PSCI 4396 The Politics of Sports Course Syllabus

Fall 2008

Course Information
PSCI 4396.503: The Politics of Sports
HH. 2.402
Fall 2008 – Thursday 7-9:45pm

Instructor Contact Information

Michael A. Greenberg
Phone: 214-663-0328
E-mail: mag041000@utdallas.edu
Office:
Office Hours: Th – 6-7pm

Course Pre-requisites, Co-requisites, and/or Other Restrictions

None.

Course Description
This course examines the relationship between sports and public policy. This course applies
the principles of public policy to evaluate professional and amateur sports, including topics
like league structure, team decision-making, stadium financing and the role of public policy.
The sports world is full of evidence that helps illustrate public policy formulation in action
and provides a wealth of information for testing public policy theories. The objective of this
course is to offer a deep understanding of both.

Student Learning Objectives/Outcomes

 Introduce students to key political science theories through the lens of sports.
 Provide an introduction to agenda-setting and decision making in political science
 Discussion how to assess and evaluate important policy arguments

Required Textbooks and Materials

Allison, Lincoln, Ed. The Global Politics of Sport: The Role of Global Institutions in Sport.
Taylor and Francis Inc. 2005.

Delaney, Kevin J. and Rick Eckstein. Public Dollars, Private Stadiums: The Battle Over
Building Sports Stadiums. Rutgers University Press. 2003.

Noll, Roger G. and Andrew Zimbalist, Ed. Sports, Jobs and Taxes: The Economic Impact of
Sports Teams and Stadiums. Brookings Institution Press. 1997.

Rosentraub, Mark S. Major League Losers: The Real Cost of Sports and Who's Paying for It.
Basic Books, 1999.

Course Syllabus Page 1

Assignments & Academic Calendar
(Topics, Reading Assignments, Due Dates, Exam Dates)

Week 1 (August 21): No Class

Week 2 (August 28): Introduction to the Politics of Sports

 Johnson, Arthur T. 1983. “Municipal Administration and the Sports Franchise

Relocation Issue.” Public Administration Review. Vol. 43, No.6 (Nov.-Dec., 1983), 519-
528.
http://www.jstor.org.libproxy.utdallas.edu/stable/975919?&Search=yes&list=hide&searc
hUri=%2Faction%2FdoLocatorSearch%3FArticleTitle%3DMunicipal%2BAdministratio
n%2Band%2Bthe%2BSports%2BFranchise%2BRelocation%2BIssue%26Author%3DAr
thur%2BT.%2BJohnson%26jo%3DPublic%2BAdministration%2BReview%26ISSN%3
D%26vo%3D%26no%3D%26StartPage%3D%26MonthSeason%3D%26Day%3D%26Y
ear%3D%26Search%3DSearch&item=1&ttl=1&returnArticleService=showArticle
 Rosentraub, Mark S. 1997, Chapters 1-3.

Week 3 (September 4): Stadiums, Arenas and Ballparks and the Agenda-Setting Process

 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapters 1-3

 Rosentraub, Mark S. 1997, Chapters 4 and 6.
 Swindell, David and Mark. S. Rosentraub. “Who Benefits from the Presence of
Professional Sports Teams? The Implications for Public Funding of Stadiums and
Arenas. ” Public Administration Review. Vol. 58, No. 1 (Jan.-Feb., 1998), 11-20.
http://www.jstor.org.libproxy.utdallas.edu/stable/976884?&Search=yes&list=hide&searc
hUri=%2Faction%2FdoLocatorSearch%3FArticleTitle%3DWho%2Bbenefits%2Bfrom%
2Bthe%2Bpresence%26Author%3D%26jo%3D%26ISSN%3D%26vo%3D%26no%3D%
26StartPage%3D%26MonthSeason%3D%26Day%3D%26Year%3D%26Search%3DSea
rch&item=1&ttl=1&returnArticleService=showArticle

Week 4 (September 11): Stadiums, Arenas and Ballparks: The Public Financing Debate

 Delaney, Kevin J. and Rick Eckstein. 2003, Introduction and Chapters 1-2
 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapters 4-6
 Rosentraub, Mark S. 1997, Chapter 7.

