Date of Award

Spring 5-10-2021

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Rong Chen, Ph.D.

Committee Member

Robert Kelchen, Ph.D.

Committee Member

Richard J Boergers, Ph.D.

Keywords

Student outcomes, Student Success, Clinical Immersive Experiences, Faculty Development, Faculty Composition

Abstract

In athletic training (AT) education, the first-time BOC pass rate is a significant marker of a program’s success, and the Commission on Accreditation of Athletic Training Education (CAATE) requires programs to maintain a first-time 3-year aggregate BOC examination pass rate over 70%. There is limited published research on BOC pass rates on Professional Masters’ (PM) programs. Therefore, it is essential to identify modifiable factors that have a relationship with first-time pass rates. This study's aim was to investigate the relationships between programmatic factors and the first-time BOC pass rate for PM AT students while controlling for student and institutional factors. This study is necessary to fill the literature gap on PM programmatic factors, student outcomes, and identify factors that have been found significant in predicting student success in PM AT programs. A multiple regression analysis of program-level data that captures student, programmatic and institutional factors obtained from the deidentified CAATE data was conducted on 77 PM AT programs. Independent variables included in the study were institutional type, admissions selectivity, cohort diversity, clinical immersion hours per week, students per core faculty member, students per lab faculty member, percent doctoral faculty, and total spending on professional development. The dependent variable was the programmatic 1-year first-time BOC pass rate. A significant positive relationship was found between admissions selectivity, clinical immersion hours per week, percentage of doctoral faculty and total amount spent on professional development, and 1-year first-time BOC program pass rates. These results suggest that increased programmatic investments into the development of faculty and the evaluation of the clinical immersive experience may help programs increase their first-time BOC pass rate.

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