Dissertation Proposal Announcement Ed.D. Program: Jonathan Langowski “Restoring the Dental Faculty Cavity: Exploring the Hidden Stories Behind Who Stays, Who Leaves, & Why”

In the United States, over 600 unfilled dental faculty positions pose a significant threat to dental schools’ accreditation and the broader public’s oral health. Guided by self-determination theory and social cognitive career theory, this transcendental phenomenological study will explore the lived experiences of dental educators to understand the motivators and barriers influencing their decisions to enter, remain in, or exit academic roles. Specifically, it will examine how institutional policies and diversity, equity, and inclusion (DEI) initiatives shape these career trajectories. Prior national literature indicates that intrinsic motivators, such as intellectual stimulation, professional legacy, and student mentorship, will be critical in sustaining faculty commitment, especially when coupled with supportive onboarding, flexible workloads, and robust mentorship. Conversely, deterrents are expected to include salary disparities, academic vs. private practice, escalating workloads, unclear promotion pathways, and perceived inequities. Additionally, genuine, well-funded DEI initiatives, for instance, targeted loan repayment programs and leadership development opportunities, are expected to foster a sense of belonging and strengthen retention, whereas superficial efforts may heighten intentions to depart. In this study, In this study, I will closely investigate the nuanced factors particular to Northeast University.

Eight to twelve full-time dental faculty members from a Northeast research-intensive dental school, representing a variety of ranks, disciplines, and identities, will participate in the study. Data collection will involve a demographic intake questionnaire followed by individual 60-minute semi-structured interviews conducted via Zoom. Transcripts will be analyzed using NVivo software, employing the Stevick–Colaizzi–Keen method, including horizontalization, clustering, imaginative variation, and synthesis into structural and textural descriptions. Trustworthiness will be bolstered through epoché, member checking, peer debriefing, audit trails, and reflexive journaling. Insights from this study will inform institutional policies aimed at strengthening the dental faculty pipeline, ultimately enhancing accreditation compliance, educational quality, and equitable oral health access.