Career Transitions

The issue of transitioning from work in theological libraries to public university libraries is explored using the method of autoethnography. Key differences between public, private, and for-profit schools are highlighted and linked to how each type is driven variously by a mission, mandate, or method. Since the ease by which job seekers may adjust when moving between each type may be affected by factors beyond personal preferences for benefits, this paper surveys literature related to fit and retention in the academy; religious privilege; religion and legal doctrine; and faith in the context of secular employment. Finally, the terms theological librarian, religious librarian, and religion librarian are defined relative to the different roles librarians undertake in private versus public institutions. A rubric for evaluating a move to a new employment setting is included as an appendix.

The Athletic Identity of Collegiate Athletic Trainers: A Descriptive Study

Context: Empirical and anecdotal evidence suggest that many athletic trainers were former athletes and select the profession due to its affiliation with sport. Qualitative research has indicated that collegiate athletic trainers may have a strong athletic identity, but the concept of athletic identity has not been quantified in this population. Objective: To quantitatively asses the athletic identity of collegiate athletic trainers and determine if group differences exist. Design: Cross-sectional observational study. Setting: Collegiate clinical setting. Patients and Other Participants: A total of 257 (n = 93 (37%) males, n = 162 (63%) females) athletic trainers employed in the collegiate setting were included in data analysis. Main Outcome Measure(s): Data were collected via a web-based survey platform which was designed to measure athletic identity. Demographic information was analyzed for frequency and distribution. Mann-Whitney U tests and Kruskal-Wallis tests were calculated to determine if group differences existed. Results: The large majority of participants (90%) self-identified as having participated in organized sport yet scored moderately on the athletic identity measurement scale (22.9 ± 7.9). There were no sex differences in overall athletic identity (p = .446), but females did have higher levels of negative affectivity (p = .045) than males. Testing also revealed group differences based on current employment setting for social identity (p = .020), with NCAA Division I scores less than Division II, III, and NAIA. NCAA Division III exclusivity (p = .030) was lower than NCAA Division II and NAIA. Conclusions: It appears that components of athletic identity vary based on the employment setting of collegiate athletic trainers and may have a relationship to the number of hours worked in the summer. The moderate athletic identity scores of collegiate athletic trainers are comparable to former athletes who selected career paths outside of sport. This may indicate adaptive career decision processes.

The Quantitative Examination of the Relationship Between Job Satisfaction and Organization Fit in Athletic Trainers

ABSTRACT Context: Athletic trainers' (ATs) job satisfaction has been extensively researched, yet little is known about how satisfaction relates to organizational culture. Objective: To examine ATs' level of job satisfaction and organizational fit perceptions within their employment setting. Design: Cross-sectional study. Setting: Web-based questionnaire. Patients or Other Participants: 5,704 ATs (full-time employment, nonacademic appointment) were contacted via email; 841 participants began our survey (access rate = 14.7%), and 285 completed the survey (5.0% response rate; 33.9% completion rate; men = 107 (37.5%), women = 178 (62.5%); age = 34.8±9.9 years; employment setting = 34.7% NCAA D1 (n=99), 18.9% NCAA DII (n=54), 29.5% NCAA DIII (n=84), and 16.9% other. Main Outcome Measure(s): Participants responded to an online survey consisting of demographic questions, a 36-item Likert scale Job Satisfaction Survey (JSS), and the Cable and Judge revision of O'Reilly, Chatman, and Caldwell's 40-item ranking organizational cultures profile (OCP) survey. Multiple linear regression models for total or subscale job satisfaction were used to analyze the data. All models adjusted for the same demographic measures and the independent variables of interest were created from the organizational culture survey responses. Results: Coworkers (min=9, max=24, rho=0.79), communications (min=9, max=24, rho=0.78), and work itself (min=4, max=24, rho=0.71) were the most correlated with the total job satisfaction score (min=96, max=175). 54% of respondents selected adaptability, stability, and taking individual responsibility as one of their two most characteristic attributes in the organizational culture profile. 83% of respondents indicated being aggressive, high pay for good performance, and being distinctive/different from others as their two least characteristic traits. Conclusions: ATs' job satisfaction was impacted most by organizational factors, such as coworkers and communication, as well as individual attributes like adaptability, stability, and taking personal responsibility.

The Influence of Education and Environment on Patient-Reported Outcome Use in Athletic Training Clinical Practice

Context There have been multiple education reforms aimed at incorporating patient-reported outcome measures (PROMs) into routine clinical care. However, many factors can impact PROM use, including employment setting/policies or access to literature. Objective To explore the influence of educational background and employment setting/policies on athletic trainer (AT) attitudes and practices related to PROM use in the secondary and collegiate settings. Design Cross-sectional survey. Setting Secondary schools; National Collegiate Athletic Association Division I, II, and III; National Association of Intercollegiate Athletics; and junior colleges. Patients or Other Participants Five hundred and seven ATs working in secondary and collegiate settings. Data Collection and Analysis An established scale evaluating attitudes toward PROMs was distributed to a purposeful sample of 4000 ATs. Also included were questions concerning use of PROMs, employer policies related to PROMs, access to non–National Athletic Trainers' Association (NATA) journals, and educational background. Scores on each scale were compared based on educational background, employment setting/policies, and access to non-NATA scientific journals using Kruskal-Wallis tests with a Bonferroni correction. Frequency of PROM use was evaluated using chi-square tests (α = .05). Results PROMs were viewed positively across all participants, with more positive attitudes toward PROMs observed among those with clinical doctorates (P = .029) compared to those with master's or bachelor's degrees and by those with an athletic training-–related postprofessional master's degree (P = .030) compared to a non–athletic training master's degree. There were no differences in attitudes based on timing of professional degree completion. There were no differences in the usage of PROMs based on educational background or employment setting, with only 10% of respondents reporting routine PROM use. However, access to non-NATA scientific journals (P = .016) and employer policies related to the use of PROMs were associated with increased use of PROMs (P < .001). Conclusion Educational reforms have enhanced the attitudes of practicing ATs toward PROMs; however, environmental facilitators, such as expanded access to scientific literature and policies regarding the use of PROMs, are necessary to increase the use of PROMs.