance within the NIL era?

    4. How can transformational leadership practices within athletic departments mitigate the

    academic challenges created by NIL-related obligations and support student-athlete

    persistence and success?

    Research Methodology and Data Collection Strategy

    The project will use a quantitative design to analyze institutional GPA data across 10 academic

    years, with team GPA records to be obtained from the Office of Student-Athlete Development

    within the university. The data will be grouped by in-season and out-of-season periods, gender,

    sport type, and team size. Pre- and post-NIL comparisons will be conducted to assess policy

    effects (Scott et al., 2008). Statistical analysis will include descriptive statistics and comparisons

    of averages to identify patterns and trends. Validity and reliability will be ensured by relying on

    standardized institutional records (Creswell & Creswell, 2018). Potential bias will be minimized

    by anonymizing data and interpreting findings through established leadership frameworks

    (Comeaux & Harrison, 2011; Davis, 2024).

    Assumptions and Limitations

    This project will operate under several assumptions. It is assumed that institutional GPA

    reporting accurately reflects student-athlete academic performance (NCAA, 2024). It is also

    assumed that comparing in-season and out-of-season GPA data will provide meaningful

    measures of academic variation and workload impact (Scott et al., 2008). Additionally, the

    project assumes that NIL policies have reshaped leadership climates within athletic departments

    and have indirectly influenced academic outcomes through changing priorities and expectations

    (Comeaux & Harrison, 2011).

    Limitations will also be acknowledged. GPA data alone will not capture contextual variables

    such as tutoring participation, course difficulty, or student stress levels that may also affect

    academic performance. The analysis will also not account for differences in majors, which can

    vary in rigor, credit load, and time demands, potentially influencing GPA outcomes across

    academic disciplines. Because this study will rely on secondary data, control over confounding

    variables will be limited (Creswell & Creswell, 2018). Furthermore, findings from this single

    institutional setting may not be generalizable across all Division I programs due to differences in

    institutional resources, leadership structures, and team cultures (Arizona State University, n.d.).

    Ethical Considerations

    Ethical Considerations

    The project will ensure no harm to participants by using anonymized GPA records and excluding

    personal identifiers. Student privacy was prioritized, and the research followed ASU’s IRB

    Wizard and CITI certification processes, which determined that no additional IRB approval was

    required. Bias was minimized through standardized definitions, reliance on objective data, and

    use of established leadership theory to guide interpretation (ASU, n.d.; Creswell & Creswell,

    2018).

    References

    Arizona State University. (n.d.). Facts and figures. https://www.asu.edu/about/facts-and-figures

    Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through

    transformational leadership. SAGE.

    Comeaux, E., & Harrison, C. K. (2011). A conceptual model of academic success for

    student–athletes. Educational Researcher, 40(5), 235–245.

    Conners, B. L., Page, T. E., & Humphrey, N. (2023). Transformational leadership in sport: A

    systematic review. Psychology of Sport and Exercise, 67, 102412.

    Davis, A. R. (2024). Sporting revolutions: The 1970s and the making of modern college

    athletics. Cambridge University Press.

    Huml, M. R. (2020). A factor structure examination of the student-athlete time demands scale.

    Journal of Athlete Development and Experience, 2(2), 101–116.

    Liu, H., Zhang, J., Li, H., & Jannesari, M. (2023). Coach transformational leadership and

    athletes’ thriving: The mediating role of basic psychological needs. IJERPH, 20(3), 2227.

    Lovell, C. D., & Stokes, B. (2023). Name, image, and likeness and the public sector university:

    Governance and compliance challenges. Journal of Public and Nonprofit Affairs, 9(1), 1–23.

    Mach, M., Lvina, E., & Maslowska, E. (2022). The effects of transformational leadership in

    sports: A meta-analysis. International Journal of Sports Science & Coaching, 17(3), 606–619.

    Meares, K. (2024). College sports’ new NIL consensus: An uneasy truce? Journal of

    Intercollegiate Sport, 17(2), 1–28.

    NCAA. (2024). Division I graduation rates database.

    https://www.ncaa.org/sports/2017/12/12/division-i-graduation-rates-database.aspx

    Scott, J. P., Paskus, T. S., Miranda, M., Petr, T. A., & McArdle, J. J. (2008). In-season vs.

    out-of-season academic performance of college student-athletes. Journal of Issues in

    Intercollegiate Athletics, 1, 101–123.

