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Staffing patterns and practices in programs in communication disorders
1Department of Communication Disorders, College of Health and Human Services, Southeast Missouri State University, Cape Girardeau 63701.
Journal of Allied Health
|January 1, 1993
Summary
This study analyzed faculty staffing in communication disorders programs, revealing insights into clinical supervision and resource allocation. Findings challenge traditional models for determining faculty needs in allied health education.
Area of Science:
- Allied Health Education
- Communication Disorders Programs
- Academic Administration
Background:
- Clinical education is integral to allied health programs, posing unique academic and administrative challenges.
- Effective faculty staffing and resource allocation are crucial for program quality and student training.
Purpose of the Study:
- To examine faculty staffing patterns and practices in undergraduate and master's communication disorders programs.
- To analyze faculty employment, responsibilities, qualifications, and workload in clinical supervision.
Main Methods:
- Survey of faculty staffing patterns and practices.
- Analysis of employment status (full-time/part-time), teaching/supervisory roles, degree requirements, and workload determination for clinical supervisors.
Main Results:
- Detailed examination of faculty employment, responsibilities, and degree requirements for clinical supervisors.
- Analysis of teaching loads and methods for determining supervisory loads in clinical settings.
- Findings provide data on the "traditional" faculty resource allocation model.
Conclusions:
- The study's results have significant implications for revising faculty resource allocation models in communication disorders programs.
- Understanding current staffing practices is essential for adapting to evolving educational and clinical demands.