If Student-Athletes are Considered Employees-- Yet Are Creating Their OWN Sports Marketing Business --Do They Qualify for Internship Credit?

The debate around paying college athletes rages on, with high-profile coaches and administrators now backing the notion of athlete employment. This shift in the conversation, however, seems to have blurred the lines between what constitutes an educational experience and what is essentially a professional endeavor.

The Rise of the Student-Athlete Brand Business

In the era of Name, Image, and Likeness (NIL) rights, student-athletes are increasingly building their own personal brands. They are engaging in marketing activities, negotiating endorsement deals, and managing their online presence. These activities require a significant investment of time and effort, and they involve the development of valuable skills such as marketing, negotiation, and public relations.

The Conflict: Employee or Intern?

If we accept the premise that student-athletes are employees, even when building their own sports marketing businesses, does this not suggest they deserve internship credit for their efforts? The implications of this question are far-reaching and demand the attention of higher education leaders who seem to be asleep at the wheel.

If we accept the argument that student-athletes should be considered employees, then their brand-building activities should logically be viewed as work. This work, however, is not directly related to their athletic performance. Instead, it is about creating a business, a skillset that aligns with many academic programs. This raises the question: should student-athletes receive internship credit for these activities?

The Case for Internship Credit

• Real-World Experience: Building a personal brand provides student-athletes with practical experience in entrepreneurship, marketing, and business management. This experience is directly relevant to many academic fields and can enhance their career prospects after graduation.
• Skill Development: The process of creating and managing a brand involves the development of essential skills such as communication, negotiation, and financial literacy. These skills are valuable in any professional setting.
• Academic Relevance: Many universities offer courses and programs in entrepreneurship, marketing, and sports management. The activities involved in building a personal brand align directly with the learning objectives of these programs.
• Equity and Fairness: If student-athletes are considered employees, they should be entitled to the same benefits and opportunities as other student employees, including the possibility of earning internship credit.

Implications for Higher Education

Recognizing student-athlete brand-building as a legitimate form of internship experience would have significant implications for higher education:

• Curriculum Integration: Universities could integrate brand-building activities into existing academic programs, providing students with a structured learning experience and the opportunity to earn academic credit.
• Faculty Collaboration: Faculty members with expertise in entrepreneurship, marketing, and sports management could collaborate with student-athletes, providing guidance and mentorship.
• Athlete Support Services: Universities could invest in resources and support services to help student-athletes develop their brands and navigate the complexities of NIL regulations.
• Shift in Perspective: Recognizing the educational value of brand-building activities would require a shift in perspective, acknowledging that student-athletes are not just athletes but also students engaged in developing valuable skills and knowledge.

Addressing the Concerns

Of course, there are valid concerns about granting internship credit for brand-building activities. Some may argue that it could create an unfair advantage for athletes or that it could detract from the academic mission of universities. However, these concerns can be addressed through careful planning and implementation.

• Clear Guidelines: Universities could establish clear guidelines and criteria for awarding internship credit, ensuring that the activities are academically relevant and meet rigorous standards.
• Faculty Oversight: Faculty members could oversee and evaluate student-athlete brand-building activities, ensuring that they are aligned with learning objectives and contribute to the student's educational experience.
• Equity and Access: Universities could ensure that all students, not just athletes, have access to opportunities for developing entrepreneurial skills and building their personal brands.

Conclusion

The debate around paying college athletes is a complex one, with no easy answers. However, if we accept the premise that student-athletes are employees, then we must also acknowledge the educational value of their brand-building activities.

Granting internship credit for these activities would be a step towards recognizing the multifaceted nature of the student-athlete experience and ensuring that they receive the full benefits of their college education. Higher education leaders must wake up and address this issue proactively, or they risk being left behind as the landscape of college athletics continues to evolve.