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David Coniglio, EdD, PA-C
Campbell University
Duane Akroyd, PhD
North Carolina State University
October 17, 2013
Why study faculty turnover intention?
Institutional and departmental development
Institutional and departmental reputation
Support faculty growth and development
Decrease unwanted departures
Intent-to-leave: thoughts or behaviors preceding
the act of leaving a position, institution or academic
career within a specified time-frame
Intent is an established proxy for actual turnover
Why study Physician Assistant Faculty?
Rapid growth in the PA profession and PA educational programs
PA faculty not included in existing faculty workforce literature
PA faculty not ‘traditional’ academic faculty
Contribute to our understanding of PA faculty worklife
The purpose of this research is to examine
demographic, human capital, organizational,
and environmental factors which impact PA
faculty intent to leave their current position.
What is the predictive ability of demographic factors
(age, gender, race, marital status, number of
dependents, employment status), human capital
factors (faculty rank, faculty role, tenure status,
Years as a PA educator, years in current position,
and highest degree held), organizational factors
(autonomy, organizational support, distributive
justice, role conflict, workload), and environmental
factors (job opportunities, family considerations),
on physician assistant faculty intent-to-leave the
current position?
NCSU IRB Administrative Review and Exemption
Research design
Non-experimental, cross-sectional, predictive design; web-based survey
Continuous variables scored on Likert-scale
Quantitative analysis – SAS9.3
Population and sample
Simple random sample of 1000 PA faculty from the Physician Assistant Education Association
Descriptive statistics to describe the population of interest & summarize respondent characteristics
Factor analysis for establishing construct validity and internal reliability
Test of correlation of the variables to establish relationship between the variables
Multiple regression procedure - determine percent of variance in intent to leave accounted
for by linear combination of independent variables
- determine which variables were significant predictors of intent-to-leave
- determine the magnitude of contribution of each variable
Organizational Support α = .94
Autonomy α = .92
Workload α = .92
Distributive Justice α = .83
Role Conflict α = .83
OrgSup1 .85 Auton1 .78 Load1 .77 DJ1 .54 RolCon1 .40
OrgSup2 .58 Auton2 .79 Load2 .90 DJ2 .52* RolCon2 .39*
OrgSup3 .75 Auton3 .77 Load3 .80 DJ3 .56 RolCon3 .46
OrgSup4 .84 Auton4 .69 Load4 .35* DJ4 .77 RolCon4 .72
OrgSup5 .76 Auton5 .81 Load5 .75 DJ5 .75 RolCon5 .70
OrgSup6 .84 Auton6 .79 Load6 .82 DJ6 .75 RolCon6 .70
OrgSup7 .88 Auton7 .46 DJ7 .39 RolCon7 .33*
OrgSup8 .78 Auton8 .58 RolCon8 .40
Auton9 .61
*Deleted from analysis: Load < .40 or loaded on more than one factor.
Intent to Leave α = .87
JobOpp1 .53 Family1 -.48* Intent1 .55
JobOpp2 .63 Family2 .37* Intent2 .36*
JobOpp3 .60 Family3 .78 Intent3 .46*
JobOpp4 .49 Family4 .71 Intent4 .48
JopOpp5 .56
JobOpp6 .58
*Deleted from analysis: Load < .40 or loaded on more than one factor.
