American Speech-Language-Hearing Association

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Academic Needs Assessment: March, 2003 - Executive Summary

Introduction

This report presents highlights from the 2003 ASHA Academic Needs Assessment. E-mail invitations were sent to all individuals in the ASHA database who reported their primary employment facility as a college or university and who were employed on a full- or part-time basis (N=2,721). A 29% response rate was obtained (801 completed surveys). 

Respondent Demographics

  • 74% of respondents were speech-language pathologists, 18% were audiologists, and 10% identified themselves as speech-language and hearing scientists. These percentages are comparable to the target population.
  • Tenure track faculty comprised 44% of respondents, with the remainder being clinical faculty (18%), administrator/chairperson (15%), and non-tenure track faculty (11%).
  • Almost half (44%) of the respondents were in the 46 to 55 age group, 23% between ages of 36 and 45, 22% over age 55, and 11% under age 36.

Summary of Results

  • The most important issues challenges identified by academics in communication sciences and disorders were: lack of funding/resources (41%); attracting/recruiting quality students (34%); overworked/no time for research (31%); attracting/recruiting quality faculty (28%), and; field too broad/difficult to teach (25%).
  • The three most serious problems faced by academic members were: recruitment of PhD students; difficulty recruiting faculty, and; and external funding accessibility.
  • The most important ASHA programs and services currently provided to academics include: publishing peer reviewed journals (89%); sponsoring conferences, conventions, and institutes (85%); promoting research and academic careers (84%), and; providing funding information (84%).
  • Respondents were asked to rate the value of activities or services that ASHA is considering offering or enhancing in the future. The highest rated (i.e., percent rated as "very valuable") potential activities and services included: educational resources to support or enhance academic and clinical coursework (e.g., PowerPoint presentations, electronic curricula, pedagogical tips for traditional and on-line learning) (54%); the development of new models of education across the continuum (e.g., bachelor to PhD programs) (52%), and; an electronic newsletter to communicate ASHA activities related to academics (50%).
  • The three ASHA publications read most regularly by respondents were: The ASHA Leader (86%); Special Interest Division Newsletter(s) (48%), and; the Journal of Speech-Language-Hearing Research (45%).

For more information about this project, please contact ASHA's Academic Affairs Unit at academicaffairs@asha.org.

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