Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes

Area of Science:

• Veterinary Education
• Higher Education Leadership
• Curriculum Development

Background:

• Curriculum leaders are crucial for veterinary program development, accreditation, and priorities.
• Understanding their career paths, motivations, and challenges is vital for effective leadership support.
• Self-determination theory provides a framework for analyzing role-related tensions.

Purpose of the Study:

• To describe the career trajectories of veterinary curriculum leaders.
• To identify key motivators, barriers, and essential knowledge, skills, and attributes (KSAs) for the role.
• To explore role-related tensions using self-determination theory.

Main Methods:

• An international online survey was distributed to individuals identifying as curriculum leaders.
• Forty-five participants completed the survey.
• Data analysis focused on motivations, barriers, KSAs, and experienced tensions.

Main Results:

• Most participants held advanced qualifications and leadership training; a smaller proportion had formal education training.
• Primary motivators included a desire to effect change, teaching satisfaction, and social influences.
• Key barriers involved self-development and achieving curriculum objectives. Essential KSAs encompassed professional knowledge, educational theory, leadership, and communication skills.
• Tensions were identified concerning autonomy, social relatedness (conflicting colleague priorities), and perceived competence (lack of advanced educational training opportunities).

Conclusions:

• Effective support and training for veterinary curriculum leaders require addressing identified barriers and tensions.
• Institutions should foster opportunities for advanced educational training to enhance leader competence.
• Understanding leader motivations and KSAs can inform strategies for supporting current and future veterinary educators.