Response rate: 343/996 = 34.4%
Available for analysis: 271= 27.2%
Category N* Mean Std. Dev. Minimum Maximum
Age 318 47.4 9.9 28 70
# Dependents 302 1.0 1.2 0 5
Hours worked per week 316 49.4 12.5 15 130
*Not all respondents answered every survey item
Variable Category Frequency* Percent
Gender Female Male
212 112
65.5 34.5
Race African-American Asian-American Caucasian Hispanic Native-American Other
5 10 278 16 3 7
1.6 3.1
87.1 5.0 1.0 2.2
Marital Status
Married/Partnered Other Separated/Widowed/Divorced Single
269 1 24
29
83.3 0.3 7.4 9.0
Employment Status
Full-time Part-time
313 15
95.4 4.6
*Not all respondents answered every survey item
Category N* Mean Std. Dev. Minimum Maximum
# Years PA Educator 330 8.86 7.37 0 40
# Years in current position
326 5.06 5.11 0 38
*Not all respondents answered every survey item
Variable Category Frequency* Percent
Faculty Role Academic Coordinator Associate/Assistant Director Clinical Coordinator General Faculty Other Program Director/Chair/Dean
60 24 56
109 22 59
18.2 7.3
17.0 33.0
6.7 17.9
Faculty Rank Assistant Professor Associate Professor Clinical Associate Instructor No Faculty Rank Other Professor
178 77
4 41
5 6
19
54.0 23.3
1.2 12.4
1.5 1.8 5.8
*Not all respondents answered every survey item
Variable Category Frequency* Percent
Tenure Status
Not on tenure track Other Tenure-eligible Tenured
269 1 24
29
83.3 0.3 7.4 9.0
Highest Degree Held
Baccalaureate Doctorate Masters Other
11 69
246 3
3.3 21.0 74.8
0.9
*Not all respondents answered every survey item
Variable N* Mean Std. Dev. Minimum Maximum
Workload 343 3.84 1.60 1.00 7.00
Autonomy 340 5.22 1.15 1.00 7.00
Organizational Support 338 4.86 1.44 1.00 7.00
Distributive Justice 335 4.32 1.48 1.00 7.00
Role Conflict 334 3.65 1.24 1.00 7.00
Intent to Leave 332 3.06 1.28 1.00 7.00
Response Item Frequency Percent Cumulative Frequency
Cumulative Percent
1 - Strongly Disagree 73 22.0 73 22.0
2 – Moderately Disagree 96 28.9 169 50.9
3 – Mildly Disagree 81 24.4 250 75.3
4 - Neither Disagree nor Agree
52
15.7
302
91.0
5 - Mildly Agree 29 8.7 331 99.7
6 - Moderately Agree 1 0.3 332 100.0
7 - Strongly Agree 0 0.0 --
Variable B b SE b t Pr > |t|
Workload -0.02 -0.04 0.12 -0.35 0.73
Autonomy -0.03 -0.04 0.09 -0.45 0.65
OrgSupp -0.41 -0.51 0.09 -5.69 <.0001
DistJust -0.09 -0.18 0.13 -1.36 0.17
RoleConf 0.15 0.29 0.12 2.47 0.01
Age -0.13 -0.19 0.09 -1.98 0.05
Gender 0.08 2.44 1.61 1.51 0.13
Race 0.05 2.19 2.07 1.06 0.29
Marital 0.00 -0.18 1.99 -0.09 0.92
R2 = .40 (F[17,253] = 9.86, p <.0001
Variable B b SE b t Pr > |t|
Child -0.08 -0.96 0.73 -1.32 0.19
EmpStat 0.08 5.64 3.84 1.47 0.14
Hours 0.01 0.01 0.06 0.20 0.84
FacRole -0.03 -1.01 2.10 -0.48 0.63
FacRank 0.03 0.96 1.88 0.51 0.61
Tenure -0.01 -0.32 1.64 -0.20 0.84
Yr_Curr 0.05 0.14 0.89 0.89 0.37
Degree -0.08 -2.79 2.11 -1.32 0.19
R2 = .40 (F[17,253] = 9.86, p <.0001
Perceived organizational support is negatively correlated (B = -0.41) with intent to leave
◦ Meaning: faculty who perceive that they are supported have a low intent to leave
Role conflict is correlated (B = 0.15) with intent to leave
◦ Meaning: faculty perceiving high role conflict have a higher intent to leave
Age is negatively correlated (B = -0.13) with intent to leave
◦ Meaning: as faculty age increases, intent to leave decreases
Institutions ◦ Individualize support within departments to meet diverse
needs of faculty
◦ Plan for adequate growth of faculty, staff, resources to meet changing educational climate
◦ Provide clear expectations of faculty for work requirements, promotion, and tenure if applicable
◦ Improve the climate for scholarly productivity
Program Administration ◦ Create a work environment that diminishes opportunity for role
conflict
◦ Open lines of communication
◦ Policies supporting and encouraging shared governance
◦ Clearly defined work roles
Faculty Development and Retention ◦ Individualize faculty development programs and resources
◦ Recognize that faculty needs differ among newer and more seasoned faculty
◦ Conduct ongoing self-assessment to determine if faculty perceive that needs are not being met
Other Considerations ◦ Increased attention to lack of diversity in faculty ranks and
in the profession in general
◦ Institutions need to consider governance policies that recognize clinical faculty preparation differs from traditional academic faculty – the “terminal degree” issue
Cross-sectional study from Summer 2012, faculty attitudes, opinions, and beliefs may have changed
Response rate moderately low – an improved response rate might reveal other significant predictors
Results not generalizable to other faculty
Complete the model ◦ External factors
Family/kinship factors
Job opportunities
Other predictors ◦ Organizational commitment
◦ Influence of leadership styles
◦ Job Satisfaction
Extend to other professional education faculty
Qualitative analysis of responses to open statements
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