    – Abstract

    – Literature Review

    – Purpose Statement and Research Questions
    – Research Methodology and Data Collection Strategy
    – Ethical Considerations
    – References

    **MWaite_StakeholderProcessGuide_OGL593_DRAFT.pdf**

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    1. Use your previously selected nursing research topic. [Decreasing Anxiolytic PRN Medications Utilization by Increasing Patient Participation in Structured Group Therapy Sessions]
    2. Refine a clear, focused research question.
    3. Locate 4 **quantitative, primary research articles** (published within the past **10 years**) that address your question.
    4. Critically appraise and synthesize your findings from all the articles you selected in your Table of Evidence (TOE).
    5. Prepare a professional, APA-formatted **research synthesis** that could serve as a foundation for an evidence-based practice improvement.
    **Guidelines**
    – **APA 7th edition format is required**
    – Use **3rd person, academic writing**
    **Title Page**
    – Project Title
    • Name
    • Course & Section
    • Instructor Name
    • Date
    **Abstract**
    Provide 150–250 words summarizing the purpose, methods, key findings, and implications.
    **Introduction**
    – Background and significance
    • Research question clearly stated
    **Method of Literature Search**
    – Databases searched
    • Keywords and search strategy
    • Inclusion/exclusion criteria
    **Summary of Selected Articles**
    For each “keeper” article, discuss:
    • Purpose & research question
    • Study design
    • Sample/setting
    • Key findings
    **Synthesis and Analysis**
    – Thematic comparison across studies
    • Strengths & limitations
    • Quality and consistency of evidence
    **Implications and Applications**
    – Practical implications for nursing practice
    • Evidence-based recommendations
    **Conclusion**
    Summarize major findings and their importance
    **References**
    List all citations in APA 7th edition format
    **Appendices**
    – Appendix A: PRISMA Flow Diagram
    • Appendix B: Table of Evidence
    • Appendix C: Rapid Critical Appraisal Chart
    \
    TableofEvidenceWorksheet.docx](https://www.sweetstudy.com/files/tableofevidenceworksheet-docx-10455969 "TableofEvidenceWorksheet.docx")
    \
    Prismadiagram.docx](https://www.sweetstudy.com/files/prismadiagram-docx "Prismadiagram.docx")

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    – ## Week2-2nd.docx – ## FORMATTINGPAPERS.docx **## Week2-2nd.docx** In Week 2, we have examined the importance of vision, mission (or purpose) and values in your role as a leader. Kouzes and Posner (2006) wrote that “People always want to know some things about us — the person doing the leading bef…

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    – ## Week2-2nd.docx

    – ## FORMATTINGPAPERS.docx

    **## Week2-2nd.docx**

    In Week 2, we have examined the importance of vision, mission (or purpose) and values in your role as a leader.

    Kouzes and Posner (2006) wrote that “People always want to know some things about us — the person doing the leading before they’re going to become the people doing the following. They want to know about the person behind the mask of position. They want to know what gives us the confidence to think that we can actually pull this off” (p.93). Your values and beliefs should be part of your answer if asked “who are you?” (Kouzes and Posner, 2006, p. 98).

    **Instructions**

    Review the list of the 5 most important values you identified in the values exercise you completed in Lesson 2.3 (remember: these are not strengths from the week one assignment!). Using only your top 3 values, follow the
    [FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682?wrap=1) [Download FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682/download?download_frd=1) as a guide and write a 2-3 page paper that answers the following questions:

    1. Why are these your top values?

    2. How do those values inform and affect your purpose (the “why” that Sinek has talked about)?

    3. How do those values help you define your own personal vision?

    My Top Three values were Learner, developer, and relator

    I will also need references.

    **## FORMATTINGPAPERS.docx**

    FORMATTING PAPERS

    There will be some papers that will be required in specific formats. They will be identified as such either by your instructor or in the grading rubric/assignment instructions.

    EXAMPLE –STAFF STUDY

    Most of the time, written assignments in a class will use the course material presented that week, but the use of appropriate and relevant outside sources is also acceptable.

    Research means finding, selecting and reading sources and including them in your paper. You should properly cite/or reference them. * (Note: a guide is included at the bottom of the page on how to cite/reference using Microsoft word – a very simple process).

