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Experience of Belonging for Full-Tim...

Ruckert, Elizabeth Audrey.

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Experience of Belonging for Full-Time, Hybrid Physical Therapy Faculty.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experience of Belonging for Full-Time, Hybrid Physical Therapy Faculty./
作者:	Ruckert, Elizabeth Audrey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	167 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31147004
ISBN:	9798382718590

Experience of Belonging for Full-Time, Hybrid Physical Therapy Faculty.
Ruckert, Elizabeth Audrey.

Experience of Belonging for Full-Time, Hybrid Physical Therapy Faculty. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 167 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ed.D.)--University of Southern California, 2024.

Little is known about the experience of belonging for full-time, hybrid physical therapy faculty in the United States. Rapid growth of Doctor of Physical Therapy (DPT) education programs with hybrid curricular models and national physical therapy faculty shortages suggest the importance of exploring faculty belonging, especially given the relationship between belonging and job performance, retention, and satisfaction. The purpose of this study was to understand the experience of belonging for hybrid physical therapy faculty, as well as the supports and barriers for sense of belonging within the faculty's immediate and distal environments. Bronfenbrenner's ecological systems framework anchored the study. Using purposeful sampling, 15 faculty employed full-time in accredited or candidate for accreditation physical therapy programs with hybrid curricular models participated in semi-structured, virtual interviews. Responses were transcribed, coded, and analyzed using NVivo software. Methods to enhance credibility and trustworthiness included engagement with the data, member checks, an audit trail, and researcher reflexivity. Study findings suggest that hybrid physical therapy faculty experience belonging as deep human connection with colleagues that develops and changes over time. Hybrid faculty exert considerable effort to develop meaningful connections on-campus and remotely through formal and informal activities and technology. Supports and barriers to belonging emerged as personal, interpersonal, and organizational factors. Personal characteristics influencing belonging in positive and negative ways included values and priorities, communication strategies, and personality characteristics. Interpersonal relationships with program directors, faculty peers, and students supported or interfered with belonging depending on the presence of collegiality and accessibility. Factors related to the culture and structure of the DPT department and broader university also influenced belonging in helpful and detrimental ways. Study findings ground four{A0}recommendations for faculty members, program directors, and university leaders to enhance the full-time, hybrid physical therapy faculty member's belonging experience in DPT education.

ISBN: 9798382718590Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Belonging

Experience of Belonging for Full-Time, Hybrid Physical Therapy Faculty.
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300 $a 167 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
500 $a Advisor: Stowe, Kathy.
502 $a Thesis (Ed.D.)--University of Southern California, 2024.
520 $a Little is known about the experience of belonging for full-time, hybrid physical therapy faculty in the United States. Rapid growth of Doctor of Physical Therapy (DPT) education programs with hybrid curricular models and national physical therapy faculty shortages suggest the importance of exploring faculty belonging, especially given the relationship between belonging and job performance, retention, and satisfaction. The purpose of this study was to understand the experience of belonging for hybrid physical therapy faculty, as well as the supports and barriers for sense of belonging within the faculty's immediate and distal environments. Bronfenbrenner's ecological systems framework anchored the study. Using purposeful sampling, 15 faculty employed full-time in accredited or candidate for accreditation physical therapy programs with hybrid curricular models participated in semi-structured, virtual interviews. Responses were transcribed, coded, and analyzed using NVivo software. Methods to enhance credibility and trustworthiness included engagement with the data, member checks, an audit trail, and researcher reflexivity. Study findings suggest that hybrid physical therapy faculty experience belonging as deep human connection with colleagues that develops and changes over time. Hybrid faculty exert considerable effort to develop meaningful connections on-campus and remotely through formal and informal activities and technology. Supports and barriers to belonging emerged as personal, interpersonal, and organizational factors. Personal characteristics influencing belonging in positive and negative ways included values and priorities, communication strategies, and personality characteristics. Interpersonal relationships with program directors, faculty peers, and students supported or interfered with belonging depending on the presence of collegiality and accessibility. Factors related to the culture and structure of the DPT department and broader university also influenced belonging in helpful and detrimental ways. Study findings ground four{A0}recommendations for faculty members, program directors, and university leaders to enhance the full-time, hybrid physical therapy faculty member's belonging experience in DPT education.
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