Date of Award

Fall 12-1-2005

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Athletic Training

First Advisor

Timothy J. Demchak

Second Advisor

Catherine L. Stemmans

Third Advisor

Jody B. Brucker

Abstract

Objective: The purpose of this study is to determine important factors influencing athletic training student's graduate program choice. Design and Settings: A 37-item web-based survey entitled Athletic Training (AT) Student's Graduate Program Choice Survey was developed based on a comprehensive literature review. The survey was grouped as follows: 10 demographic, 17 Likert-scale, 2 "yes/no", 2 "check all that apply", and 6 "select the best answer" questions. Three PhD ATCs reviewed the survey for content importance. Readability was edited twice using graduate and undergraduate athletic training students (ATS) feedback, respectively. Reliability (Cronback alpha r = 0.627) of the final survey was determined using the analyzed surveys. In order to contact the most recently graduated baccalaureate ATSs ('05) an invitation letter was emailed to the 303, in good standing, CAAHEP - accredited Entry-Level AT Education Program directors to recruit the newly graduated '05 AT students. The 3 7 directors that agreed to participate then forwarded an ATS invitation letter. Subjects: Of the 268 ATS that should have received invitation letter, 94 (35.1 %) responded. Nineteen responses were excluded due to incomplete survey (9), or interest of graduate education (11 ), leaving 74 analyzable surveys. Measurements: Descriptive statistics were used to describe the 3 highest rating percentage of the "most" and "least" importance or unimportance of the 17 Likert-scale questions. The "most" and "least" important "select the best answer" questions were used to rank order the 17 factors, respectively. Results: The 3 highest rated "most important" factors were Program/Faculty Reputation (95%), Financial Support (93%), and Total Cost (91 %), while the "least important" were earning a Master's Degree in AT (65%), Mission Statement and/or Philosophy (54%), and Availability of Support Services and Infrastructure (42%). Using the highest ranked data, 26% described Acceptance of Graduate Assistantship Position as the "most important", and 22% ranked Master's Degree in AT as the "least important" factors. Conclusion: If graduate programs and faculty want to attract students then they must present themselves as reputable and financially supportive, while providing graduate assistantship certainty. However, the latest AT graduates of accredited programs, for reasons unknown, are not recognizing a graduate degree in AT as being necessary, which needs to be addressed.

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