A Mixed Methods Study of Resources Available for the Professional Development of Mid-Career Faculty

Abstract

Objective: To determine what resources are available and useful for the professional development of mid-career faculty (MCF) in pharmacy education to foster career advancement.

Methods: A 37-question survey was sent to 7236 members of the American Association of Colleges of Pharmacy, an estimated 4640 of whom represented the target population of associate professors, full professors, and administrators. Semi-structured focus groups involving these 3 groups of faculty were held to provide additional insight.

Results: Of 4640 targeted pharmacy faculty, 825 completed the survey (18% response rate). At least one response was received from 98% of colleges and schools of pharmacy. Over 75% of MCF indicated a goal to advance to full professor, of whom only 55% were very or extremely confident they would be promoted. Clarity in expectations for advancement was identified as the most important factor for advancement; however, only 57% of MCF respondents agreed that their department/division has clearly delineated expectations for promotion. Protected time for research/scholarship was perceived by MCF as another important factor for advancement but was not provided as a resource to 61% of faculty. Thematic analysis of 7 focus groups including 31 faculty revealed 10 themes reinforcing the survey results.

Conclusion: This study identified misalignment between the needs of MCF and the resources available to facilitate development/advancement.

Keywords: Associate professor; Faculty development; Mid-career faculty; Professional development; Promotion.