Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2026
Committee Chair or Co-Chairs
Susan Epps
Committee Members
Randy Byington, Paul Garton
Abstract
The transition from clinical practice to academia presents challenges for allied health professionals who transition to higher education faculty roles. Although clinicians bring valuable professional knowledge and practical experience to the classroom and clinical settings, they may have limited preparation for curriculum development, teaching, student assessment and evaluation, institutional responsibilities, and accreditation requirements.
The purpose of this phenomenological qualitative study was to explore how allied health faculty perceive their transition from the clinic to a faculty role. The central research question asked: How do allied health faculty perceive their transition from the clinic to a faculty role?
Participants included 21 full-time allied health faculty members employed within the Technical College System of Georgia (TCSG). Data were collected through semi-structured, individual interviews via Zoom between September 4 and September 25, 2026. Interview transcripts from Zoom’s transcription service were reviewed for accuracy, coded using MAXQDA, and analyzed to identify recurring themes and patterns. The findings suggested that faculty faced challenges with role ambiguity, training and mentorship, and administrative requirements but the foundation of their clinical experience was useful in their new roles.
Analysis of findings indicated the need for comprehensive job descriptions, structured onboarding, formal mentorship programs, and ongoing faculty development to support clinicians transitioning into higher education. The implementation of these institutional strategies may promote role clarity, strengthen faculty preparedness, assist in faculty retention, and facilitate successful transitions into allied health education. Recommendations for institutions include onboarding, mentorship, observation and collaboration, defined job expectations, faculty development, and ongoing institutional support. Recommendations for further research include examining this transition across larger and more diverse samples, examining the relationship between faculty job descriptions and the transition from clinical practice, investigating the effectiveness of formal onboarding and mentorship programs for new hires, and developing and testing an evidence-based transition model for clinicians entering academia.
Document Type
Dissertation - unrestricted
Recommended Citation
Jones, Vanessa, "Allied Health Professionals: Experiences Making the Transition from Clinical Practice to Academia" (2026). Electronic Theses and Dissertations. Paper 4777. https://dc.etsu.edu/etd/4777
Copyright
Copyright by the authors.