Week 5 (September 18): Stadiums, Arenas and Ballparks: Sports Facility Economics

 Baade, Robert A. and Victor A. Matheson. “Home Run or Wild Pitch? Assessing the
Economic Impact of Major League Baseball’s All Star Game.” Journal of Sports
Economics. 2001; 2, 307-327.
 Coates, Dennis and Brad R. Humphreys. “The Economic Impact of Postseason Plan in
Professional Sports.” Journal of Sports Economics. 2002; 3, 291-299.
 Long, Judith Grant. “Full Count: The Real Cost of Public Funding for Major League
Sports Facilities.” Journal of Sports Economics. 2005; 6, 119-143
 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapters 4-6
 Siegfried, John and Andrew Zimbalist. “The Economics of Sports Facilities and Their
Communities.” The Journal of Economic Perspectives. Vol. 14, No. 3 (Summer, 2000),
95-114.
http://www.jstor.org.libproxy.utdallas.edu/stable/2646921?&Search=yes&list=hide&sear

Course Syllabus Page 2

 chUri=%2Faction%2FdoLocatorSearch%3FArticleTitle%3DThe%2BEconomics%2Bof
%2BSports%2BFacilities%2Band%2Btheir%2Bcommunities%26Author%3D%26jo%3
D%26ISSN%3D%26vo%3D%26no%3D%26StartPage%3D%26MonthSeason%3D%26
Day%3D%26Year%3D%26Search%3DSearch&item=1&ttl=1&returnArticleService=sh
owArticle

Week 6 (September 25): Professional Sports Facility Construction: Counter Arguments

 Austrian, Ziona. “Cities, Sports, and Economic Change: A Retrospective Assessment.”

Journal of Urban Affairs. Vol. 24, No. 5, 549-563.
http://web.ebscohost.com.libproxy.utdallas.edu/ehost/pdf?vid=2&hid=14&sid=9c310156
-cce6-4a1b-a28a-f0204e5a506b%40SRCSM1
 Baade, Robert A. and Victor A. Matheson. “Professional Sports, Hurricane Katrina, and
the Economic Redevelopment of New Orleans.” Contemporary Economic Policy. Vol.
25, Issue 4, 591-603.
http://www3.interscience.wiley.com.libproxy.utdallas.edu/cgi-
bin/fulltext/118536167/PDFSTART
 Kennedy, Shiela S. and Mark S. Rosentraub. “Public-Private Partnerships, Professional
Sports Teams and the Protection of the Public’s Interests.” The American Review of
Public Administration. Vol. 30, No. 4, (December 2000), 436-459.
 Rosentraub, Mark S. "The Local Context of a Sports Strategy for Economic
Development." Economic Development Quarterly. 2006, 20; 278-291
http://edq.sagepub.com.libproxy.utdallas.edu/cgi/reprint/20/3/278

Week 7 (October 2): Case Study I (Indianapolis and Cleveland)

 Delaney, Kevin J. and Rick Eckstein. 2003, Chapter 4.

 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapter 11.
 Rosentraub, Mark S. 1997, Chapter 5.
 Rosentraub, Mark S., David Swindell, Michael Przybylski and Daniel R. Mullins. “Sport
and Downtown Development Strategy: If You Build It, Will Jobs Come?” Journal of
Urban Affairs. Vol. 16, No. 3, 221-239.

Week 8 (October 9): Case Study II (Pittsburgh, Philadelphia and Cincinnati)

 Delaney, Kevin J. and Rick Eckstein. 2003, Chapter 7.

 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapter 9.
 Rosentraub, Mark S. 1997, Chapter 8.

Week 9 (October 16): The (not so) Minor Leagues

 Johnson, Arthur T. “ Local Government, Minor League Baseball, and Economic

Development Strategies. ” Economic Development Quarterly. Vol. 5, No. 4
(November 1991), 313-324).
 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapters 13-14

Week 10 (October 23): Ballpark Development and the Impact on Minor Leagues

 Colclough, William G., Lawrence A. Daellenbach and Keith R. Sherony. "Estimating

the Economic Impact of a Minor League Baseball Stadium." Managerial and
Decision Economics, Vol. 15, No. 5, 497-502.

