Critical factor ratings
Opportunities for advancement
[To what degree does your work allow for advancement?]
To a relatively high degree, academicians enjoy opportunity for advancement in their practice
situations. Universities and hospitals are large organizations with constantly changing and widely
varying personnel needs, leading to openings and promotion opportunities both within the pharmacy areas
and beyond. There is a hierarchy within academia that includes the following positions: lecturers,
clinical instructors, postdoctoral fellows, assistant professors, associate professors, full professors,
assistant deans, associate deans, and deans. In addition, newer positions appoint directors of specific
business/academic units within an institution, such as director of alumni relations. In addition, some
move up through the university ranks to university administration positions as well.
Respondents leaned toward opportunities for advancement with a 7.95 rating of the critical factor. One
faculty member from Illinois indicated that “Advancement was great in academia and clinical practice—I
was able to guide my career based on my interests.” Another from Wyoming added, “Promotion and tenure as
well as academic administrative roles are available. We have several faculty who have also gone into
university administration.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little advancement opportunities
10 = Great opportunities for advancement
Leadership development/professional involvement
[To what extent does your work allow for the development of leadership skills and
professional involvement in the pharmacy profession?]
The 8.69 response indicates that academic pharmacists have ample opportunities to develop their
leadership potential. This is the highest rated critical factor for this group. Such opportunities could
be within the college of pharmacy itself, within the greater university setting, nationally within the
specialty field (e.g., infectious disease), or within professional associations (e.g., APhA, ASHP,
etc.).
One faculty member from North Carolina put it this way: “In academia, there are a myriad of
opportunities to develop leadership skills (committee/task force leadership; course coordination; vice
chair/chair of department; moving into administrative roles). Academicians have many opportunities to be
involved in the profession through professional organizations they belong to (also more leadership
opportunities here), involvement in advocacy, etc. at the local, regional, national and international
levels.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little development of leadership skills and professional involvement
10 = Great opportunities for leadership development and professional
involvement
Community impact
[How much impact is your work in terms of serving the community?]
Generally, as employees of a university, faculty are perceived as prestigious members of the community.
Over many years of a national public opinion poll, pharmacists in general have been highly respected by
the public; therefore it is not surprising that pharmacists employed by a prestigious institution, such
as a college or university, would be even more highly respected. Indeed, universities are often looked
to for role models.
A respondent from New Jersey indicated that they “Work for the institution I am at because of the focus
on and ability to do community service.”
Another respondent from Massachusetts stated, “Public service is an integral part of the promotion and
tenure decision making. This can be in the community and/or in professional organizations.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little impact
10 = High level of impact
Autonomy
[To what extent does your work allow for autonomy in decision making?]
A high ranking of 8.07 indicates that faculty members are trusted professionals with a high level of
independence and decision making. The underpinning of this autonomy, however, is a high sense of
responsibility, self-discipline, and initiative. As noted earlier, several respondents listed autonomy
as the most appealing aspects of their practice.
A faculty member from Mississippi summed this up well: “As a professor with tenure you have tremendous
autonomy. It can be applied in your speaking, writing and teaching.” Another supported this view when
stating: “I have autonomy on probably 90% of my work tasks. The only things I do not control are the
classes I teach and when they are scheduled.”
0
1
2
3
4
5
6
7
8
9
10
0 = Very little low autonomy
10 = High level of autonomy
Focus
[To what extent does your work allow you to be focused on the future versus a focus only on
immediate tasks?]
Not surprisingly, academicians are focused on the future of the profession and health care. Activities
such as teaching and research are concerned with advancing knowledge and understanding the latest
scientific information; and teachers learn themselves from the piercing questions of students. The group
rated focus at 6.98.
A faculty member in Michigan stated, “We have to always be looking ahead at practice trends to ensure we
stay relevant and adaptive when it comes to our curriculum and what/how we teach our students.”
Another comment from a faculty member in Nebraska: “As a faculty member, you always need to be forward
looking. Part of our role is also providing knowledge to the profession through research. This is a
great way to be forward thinking.”
0
1
2
3
4
5
6
7
8
9
10
0 = Immediate tasks only
10 = Tasks focused on the future
Prestige
[To what extent does your work provide professional prestige?]
This area receives a high rating (7.98) among respondents, indicating a high level of prestigious
exposure within the pharmacy profession. Former students, as well as other pharmacists, hold faculty in
high esteem.
A South Dakota respondent indicated: “Academia by its very nature does have a degree of prestige as
viewed by many stakeholders. This can be both a positive & negative.”
0
1
2
3
4
5
6
7
8
9
10
0 = Provides low prestige
10 = Provides high prestige
Creating value/positive outcomes
[To what extent does your work allow for personal fulfillment through the creation of value
and positive outcomes?]
