Junior Athletic Training Faculty Members' Perceptions of Doctoral Education on Their Role Transition

Faculty members in healthcare professions have an important role in developing future clinicians, and preparation for their responsibilities is important. The purpose of this study was to examine junior athletic training faculty members' perceptions of doctoral preparation using a qualitative, phenomenological design.

We included 20 athletic training faculty members (14 women, 6 men) who were 32±3 yrs of age and averaged 2±2 yrs as full-time faculty members in accredited athletic training programs. We audio-recorded and transcribed verbatim semi-structured telephone interviews designed to gain participants' perspectives on their doctoral education and transition to their faculty role. Two investigators analyzed data using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple analyst triangulation, and peer review.

Perceptions of doctoral preparation emerged into three themes: 1) doctoral preparation emphasizes research preparation, 2) teaching experience is important, and 3) faculty desire more preparation for faculty life and administrative responsibilities. Generally, participants felt highly prepared to do research, somewhat prepared to teach, and inadequately prepared for faculty life and administrative duties.

Doctoral program advisors and administrators should consider diversifying doctoral education to more holistically prepare faculty members.