Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs

Abstract Objective The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members physical therapist education program should have an academic doctoral degree, which many programs are not currently meeting. Competition between for prestige and resources may explain the discrepancy achievement among despite accreditation standards. purpose this study was to identify characteristics predictive having higher percentage with degrees. Methods Yearly data from 231 10-year period were used fixed-effects panel analysis. Results For 1 point increase number members, could expect decline degrees by 14% all other variables held constant. 1% either reported total cost or expenses per student, 7% Programs been accredited longer time proportionately more Conclusions be increasing their size allow focus scholarly productivity. declines as tuition expenditures, but due programs’ tendency stratify individuals (including part-time faculty) into teaching- research-focused efforts maximize research prowess status. Impact This illuminates existing relationships staffing, spent versus teaching, finances. results inform policy initiatives aimed lower competitive pressures costs professional education.