But that’s not the same as “here’s how”: a mixed-methods study of motivators and barriers to faculty research and scholarship in a chiropractic educational setting

Objective: The purpose of this study was to explore motivators and barriers to participation in scholarly activity among chiropractic faculty and administrators. Methods: A faculty workgroup undertook a sequential explanatory mixed methods study to assess perceptions of research and scholarship across 3 campuses of a US chiropractic college. Data collection included an anonymous online survey (November 2023 to January 2024), followed by department-level group and individual interviews (May to September 2024). Descriptive data analysis and cross-tabulations were conducted using SPSS. Content analysis of qualitative data identified research participation themes. Results: Among 95 respondents, patterns emerged across academic ranks, with assistant and associate professors reporting specific motivators and barriers more frequently compared with instructors or professors. Primary motivators for research participation included career advancement (75.8%), skill development (58.9%), increased credibility (48.4%), mental stimulation (48.4%), and job satisfaction (41.1%). Research participation barriers were lack of time (82.1%), competing work priorities (67.4%), work-life balance concerns (55.3%), and perceived skill deficiencies (47.9%). Eleven qualitative themes were classified as motivators and barriers. Personal motivators could be enhanced by affirming research cultures, organizational support and resources, mentorship, and a commitment to advancing the profession. Dedicated time to develop research skills and learn creative/scientific processes, plus streamlined institutional ethics reviews were recommended. Conclusion: Faculty and administrators share similar outlooks on primary motivators and barriers to scholarly activity in this chiropractic educational setting.