Course Syllabus Page 3

 http://www.jstor.org.libproxy.utdallas.edu/stable/pdfplus/2487998.pdf
 Rosentraub, Mark. S. and David Swindell. “ ’Just Say No?’ The Economic and
Political Realities of a Small City’s Investment in Minor League Baseball. ”
Economic Development Quarterly, Vol. 5, No. 2 (May 1991), 152-167.

Week 11 (October 30): The Global Politics of Sport – Part I

 Allison, Lincoln. 2005, Chapters 1-5.

Week 12 (November 6): The Global Politics of Sport – Part II

 Allison, Lincoln. 2005, Chapters 6-10.

Week 13 (November 13): Amateur Sports:

 Baade, Robert A. and Jeffrey O. Sundberg. “Fourth Down and Gold to Go? Assessing
the Link between Athletics and Alumni Giving.” Social Science Quarterly. Vol. 77, No.
4, (December 1996), 789-803.
 Humphreys, Brad R. and Jane E. Ruseski. “Participation in Physical Activity and
Government Spending on Parks and Recreations.” Contemporary Economic Policy. Vol.
25, Issue 4, 538-552.
http://www3.interscience.wiley.com.libproxy.utdallas.edu/cgi-
bin/fulltext/118536171/PDFSTART

Week 14 (November 20): Amateur Sports: The Impact of Title IX

 Anderson, Deborah J. and John J. Cheslock. “Institutional Strategies to Achieve Gender

Equity in Intercollegiate Athletics: Does Title IX Harm Male Athletes?” The American
Economic Review. Vol. 94, No. 2 (May 2004), 307-311.
http://www.jstor.org.libproxy.utdallas.edu/stable/3592900?&Search=yes&term=title&ter
m=ix&term=sports&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3
DTitle%2BIX%26f0%3Dall%26c0%3DAND%26q1%3Dsports%26f1%3Dall%26c1%3
DAND%26q2%3D%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26Search
%3DSearch%26sd%3D%26ed%3D%26la%3D%26jo%3D&item=14&ttl=2964&returnA
rticleService=showArticle
 Pacey, Patricia L. “Equal Opportunity for Women in Intercollegiate Sports: Financial
Aid and Family Background as Major Influences on Female Participation in Competitive
Programs.” American Journal of Economics and Sociology. Vol. 41, No. 3 (Jul., 1982),
257-268.
http://www.jstor.org.libproxy.utdallas.edu/stable/3486854?&Search=yes&term=title&ter
m=ix&term=sports&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3
DTitle%2BIX%26f0%3Dall%26c0%3DAND%26q1%3Dsports%26f1%3Dall%26c1%3
DAND%26q2%3D%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26Search
%3DSearch%26sd%3D%26ed%3D%26la%3D%26jo%3D&item=12&ttl=2964&returnA
rticleService=showArticle
 Thelin, John R. "Good Sports? Historical Perspective on the Political Economy of
Intercollegiate Athletics in the Era of Title IX, 1972-1997. The Journal of Higher
Education. Vol. 71, No. 1 (Nov., 1995), 117-216.
http://www.jstor.org.libproxy.utdallas.edu/stable/2649145?&Search=yes&term=title&ter
m=ix&term=sports&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3
DTitle%2BIX%26f0%3Dall%26c0%3DAND%26q1%3Dsports%26f1%3Dall%26c1%3

Course Syllabus Page 4

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icleService=showArticle

Week 15 (November 27): No Class – Thanksgiving Holiday

Week 16 (December 4): The Politics of Sports – A Review

 Delaney, Kevin J. and Rick Eckstein. 2003, Chapter 8.

 Noll, Roger G. and Andrew Zimbalist, Ed. 1997, Chapter 15.
 Rosentraub, Mark S. 1997, Chapter 9.

