Date of Award

Spring 4-10-2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Cherie Gaines

Abstract

Researchers have extensively investigated the quantitative relationship between various admissions requirements and their predictive capability for academic success in DPT programs; however, limited investigators have examined the perceptions of these requirements by admissions faculty. The purpose of this qualitative study was to examine the perceptions of Doctor of Physical Therapy faculty in the Appalachian region regarding their programs’ admissions processes and requirements. I investigated the Appalachian region due to its economic differences from other parts of the United States. Considering this region was more rural and impoverished, these factors could have affected students’ access to higher education. How admissions criteria were weighted varied between DPT programs and potentially lacked evidence-based research to support their implied emphasis on the admissions process. Through a poststructuralist lens, I investigated the relationship between one’s truth, admissions faculty, and its potentially powerful effect on others, such as applicants. The 10 participants revealed all programs continue to weigh the value of academic measures, such as GPA and GRE, as the highest when reviewing applicants. Additionally, there needed to be more clarity around utilizing interviews and the holistic nature of the admissions process at most programs. I found most programs in this region feared changing their admissions requirements to make them more holistic without the data to support this decision. Using the poststructuralist lens, programs would rather believe the current dominant discourse than pursue alternative discourse.

Keywords

Higher Education Admissions, Physical Therapy Education Admissions, Holistic Admissions, Appalachian Region, Qualitative Research, Diversity

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