    Properly written academic papers should contain the following
    elements:

    Title: All papers should include the assignment title, your last name and first initial, and class number. This can be done on a title page (required on some papers) or placed at the top of the paper.

    Here is an example:
    • Leadership vs. Management Exercise
    • Doe, J.
    • Class ###

    Introduction: What are you going to write about?

    Body: The body of your paper should address the detailed instructions directions and objectives found in the assignment directions. Plus, also include:
    • An active voice
    • Connect the learned material with the subject of your paper

    Formatting Papers Page 2 of 3
    • Use relevant sources to establish authority or expertise on the subject – be sure to credit the sources through cites.
    • Focus on the issues
    • Present a logical argument or perspective

    Conclusion: What did you just write about? Summarize your paper and if applicable, how you will apply what you wrote about.

    References or Work Cited: If included in assignment paper.

    Other Formatting Requirements:
    • Paginate your papers
    • Papers should be written with a professional 11 or 12-point font. (Note: Times New Roman and Cambria are the traditional default fonts).
    • Unless otherwise specified, single or 1.5 line spacing is allowed
    • Your sources should be cited in-text properly in APA format * or
    • List the references used in either a Reference/Work Cited list at the end of the body or on a Reference/Work Cited page (unless advised to use a specific format such asAPA).

    \* SHORT CUT TO APA SOURCING, REFERENCING, AND WORK CITES
    PAGE for MOST VERSIONS of MS WORD

    1. Go to the tool bar and locate the reference.
    2. Make sure the APA is set for 5th or 6th edition.
    3. When you are creating your paper and you want to source a cite – Go to insert
    citation.
    4. Scroll down the source and find what fits your research cite.
    5. Complete the rest – it will be first name first – then last name (the program will arrange it correctly when completed)
    6. Strike OK
    7. The document will have an automatic cite listed after what you had been working on (Adams, 2023)
    8. Go to the Bibliography section of references and scroll down to work cites.

    Formatting Papers Page 3 of 3
    9. Click on Work Cited and it will list all cites you had included in the paper so far and in alphabetical order. **(Hint: once you have download cites as a reference – you can retrieve it at any time to include in your paper)
    10. You will put that information on your Work Cited page or at the bottom of your submitted paper under Work Cited as you would any bibliography or reference.

    **## FORMATTINGPAPERS.docx**

    FORMATTING PAPERS

    There will be some papers that will be required in specific formats. They will be identified as such either by your instructor or in the grading rubric/assignment instructions.

    EXAMPLE –STAFF STUDY

    Most of the time, written assignments in a class will use the course material presented that week, but the use of appropriate and relevant outside sources is also acceptable.

    Research means finding, selecting and reading sources and including them in your paper. You should properly cite/or reference them. * (Note: a guide is included at the bottom of the page on how to cite/reference using Microsoft word – a very simple process).

    Properly written academic papers should contain the following
    elements:

    Title: All papers should include the assignment title, your last name and first initial, and class number. This can be done on a title page (required on some papers) or placed at the top of the paper.

    Here is an example:
    • Leadership vs. Management Exercise
    • Doe, J.
    • Class ###

    Introduction: What are you going to write about?

    Body: The body of your paper should address the detailed instructions directions and objectives found in the assignment directions. Plus, also include:
    • An active voice
    • Connect the learned material with the subject of your paper

    Formatting Papers Page 2 of 3
    • Use relevant sources to establish authority or expertise on the subject – be sure to credit the sources through cites.
    • Focus on the issues
    • Present a logical argument or perspective

    Conclusion: What did you just write about? Summarize your paper and if applicable, how you will apply what you wrote about.

    References or Work Cited: If included in assignment paper.

    Other Formatting Requirements:
    • Paginate your papers
    • Papers should be written with a professional 11 or 12-point font. (Note: Times New Roman and Cambria are the traditional default fonts).
    • Unless otherwise specified, single or 1.5 line spacing is allowed
    • Your sources should be cited in-text properly in APA format * or
    • List the references used in either a Reference/Work Cited list at the end of the body or on a Reference/Work Cited page (unless advised to use a specific format such asAPA).

