Introduction Practice placements (fieldwork, internships, practicums) are required of every occupational therapy program. These are often coordinated by a faculty member at the educational institution. High workload demands and challenging responsibilities impact job satisfaction and retention with most practice coordinators staying in the role less than 9 years.
Objectives: This study examines the career pathways of placement coordinators, called Academic Fieldwork Coordinators (AFWC) in the United States, identifying factors influencing retention and attrition to inform strategies for workforce stability.
Methods: A mixed-methods study was conducted through an online survey of 187 AFWC-affiliated faculty from U.S. academic institutions, including Likert-style and open-ended questions. Semi-structured focus groups with 3–10 participants per session followed to gain deeper insights.
Results / Practice Implications: Findings indicate that the AFWC role serves as a primary transition into academia, with 49.8% starting their academic careers in this position. Professional growth, teaching interest, and student mentorship contributed to job satisfaction and retention. However, administrative burdens and role complexity were key factors in attrition. Addressing workload challenges and providing mentorship can enhance retention and workforce development.
Contribution to the Occupational Therapy Profession: Understanding placement coordinators career pathways is essential for workforce sustainability and academic program success. Findings support the WFOT Global Strategy for the Occupational Therapy Workforce Strategic Directions 1, 6, and 7 by contributing to reliable workforce data, use of evidence in workforce planning and policy development, and strengthening developing professional leaders for workforce retention.