Abstract
In this mixed-methods study, we examined factors that influence the career pathways of academic fieldwork coordinators (AFWCs); the reasons they assume, stay, and move beyond this important gateway role; and the ways in which they prepare for and maintain role competency.
Primary Author and Speaker: Patricia A. Laverdure
Additional Authors and Speakers: Elizabeth Dwyer DeIuliis, Kimberley Persons, Elizabeth LeQuieu
A recent study of academic fieldwork coordinators (AFWC) revealed that nearly half of the respondents has less than three years of experience in the role (DeIuliis et al., 2021). Limited experience, high workload demand, and challenging responsibilities impact job satisfaction among AFWC (Laverdure et al., 2023). The purpose of this mixed methods study was to examine the career pathways of AFWC and identify factors that influence retention and attrition. An online survey of likert-style and open-ended questions was completed by 187 participants from public, private, and for-profit associate, bachelors, masters, and doctoral programs in the United States. Participants were faculty who are current AFWC (n=137, 70.6%), previous AFWC (n=43, 23.0%), or never served as AFWCs(n=12, 6.4%). Of those who are or were AFWCs, half (n=87, 49.8%) stated their first role in academia was as AFWC. For those who had never been an AFWC, 66.7% (n=8) started as adjunct instructor or guest lecturer. Following survey completion, participants were invited to join semi-structured focus groups. Six groups were held virtually with three to ten participants in each group. The results revealed that the role of the AFWC is an important transition pathway for practitioners to enter academia. Professional growth, interest in teaching, and a desire to support student education influenced attraction to the role of AFWC. Building relationships and clinical connections and mentoring students and promoting their transition to clinician influenced their satisfaction and facilitated retention. Managing complex administrative responsibilities influenced attrition. The results suggest that while the role of AFWC offers a valuable pathway for practitioners interested in academia and yields role satisfaction, the complex role demands lead to high attrition. Understanding of the factors that influence job satisfaction and facilitate retention and attrition is essential to promoting efficacy in the AFWC role.
DeIuliis, E. D., Persons, K., Laverdure, P., LeQuieu, E.D. (2021). A nationwide descriptive study: Understanding roles, expectations, and supports of academic fieldwork coordinators in occupational therapy programs. Journal of Occupational Therapy Education, 5(4) 1–24. https://doi.org/10.26681/jote.2021.050415
Laverdure, P., LeQuieu, W., DeIuliis, E. D., & Persons, K. (2023). A nationwide descriptive study: Part II understanding the ways academic fieldwork coordinators describe the responsibilities and challenges of their role. Journal of Occupational Therapy Education, 7(2), 1–22. https://doi.org/10.26681/jote.2023.070214