    \* SHORT CUT TO APA SOURCING, REFERENCING, AND WORK CITES
    PAGE for MOST VERSIONS of MS WORD

    1. Go to the tool bar and locate the reference.
    2. Make sure the APA is set for 5th or 6th edition.
    3. When you are creating your paper and you want to source a cite – Go to insert
    citation.
    4. Scroll down the source and find what fits your research cite.
    5. Complete the rest – it will be first name first – then last name (the program will arrange it correctly when completed)
    6. Strike OK
    7. The document will have an automatic cite listed after what you had been working on (Adams, 2023)
    8. Go to the Bibliography section of references and scroll down to work cites.

    Formatting Papers Page 3 of 3
    9. Click on Work Cited and it will list all cites you had included in the paper so far and in alphabetical order. **(Hint: once you have download cites as a reference – you can retrieve it at any time to include in your paper)
    10. You will put that information on your Work Cited page or at the bottom of your submitted paper under Work Cited as you would any bibliography or reference.

    **## Week2-2nd.docx**

    In Week 2, we have examined the importance of vision, mission (or purpose) and values in your role as a leader.

    Kouzes and Posner (2006) wrote that “People always want to know some things about us — the person doing the leading before they’re going to become the people doing the following. They want to know about the person behind the mask of position. They want to know what gives us the confidence to think that we can actually pull this off” (p.93). Your values and beliefs should be part of your answer if asked “who are you?” (Kouzes and Posner, 2006, p. 98).

    **Instructions**

    Review the list of the 5 most important values you identified in the values exercise you completed in Lesson 2.3 (remember: these are not strengths from the week one assignment!). Using only your top 3 values, follow the
    [FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682?wrap=1) [Download FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682/download?download_frd=1) as a guide and write a 2-3 page paper that answers the following questions:

    1. Why are these your top values?

    2. How do those values inform and affect your purpose (the “why” that Sinek has talked about)?

    3. How do those values help you define your own personal vision?

    My Top Three values were Learner, developer, and relator

    I will also need references.

    **## FORMATTINGPAPERS.docx**

    FORMATTING PAPERS

    There will be some papers that will be required in specific formats. They will be identified as such either by your instructor or in the grading rubric/assignment instructions.

    EXAMPLE –STAFF STUDY

    Most of the time, written assignments in a class will use the course material presented that week, but the use of appropriate and relevant outside sources is also acceptable.

    Research means finding, selecting and reading sources and including them in your paper. You should properly cite/or reference them. * (Note: a guide is included at the bottom of the page on how to cite/reference using Microsoft word – a very simple process).

    Properly written academic papers should contain the following
    elements:

    Title: All papers should include the assignment title, your last name and first initial, and class number. This can be done on a title page (required on some papers) or placed at the top of the paper.

    Here is an example:
    • Leadership vs. Management Exercise
    • Doe, J.
    • Class ###

    Introduction: What are you going to write about?

    Body: The body of your paper should address the detailed instructions directions and objectives found in the assignment directions. Plus, also include:
    • An active voice
    • Connect the learned material with the subject of your paper

    Formatting Papers Page 2 of 3
    • Use relevant sources to establish authority or expertise on the subject – be sure to credit the sources through cites.
    • Focus on the issues
    • Present a logical argument or perspective

    Conclusion: What did you just write about? Summarize your paper and if applicable, how you will apply what you wrote about.

    References or Work Cited: If included in assignment paper.

    Other Formatting Requirements:
    • Paginate your papers
    • Papers should be written with a professional 11 or 12-point font. (Note: Times New Roman and Cambria are the traditional default fonts).
    • Unless otherwise specified, single or 1.5 line spacing is allowed
    • Your sources should be cited in-text properly in APA format * or
    • List the references used in either a Reference/Work Cited list at the end of the body or on a Reference/Work Cited page (unless advised to use a specific format such asAPA).

    \* SHORT CUT TO APA SOURCING, REFERENCING, AND WORK CITES
    PAGE for MOST VERSIONS of MS WORD

    1. Go to the tool bar and locate the reference.
    2. Make sure the APA is set for 5th or 6th edition.
    3. When you are creating your paper and you want to source a cite – Go to insert
    citation.
    4. Scroll down the source and find what fits your research cite.
    5. Complete the rest – it will be first name first – then last name (the program will arrange it correctly when completed)
    6. Strike OK
    7. The document will have an automatic cite listed after what you had been working on (Adams, 2023)
    8. Go to the Bibliography section of references and scroll down to work cites.

