Alignment of Athletic Training Doctoral Education and Faculty Workload

Autor/inn/en	Nottingham, Sara L.; Mazerolle, Stephanie M.; Bowman, Thomas G.; Coleman, Kelly A.
Titel	Alignment of Athletic Training Doctoral Education and Faculty Workload
Quelle	In: Athletic Training Education Journal, 13 (2018) 3, S.268-280 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1303268
Schlagwörter	College Faculty; Training; Athletics; Faculty Workload; Institutional Characteristics; Teacher Attitudes; Phenomenology; Doctoral Programs; Higher Education; Time Management; Education Work Relationship; Career Choice; Socialization + Suchen Sie Ihr Suchwort? Fakultät; Ausbildung; Leichtathletik; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Doktorandenprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitmanagement; Socialisation; Sozialisation
Abstract	Context: Evidence suggests that doctoral education is incongruent with faculty positions, but this has yet to be specifically examined in athletic training. Objective: To gain understanding of the alignment of doctoral education and faculty workload, including institutional characteristics, from the perspectives of junior faculty members. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education--accredited programs. Patients or Other Participants: Twenty athletic training faculty members (14 women and 6 men) who were 32 ± 3 years of age and averaged 10 ± 4 years of experience as athletic trainers and 2 ± 2 years as a full-time faculty member. Main Outcome Measure(s): We developed, peer-reviewed, and piloted 2 semistructured interview guides to obtain participants' perspectives on their doctoral preparation, entrance into higher education, and faculty workload. We completed telephone interviews with each participant over the course of 4 months. Transcribed interviews were analyzed by 2 investigators using a phenomenological approach, then reviewed by 2 additional qualitative researchers. Mechanisms of trustworthiness included member-checking, multianalyst triangulation, and peer review. Results: Two themes emerged from this study: (1) workload and (2) congruency. Faculty workload was dominated by teaching, but faculty had several demands on their time, including administration, service, and research. Most faculty positions focused on teaching, whereas their doctoral education was more focused on research, possibly because of a lack of congruency between doctoral education and faculty position institution types. Although mismatches occurred between doctoral education and faculty workload, participants were often aware of these differences and selected faculty positions aligned with their career goals. Conclusions: Faculty workload is generally teaching-focused and contains additional demands that are often not included in doctoral education programs. Doctoral advisers should promote adequate socialization to these characteristics of faculty positions, and doctoral students should consider their interests and faculty workload when searching for faculty positions. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01