The Australian Occupational Therapy Academic Workforce

PURPOSE: With a global ageing academic workforce (Kaskie, Walker & Andersson, 2017) in addition to an increased need for occupational therapy academics, recruiting suitably qualified occupational therapy academics is challenging (Fisher et al, 2017). With the deregulation of the Australian higher education sector, there has been a marked increase in the number of entry-level occupational therapy education programs and major growth in student numbers. Limited data existed relating to the current Australian occupational therapy academic workforce or predicted workforce needs.

The purpose of this research study was to map the Australian occupational therapy academic workforce to assist future workforce planning and to gain insights into features such as demographics, qualifications, job satisfaction and retention. The research question guiding the study was “What are the characteristics of the Australian academic workforce and how satisfied are they in their job”?

DESIGN: A quantitative cross-sectional design was used with some additional qualitative data collected.

METHODS: An online survey tool was developed and tested using cognitive interviewing to ensure validity. The survey consisted of a number of standardised scales such as the Job Satisfaction Survey (Spector, 1994) and a demographic section. Data was collected on a range of areas such as academics’ qualifications, university employment history and job satisfaction. Heads of Australian occupational therapy schools or departments were asked to forward the online survey to faculty members. Direct emailing to occupational therapy academics listed in university websites also occurred. Data was collected between November 2017 and March 2018. Statistical analysis of quantitative data and thematic of qualitative data was conducted.

RESULTS: Participants included 118 academics and 3 administrators. The majority of academics were in ongoing or tenured positions (82%) and most were in combined teaching and research positions (72%). The workforce is predominantly female with only 13 males and the majority is aged between 36 and 55 years (65%). The largest proportion (55%) of academics were lecturers (level B or assistant professors) and very few were professors (5%) or associate professors (7%) / senior lecturers (17%). Most had only been in their position less than 6 years (63%), only worked at one university (58%) and 53% had PhD or professional doctorate. Most were satisfied with their salary and benefits (55%) however the longer they had been in their current position, the less satisfied they were with aspects of their job such as pay, operating conditions and promotion opportunities. Enjoyment from teaching and educating students was the greatest motivator (80%) for becoming an academic.

CONCLUSION: More needs to be done to build the occupational therapy academic workforce to meet current and future needs. Attracting younger occupational therapists into academia is needed so that they can obtain the necessary qualifications, build a research track-record and improve likelihood of promotion. Career development strategies are needed to assist current academics to build their careers. Professional associations have a role in developing this workforce to ensure quality graduates and future occupational therapists.

References

Kaskie, B., Walker, M. & Andersson, M. (2017) Efforts to Address the Aging Academic Workforce: Assessing Progress Through a Three-Stage Model of Institutional Change. Innovative Higher Education, 42(3), 225-237 Doi: 10.1007/s10755-016-9380-9

Fisher, G., Dones, W., Petit-Frere, Naromie, PTA, Dillow, K. & Behler, T. (2017) Contemporary issues and trends facing occupational therapy faculty. American Journal of Occupational Therapy, 71(4) S1, 7111505106p1-7111505106p1. Doi: 10.5014/ajot.2017.71Si-PO2162