Barriers to Scholarship Among Health Profession Faculty at a Public Institution of Higher Learning

Like any other career, pursuing a career in academia comes with positives and negatives. Faculty members teaching in higher education come from various backgrounds, with different skill sets and training. While barriers to scholarly production exist at many levels, and for various reasons, not much is known about faculty members teaching in clinical and health professions programs mainly due to the limited availability of data on this topic. This research aimed to explore the barriers to scholarly productivity faced by faculty members teaching in health professions programs at a public academic institution. A qualitative inductive approach using thematic analysis was used for this research. Participants from the Physician Assistant, Nursing, Clinical Laboratory Science, Occupational Therapy, and Social Work programs were recruited to share their experiences through an in-depth, one-on-one interview. Four main themes emerged from the data regarding barriers to scholarship among health profession faculty members. These are the need for mentorship, resource availability, time constraints, and the lack of discipline-specific guidance. Navigating the reappointment, tenure, and promotion grid can be challenging for many in academia, particularly those new to the profession. It is important for academic institutions to provide faculty members with the flexibility, tools, resources, and appropriate mentorship to boost their buy-in, morale, productivity, and self-esteem, all of which are expected to create a positive environment within the institution.