A Case Study of Multi-Institutional Leadership Circles to Support Faculty Leadership Development.

community faculty leadership leadership development

Journal

American journal of pharmaceutical education
ISSN: 1553-6467
Titre abrégé: Am J Pharm Educ
Pays: United States
ID NLM: 0372650

Informations de publication

Date de publication:
18 Sep 2024
Historique:
received: 01 07 2024
revised: 04 09 2024
accepted: 15 09 2024
medline: 21 9 2024
pubmed: 21 9 2024
entrez: 20 9 2024
Statut: aheadofprint

Résumé

To explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges. LC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the AACP Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including two focus groups with six LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes. Six LCs totaling 37 members from 33 institutions met during the 2022-2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice, and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environment, relationship and affect outcomes were identified. LCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.

Identifiants

pubmed: 39304010
pii: S0002-9459(24)11009-1
doi: 10.1016/j.ajpe.2024.101290
pii:
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

101290

Informations de copyright

Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.

Déclaration de conflit d'intérêts

Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Auteurs

Kristin K Janke (KK)

University of Minnesota College of Pharmacy. Electronic address: janke006@umn.edu.

Kathryn J Smith (KJ)

University of Iowa College of Pharmacy. Electronic address: kathryn-j-smith@uiowa.edu.

Michael H Nelson (MH)

Drake University College of Pharmacy & Health Sciences. Electronic address: michael.nelson@drake.edu.

Federico Facciolo (F)

University of Minnesota College of Pharmacy. Electronic address: facci010@umn.edu.

Jungeun Lee (J)

University of Minnesota College of Pharmacy. Electronic address: lee03214@umn.edu.

Kem P Krueger (KP)

University of Wyoming School of Pharmacy. Electronic address: kkruege1@uwyo.edu.

Whitney D Maxwell (WD)

University of South Carolina College of Pharmacy. Electronic address: maxwell@cop.sc.edu.

Jennifer D Robinson (JD)

Washington State University College of Pharmacy and Pharmaceutical Science. Electronic address: jenirobinson@wsu.edu.

Classifications MeSH