Leadership Retention in Physical Therapy Education Programs

Abstract

Background and Purpose. Program leadership is a key to achieving program outcomes and meeting the program’s mission. The Commission on Accreditation in Physical Therapy Education (CAPTE) requires that programs have qualified and effective academic administrators. In recent years, CAPTE has noted a high rate of attrition among academic administrator positions for physical therapist (PT) and physical therapist assistant (PTA) education programs. Therefore, a survey was developed to help identify the reasons program directors were leaving their administrative positions. Subjects. The survey was sent to individuals who had vacated positions as directors of PT or PTA education programs during the 3-year time period from 2008 to 2011. Seventy-nine individuals returned surveys for a response rate of 59%. Methods. The survey was developed by the members of CAPTE’s Central Panel. Members of the other 2 panels (PT and PTA) reviewed the survey for clarity and face validity. The survey was sent electronically to former program directors. Survey items included demographic information, institutional classification, years of academic experience, and reasons for leaving an administrative position. Results. Individuals who had directed PT programs comprised 58% of the sample versus 41% who had directed PTA programs (1% directed both). The most frequently cited reasons for leaving administrative positions included: (1) a perceived lack of resources or support from university administration or some type of internal conflict; (2) excessively high/demanding workloads; (3) inadequate compensation; (4) promotion to a higher administrative position; and (5) inability to hire or retain adequate faculty to operate the program. A greater proportion of PT program directors had prior academic experience compared to PTA program directors. Program directors who had at least 5 years of prior academic experience stayed in their administrative positions longer. Individuals who were hired to direct developing programs were less likely to have had prior academic experience than those who were hired to direct established programs, especially in PTA education. Retention was higher at public and nonprofit private institutions compared to proprietary institutions. Discussion and Conclusion. To enhance retention of program administrators, institutions should consider structuring a development program to support program directors; such a program could include formal or informal mentoring, networking with experienced colleagues in similar positions, and regular communication with supervising administrators (deans and/or chairs). Because most PT and PTA program directors enter their administrative positions without any formal management training, continuing education courses or workshops on topics such as strategic and long-term planning, fiscal and personnel management, and accreditation issues may be particularly beneficial. Prospective program directors may also benefit from exploring the institutional expectations of an administrative position prior to accepting such a position.