Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibraham Duyar
Committee Members
Jodi Elder; Teressa Brown
Abstract
The purpose of this qualitative case study was to explore the perceptions, challenges, and lessons learned by administrators, faculty, and staff who were involved in the development of a new Doctor of Physical Therapy (DPT) program. This study was conducted at a private, non-profit institution in the southern United States. Faculty and administrators who are often tasked with planning and developing new programs demonstrate excellent clinical expertise and experience; however, they sometimes lack experience in higher education leadership. This leaves faculty with limited guidance and support for navigating accreditation, curriculum design, and assessment practices. This gap in the literature highlights the need for research to document the experiences of faculty, staff, and administrators and identifying challenges and issues that these individuals face during the development of new DPT programs. The conceptual framework for this study combined March and Simon’s rational planning model, the Commission on Accreditation in Physical Therapy Education (CAPTE), and the American Council of Academic Physical Therapy (ACAPT) framework of excellence. Data was collected through one-on-one interviews and focus groups with faculty, staff, and administrators who were involved in the planning, implementation, and assessment of the developing DPT program. Data was analyzed thematically using Miles and Huberman’s partial ordered displays approach. Findings show that the planning phase was shaped by bounded rationality, as described by March and Simon (1974). Administrators described challenges balancing accreditation requirements, community workforce needs, and allocation of resources. Implementation struggles included faculty recruitment, workload distribution, and accreditation demands. The assessment phase highlighted the importance of stakeholder engagement and continuous assessment for long-term program sustainability. Multiple lessons learned, among those including that accreditation is an essential guiding force in development; however, program success requires innovation, adaptability, and true alignment of programmatic mission and healthcare needs within the community. This study enhances the existing literature on DPT program development by providing documented experiences of individuals engaged in the process of program development. By sharing the challenges, issues, and lessons learned, the study affirms the needs for faculty development in higher education leadership, structured mentorship within new programs, and policies that balance accreditation with program innovation. Ultimately, this study found that building a successful DPT program is not a linear process, but rather a dynamic cycle of planning, adapting, and continuous assessment.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Young, Allison Nicole, "Planning and Implementing a Doctor of Physical Therapy Degree Program: A Case Study" (2026). Student Theses and Dissertations. 1132.
https://arch.astate.edu/all-etd/1132
