Introduction: As novel approaches to post-graduate education emerge and the concepts of professional learning evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualize, launch, and evaluate non-traditional graduate programming.
Purpose: The purpose of this study was to investigate stakeholder’s perspectives of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in physical education.
Method: Six stakeholders involved in conceptualizing and implementing a one-year PETE graduate program representing a mid-sized Midwestern institution of higher education (n=3), a global physical fitness corporation (n=1) and a rural K-12 school district (n=2) participated in individual 60-90-minute semi-structured telephone interviews. Data were audio recorded, transcribed, and member checks completed to ensure trustworthiness. Interview data were first analyzed inductively. Constant comparison and examination for negative cases were employed throughout analysis. Initial themes were discussed among researchers until an agreement about the coding protocol was established and verified. A deductive content analysis of the emergent themes and sub-themes was then conducted using Roger’s (1983) five Attributes of Innovation to guide analysis.
Results: Eleven sub-themes emerged to align with the Roger’s Attributes of Innovation. The Attributes and representative sub-themes include: Relative Advantage (sub-themes: Forward Thinking and Experiential Framework), Compatibility (sub-themes: Build on an Existing Foundation, Counter to the Norm, and Navigating a Growing Chasm), Complexity (sub-themes: Behind the Scenes, Ownership and Infrastructure, and Personal/Professional Sacrifice), Observability (sub-themes: Perceived K-12 Impact and Profile of Institution), and Trialability (sub-theme: Program Evolution).
Conclusion: Findings represent stakeholders’ perceptions of factors that served as facilitators and barriers to the implementation and diffusion of an innovative, collaborative effort to deliver graduate education within a fully-immersed, contextually-based setting. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.
• Empowering practitioners and supporting professional learning , • Innovative perspectives on physical education, physical activity, health and wellbeing a
