Document Type

Article

Journal Title

Medical Science Educator

Publication Date

2026

Volume

36

Abstract

BACKGROUND: Women faculty in allied health education frequently transition from clinical roles without formal training in teaching or research methodologies. This study examined motivators and barriers of women faculty in an allied health educational setting when determining to pursue an academic doctoral degree. Data was collected from faculty working in 48 allied health programs in Nebraska representing 14 professions.

METHODS: Women faculty were invited to complete a confidential online survey. Using a four-point Likert scale, participants responded to perceived motivators (nine) and barriers (nine) related to their decision to pursue or not pursue a doctoral degree.

RESULTS: Responses from 142 (49.6%) surveys were examined. Participants were grouped as not having applied and those who were pursuing or holding a PhD/EdD degree. Comparing the two cohorts, statistically significant differences (p ≤ 0.05) were found for the motivators: positively impact professional relationships, expand professional network, and expand research knowledge; and the barriers: time to complete a doctoral degree program, the day-to-day commitments, personal financial cost, and impact on personal relationships. Multivariable logistic regression analysis indicated that age, academic rank, perceived barriers, and perceived motivators were all significantly associated with pursuing or attaining an academic doctoral degree.

CONCLUSIONS: Identifying perceived motivators can inform strategies in supporting a women faculty's career with professional network development and research opportunities. Addressing barriers through work-life integration support and financial assistance may improve doctoral program accessibility.

ISSN

2156-8650

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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