4 TPC Digest 5 TPC Digest Gregory T. Hatchett Trajectory of Journal Article Publications for Counselor Educators at Comprehensive Universities | TPC Digest Read full article and references: Hatchett, G. T. (2022). Trajectory of journal article publications for counselor educators at comprehensive universities. The Professional Counselor, 12(2), 138–148. doi: 10.15241/gth.12.2.138 All graduates of doctoral programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) are required to attain multiple research competencies that will equip them to make long-term contributions to the knowledge base of professional counseling. Yet, most graduates of these programs do not become faculty members in counselor education programs, let alone faculty at universities at which high levels of scholarly productivity are required for successful tenure and promotion decisions. The graduates of counselor education programs who do become faculty members are more likely to be employed at comprehensive universities—institutions at which faculty have high teaching loads and low expectations for scholarly productivity—than at universities denoted by the Carnegie Classification System as either R1 (Very high research activity) or R2 (High research activity). In recent years, there has been increased research on the extent to which counselor educators at comprehensive universities engage in scholarly activity and how their level of scholarly activity compares to counselor educators at more research-intensive universities. However, researchers had not yet examined how the scholarly productivity of counselor educators at comprehensive universities is sustained over time. In response to this deficiency, this study examined the journal article publication counts of counselor educators at comprehensive universities over the first 20 years since completing their terminal degrees. A second objective of this study was to evaluate how well these journal article publication counts could be predicted from inferred binary gender, academic rank, and terminal degree date. At the end of the first 20 years since receiving their terminal degrees, these counselor educators had accrued a median of just three journal article publications. One-fourth of the sample did not have any journal article publications indexed in any of three electronic databases. Publication counts were higher for male counselor educators, full professors, and those with more recent terminal degree dates. Longitudinal analyses indicated trends for both inferred binary gender and academic rank, and for the entire sample, a relative decline in publications across time. For the most part, the counselor educators at comprehensive universities in this sample accrued a negligible number of journal article publications across the first 20 years of their careers. Thus, it seems that many of these counselor educators are not fully utilizing the research competencies developed as part of their graduate school training. This finding—combined with the large number of doctoral program graduates who do not become counselor educators—raises questions about the nature and purpose of doctoral-level training in counselor education. The extensive research training required in doctoral programs accredited by CACREP may be suited to the small percentage of doctoral program graduates who attain faculty positions at research-intensive universities. Because of this, counselor educators should reexamine the extent to which the curriculum required in their doctoral programs matches the career outcomes of their graduates Gregory T. Hatchett, PhD, NCC, LPCC-S, is a professor at Northern Kentucky University. Correspondence may be addressed to Gregory T. Hatchett, MEP 211, Highland Heights, KY 41099, hatchettg@nku.edu. 5 | TPC Digest
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