Joyce L MacKinnon

Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

The purpose of this qualitative study was to explore the underlying non-cognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants allowed for us to employ a constant comparative approach in analyzing the results. A core story of hopeful thinking emerged which interacted with four major themes including: a) generating alternative pathways when encountering obstacles to social and academic integration, b) goal setting and planning, c) active use of peer and academic supports, and d) experiencing a positive institutional context. While this study confirms research about what factors predict the success of students coping with difficult transitions, it also provides new insights. Results suggest that academic hope is an important theoretical framework to guide future research and practice in the area of student retention.

Physical Therapy Employment Practices Comparing Baccalaureate- and Postbaccalaureate-Degree Entry Levels

ABSTRACT: With economics as a focus, the purpose of this study was to gather data on physical therapy employment practices, with entry‐level education as the variable of interest. The subjects in this study were 77physical therapy directors of various types of health care facilities selected randomly from the University of New England Physical Therapy Departments list of clinical affiliation sites. The design of the study was primarily descriptive; a questionnaire was used to gather information. Data from the returned questionnaires were tallied manually and reported numerically as percentages or analyzed using chi square. Results demonstrated no statistically significant differences in employment practices with regard to hiring, work load, professional responsibilities, remuneration, benefits, or career advancement when baccalaureate entry‐level degree physical therapy graduates were compared with postbaccalaureate entry‐level degree therapists. This information should be considered by current and prospective students and faculty in the discussion surrounding physical therapy entry‐level education.