    Formatting Papers Page 3 of 3
    9. Click on Work Cited and it will list all cites you had included in the paper so far and in alphabetical order. **(Hint: once you have download cites as a reference – you can retrieve it at any time to include in your paper)
    10. You will put that information on your Work Cited page or at the bottom of your submitted paper under Work Cited as you would any bibliography or reference.

    **## Week2-2nd.docx**

    In Week 2, we have examined the importance of vision, mission (or purpose) and values in your role as a leader.

    Kouzes and Posner (2006) wrote that “People always want to know some things about us — the person doing the leading before they’re going to become the people doing the following. They want to know about the person behind the mask of position. They want to know what gives us the confidence to think that we can actually pull this off” (p.93). Your values and beliefs should be part of your answer if asked “who are you?” (Kouzes and Posner, 2006, p. 98).

    **Instructions**

    Review the list of the 5 most important values you identified in the values exercise you completed in Lesson 2.3 (remember: these are not strengths from the week one assignment!). Using only your top 3 values, follow the
    [FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682?wrap=1) [Download FORMATTING PAPERS ASSIGNMENTS](https://nucps.instructure.com/courses/3008/files/1976682/download?download_frd=1) as a guide and write a 2-3 page paper that answers the following questions:

    1. Why are these your top values?

    2. How do those values inform and affect your purpose (the “why” that Sinek has talked about)?

    3. How do those values help you define your own personal vision?

    My Top Three values were Learner, developer, and relator

    I will also need references.

    **## FORMATTINGPAPERS.docx**

    FORMATTING PAPERS

    There will be some papers that will be required in specific formats. They will be identified as such either by your instructor or in the grading rubric/assignment instructions.

    EXAMPLE –STAFF STUDY

    Most of the time, written assignments in a class will use the course material presented that week, but the use of appropriate and relevant outside sources is also acceptable.

    Research means finding, selecting and reading sources and including them in your paper. You should properly cite/or reference them. * (Note: a guide is included at the bottom of the page on how to cite/reference using Microsoft word – a very simple process).

    Properly written academic papers should contain the following
    elements:

    Title: All papers should include the assignment title, your last name and first initial, and class number. This can be done on a title page (required on some papers) or placed at the top of the paper.

    Here is an example:
    • Leadership vs. Management Exercise
    • Doe, J.
    • Class ###

    Introduction: What are you going to write about?

    Body: The body of your paper should address the detailed instructions directions and objectives found in the assignment directions. Plus, also include:
    • An active voice
    • Connect the learned material with the subject of your paper

    Formatting Papers Page 2 of 3
    • Use relevant sources to establish authority or expertise on the subject – be sure to credit the sources through cites.
    • Focus on the issues
    • Present a logical argument or perspective

    Conclusion: What did you just write about? Summarize your paper and if applicable, how you will apply what you wrote about.

    References or Work Cited: If included in assignment paper.

    Other Formatting Requirements:
    • Paginate your papers
    • Papers should be written with a professional 11 or 12-point font. (Note: Times New Roman and Cambria are the traditional default fonts).
    • Unless otherwise specified, single or 1.5 line spacing is allowed
    • Your sources should be cited in-text properly in APA format * or
    • List the references used in either a Reference/Work Cited list at the end of the body or on a Reference/Work Cited page (unless advised to use a specific format such asAPA).

    \* SHORT CUT TO APA SOURCING, REFERENCING, AND WORK CITES
    PAGE for MOST VERSIONS of MS WORD

    1. Go to the tool bar and locate the reference.
    2. Make sure the APA is set for 5th or 6th edition.
    3. When you are creating your paper and you want to source a cite – Go to insert
    citation.
    4. Scroll down the source and find what fits your research cite.
    5. Complete the rest – it will be first name first – then last name (the program will arrange it correctly when completed)
    6. Strike OK
    7. The document will have an automatic cite listed after what you had been working on (Adams, 2023)
    8. Go to the Bibliography section of references and scroll down to work cites.

    Formatting Papers Page 3 of 3
    9. Click on Work Cited and it will list all cites you had included in the paper so far and in alphabetical order. **(Hint: once you have download cites as a reference – you can retrieve it at any time to include in your paper)
    10. You will put that information on your Work Cited page or at the bottom of your submitted paper under Work Cited as you would any bibliography or reference.

    – 1
    – 2

  • [Solved] annotated

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    Assignment Prompt & Instructions

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