International Research in Higher Education

International Research in Higher Education is an open-access and peer-reviewed journal published by Sciedu Press in Canada. This journal is published semiannually (June  & December) in both print and online versions. All publications are open access in full text and free to download.

This journal provides a forum for education researchers to debate internationally relevant issues across all fields of higher education, including:

• Education Theory, Practice and Policy

• Educational Psychology and Leadership

• Educational Science, Technology and Development

• Educational Administration and Evaluation

• Curriculum and Instruction

• Teaching, Training & Learning

• Counselor Education

• Special Education

• Health and Physical Education

The journal accepts article submissions both online and via e-mail (irhe@sciedupress.com).

1. Motives and Barriers to Pursuing Academic Doctorates: Perceptions of Doctor of Physical Therapy Faculty

   There is a growing need for newly trained physical therapists to meet the anticipated expansion of the profession. Still, a shortage of core Doctor of Physical Therapy (DPT) faculty with academic doctorates, a requirement for DPT program accreditation, limits the ability to address the need. To tackle this issue, it is essential to understand the motivations and barriers that influence DPT faculty in pursuing academic doctorates. While research has identified the perceptions of the motives and barriers to pursuing an academic doctorate in other healthcare fields, limited studies have explored these factors specifically for physical therapists.

   This descriptive qualitative study aimed to examine the perceptions of core DPT faculty regarding the motivations and barriers associated with earning an academic doctorate and how it has or will affect their job satisfaction. The study was grounded in the self-determination theory. Data were gathered through virtual semi-structured interviews with 11 core DPT faculty members working in traditional DPT programs across the United States. Thematic analysis of the data revealed three key themes: a ‘passion for academia,’ challenges related to ‘program inflexibility,’ and opportunities created ‘open doors’ by pursuing an academic doctorate.

   Addressing the shortage of DPT faculty with academic doctorates will require fostering an interest in academia among DPT students, developing flexible and affordable academic doctorate programs, and highlighting the professional benefits of obtaining an academic doctorate. These steps can help support the growing demand for physical therapists.

2. Research-Informed Teaching Practice in Continuing Higher Education: Insights From a Swiss University of Applied Sciences

   Continuing higher education helps individuals adapt to evolving professional demands. While aiming to provide practical benefits, it is equally defined by its scientific orientation. Swiss universities of applied sciences, which recently transitioned into higher education institutions, play a key role in this field. However, there is little empirical knowledge about how their teaching integrates research and science. This lack of evidence extends beyond Switzerland, representing a broader international research gap which this article aims to address through a descriptive and exploratory case study approach. In the absence of a validated measurement tool, a survey was developed, drawing on current literature about research-informed teaching. Data were collected from 150 lecturers teaching in continuing higher education at a Swiss business school. The responses were quantitatively analyzed to test three hypotheses. The most common form of establishing a scientific link in teaching is seen as the least laborious one and consists of referencing research results. Despite the short research tradition of universities of applied sciences, over 60 percent of lecturers incorporate multiple forms of research informed teaching in their classes. However, 12 percent establish no link to research and science and lecturers without a PhD are associated with fewer forms, highlighting room for improvement in fulfilling the institutional higher education profile. This article contributes to applied higher education research by providing a first empirical insight into how strong the profile-forming link between research, science, and teaching is in continuing higher education at non-traditional higher education institutions.