Week 17 (December 11): Final Exam Due

Assignments

There are four major required written components for this course:

1. Weekly questions: Each week you should submit three questions to the instructor about
the weeks’ readings. These questions will be the basis for class discussion and will be
used to guide how we address the material each week. These questions are due by noon
on the day of class.
2. Weekly memos: You are responsible for two weekly memos during the term. These are
in addition to the questions described above. Memos should be a critical review of the
weeks’ readings. Memos should be about 2 single-spaced pages long and submitted via
e-mail to me. Memos are due at noon on the day of class. I will handout a sign-up sheet
during our first class meeting.
3. Exam: There will be a take-home final exam during the last week of the course. You
will be given the exam during class on December 4, 2008. It will be due during the day
of the regular exam date for this course (December 11, 2008). The exam will cover all of
the material in the course.
4. Application / critical review paper: Each student will write an 8-10 page double-spaced
critical review or application paper that expands upon or combines topics from the
course. The paper will be due on the last day of class (December 4, 2008).

Grading Policy
(including percentages for assignments, grade scale, etc.)

Grades in this course will be based on 5 different kinds of assignments:

1. Weekly questions (15%)

2. Weekly memos (15%)
3. Exam (30%)
4. Application / critical review paper (30%)
5. Class attendance and participation (10%)

Grades are based on the standard grading scale: A = 100-90, B = 89-80,

C = 79-70, etc.

Course Syllabus Page 5

Late assignments and papers will be penalized. Late assignments and papers will be penalized
10% per day. Papers or assignments submitted via e-mail will be considered received by the date
and time stamp on the e-mail received in my e-mail inbox. The paper will be due on the last
scheduled class date (December 4, 2008).

It should go without saying that in a class of this size your attendance is easily noted and
therefore required. If you are unable to make a class or will be late, advise the instructor as far in
advance as possible.

Failure to take either the exam or complete the final paper will result in failing the course. In
addition, each weekly assignment (memos or questions) is worth about 2% of your final grade.
Failing to complete these assignments will likely result in a failing grade.

If you have any questions about your grade on an assignment, please wait until 24 hours after
receiving your assignment before discussing the grade with the professor. There are no
exceptions to this policy.

If you wish to have an assignment re-graded, it must be returned to the professor within two days
of the day it was returned. Assignments to be re-graded must include a memo stating the reason
why you believe they assignment should be re-graded. Finally, re-graded assignments can be
graded higher, lower, or the same as the initial grade.

Course & Instructor Policies

(make-up exams, extra credit, late work, special assignments, class attendance, classroom citizenship, etc.)

The following rules apply in class:

Turn off your cell phone. It is VERY distracting to others. (Exceptions to this policy can be
made, come to talk to me.)

Do not fall asleep. It is rude and distracting. Bring coffee if you need it (I do).

Be polite and courteous to your fellow students. Professional and courteous discussion is
welcome.

Raise your hand when you want to be recognized to answer or ask a question. If you do not raise
your hand I will not recognize you or your answer.

You are responsible for things: therefore if you miss something my response will be ``How is this
my problem?''

Note that this syllabus is not a contract. It is subject to change at my discretion. While we may
be studying the political science, this class is not a democracy.

Class starts at 7:00pm. Not 7:15. Be here on time! As a friend of mine is fond of saying, “if you
are late, it means you did not want to be here in the first place.”

Course Syllabus Page 6

Technical Support

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call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available
from the office of the school dean. Below is a description of any travel and/or risk-related activity
associated with this course.

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The University of Texas System and The University of Texas at Dallas have rules and regulations for the
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The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Series 50000,
Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities
of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available
to students in the Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

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The faculty expects from its students a high level of responsibility and academic honesty. Because the
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scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to discipline.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for
credit of any work or materials that are attributable in whole or in part to another person, taking an
examination for another person, any act designed to give unfair advantage to a student or the attempt to
commit such acts.

Course Syllabus Page 7

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

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http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use

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student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
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university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
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words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Course Syllabus Page 8

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your full
participation in the course. If you determine that formal, disability-related accommodations are necessary,
it is very important that you be registered with Disability Services to notify them of your eligibility for
reasonable accommodations. Disability Services can then plan how best to coordinate your
accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief

Course Syllabus Page 9

executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Instructor.

Course Syllabus Page 10