Conclusion: What Should Happen Versus What Probably Will Happen

The book presents a detailed critique of how college sports have corrupted the current conditions at large, public research universities. The author raises two questions: Can the neglect of general undergraduate education end, and Can genuine reform come to big-time intercollegiate athletics? The answer to that is yes. These two questions then brings up two other questions: Are Big-time U’s willing to alter their values and internal cultures in order to change, and Is College Sports MegaInc. capable of downsizing and allowing the majority of athletes to gain meaningful educations?

The author explains that the aim of what should happen is to nourish the academic culture and “dampen” the collegiate subculture. The goal should be to decrease students who excessively binge drink to low binge drinking. The only way to do this is by deflating beer-and-circus at Big-time Universities. Major changes need to take place and for this to happen universities need to work together to help the student population instead of for their selfish needs. Let’s face it; the only reason many universities continues their undergraduate programs is for money! One high school teacher commented: “If these schools didn’t take kids from the bottom of the academic barrel, many schools would have to fire half their faculty and administrators; a few would have to shut down.” Universities seem very dependent on undergraduate students who shouldn’t be accepted, who take up space and time for other students. The only reason the university keeps them there is to take their money.
Through out the rest of the conclusion of the book the author comes up with detailed proposals about what should be done to solve problems at Big-time U’s. His proposals are:

First Proposal: Large, public research universities must slim down, losing millions of students and, in a trim mode, offer quality undergraduate education to all students who legitimately qualify for entrance.

Second Proposal: Universities should separate pure research from graduate programs.

Third Proposal: Hire, promote, and reward faculty primarily for teaching undergraduates, and very secondarily for research, with some of their research devoted to pedagogy.

Fourth Proposal: Abolish teaching methods that turn undergraduates into passive receptacles; emphasize interactive, inquiry-based learning.

Fifth Proposal: Require all undergraduates to attain a minimum score on the Graduate Record Exam before they receive their bachelor’s degrees.

Final Proposal: End athletic scholarships and allow only need-based grants.


These proposals would be great solutions to the problems of undergraduate programs and solve other issues that relate to it. But can it become a reality? Are schools willing to go back to old traditions of truly giving an education to students, to teach for the love of education? I don’t think it is realistic enough and not enough support will be giving to back it up, but maybe not yet.

“If the NCAA decided to reverse its history and end athletic scholarships, allowing only need-based grants, many other problems in big-time college sports would disappear; however, so would the quality of play, as well as the TV revenue for big-time college basketball and football games, for March Madness and the bowls. With the termination of athletic scholarships, the division III model would prevail, but how many fans would rush to their TV sets to watch an Oberlin versus Antioch basketball game?”

The quote from the author makes a good point. But I feel that it doesn’t seem likely that colleges would give up the quality of sports at their college, tv revenue and the beer and circus surrounding the event. The book presents good proposals of what should and can happen, but the author also reminds the reader that it takes time for things to change. This book was written in the year 2000 and it is now 2008. I believe that this book had a great impact on colleges across the country and has caused controversy and has forced some institutions to change their ways and reflect. I would like the see research for the amount of changes, if any, at big time universities mentioned in the book.

“Beer and Circus,” has been a great book and I have learned a great deal of information that is very helpful to know. I realize that I am very lucky to attend ECSU because the higher education being taught here is what the author believes in and supports. Many of the teachers are great, a new science building has been built and the president of the university has academic goals she is motivated to achieve. I realize why I am here at ECSU and it is to become a better person and to be educated. I am lucky to be surrounded by people who support and help me instead of beer and circus. Getting a higher education should be the primary reason for anyone to go to college.