Respondents rated this factor at 8.17—the upper-range of scores. Most stated that they create value in
different ways based on their background.
A faculty member from Wyoming stated, “It takes a while to realize the personal fulfillment that comes
from work, but I have evolved to understand the value of my work in academia and the importance of the
teaching that I perform.”
A respondent from Minnesota stated, “Nothing gives me greater pleasure than running into former students
and learning about all of the great things they are doing for patients, the profession and the wider
community in their careers.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little extent
10 = High extent
Patient relationships
[To what degree do you have ongoing or long-term relationships with
patients?]
Interaction with patients and the public was identified in the lower range, at 3.45 as this profile
includes many that do not have any patient contact. There is significant variance because some
respondents probably are faculty dealing with student pharmacists while others are more research
oriented and less likely to have such encounters.
0
1
2
3
4
5
6
7
8
9
10
0 = No ongoing/ long-term relationships
10 = All are long-term relationships
Coworker/client relationships
[To what degree do you have ongoing or long-term relationships with coworkers or
clients?]
Academic pharmacists responded with an upper-range 8.25 ranking, making this the second highest rated
critical factor. They tend to interact with coworkers on a regular basis through committee work and
group teaching. However, time in the clinic and research may be done alone or with a colleague.
A faculty member from Iowa summed this up for many by stating: “Long-term relationships with coworkers
help support ongoing progress in scholarship and teaching. Such relationships allow us to share ups and
downs and can lead to lots of learning. We couldn't do this work without healthy ongoing relationships
with colleagues.”
0
1
2
3
4
5
6
7
8
9
10
0 = No ongoing/ long-term relationships
10 = All are long-term relationships
Writing/conducting research
[How often do you engage in writing and/or conducting research?]
Respondents were in the mid-range regarding writing at 5.34. Some respondents focused on the preparation
of publications while others focused on specific project reports that were required for their position.
In addition, many indicated that conducting research is an area they would like more time to complete.
A Missouri academician stated: “academic has numerous opportunities (and expectations for) research and
scholarly activity; one should like the creativity there and be inherently curious in order to enjoy an
academic role.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Generating new ideas
[To what degree does your work involve generating new ideas?]
A relatively high rating of 7.17 in this area suggests that academic pharmacists encounter a somewhat
higher need for innovative solutions and thinking about pharmacy issues, leading to new ideas in
pharmacy practice, as well as in the academic setting.
A respondent from Missouri indicated that “creativity and innovative thinking are cornerstones in
academia.” Another from Wyoming added, “I am expected to think of creative solutions to problems on a
regular basis.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little innovative thinking
10 = High degree of innovative thinking
Supervision/management
[To what extent do you spend your time organizing, managing, or supervising others and/or
business operations?]
Many of the respondents indicated that they spend some time managing / supervising others – a 5.10
rating. A few who are in administrative roles rated this factor higher. Those in management roles,
deans, and department heads are at the higher end of the range while others have a lesser level of such
duties.
One respondent from Illinois indicated: “All the time. I have served as department chair managing
faculty and now as associate dean I manage the student body and curriculum.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Patient interaction
[How much time do you spend interacting with patients?]
Similar to the factor discussed earlier on patient relationships, this factor differs based on the role
of the faculty member and if they are involved in direct patient care. In aggregate for all faculty,
most indicate that they do not spend time interacting with patients.
This is rated the lowest factor in the group—that is not a negative—just that the group leaned toward
“None of my time.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Public interaction
[How much time do you spend interacting with the public?]
Public interaction rated slightly higher than patient interactions. This may be related to the
opportunities that faculty must present information outside of the pharmacy profession and being sought
for their expertise. Not surprisingly, this is the second lowest scoring for a factor which based on the
profile makes a great amount of sense.
A respondent from Illinois indicated that “we work with community (public) partners, so we are active in
the public domain.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Collaboration
[How often do you work or collaborate with other health professionals or educate other
professionals in your work?]
Collaboration with other professionals ranked mid-range with a 6.35 rating, indicating that academic
pharmacists collaborate with nonpharmacist professionals. Again, this could be in conjunction with a
clinic-based practice or with a research activity, in either case, with health care professionals or
with research-based academicians.
One Wisconsin based academic indicated that they “Have a very collaborative practice within pharmacy and
with nursing.” Another respondent from West Virginia stated, “I frequently collaborate with other health
care professionals as our health sciences center houses medicine, pharmacy, nursing, dentistry and
public health. Whether it’s through committee work, various classes or research projects or other areas,
I am frequently working with others outside of pharmacy.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Family/leisure time
[How much free time do you have for leisure and family activities in your work?]
Respondents reported varying experiences regarding leisure and family activities. Some said they have
adequate time for these activities, while others claimed to have very little. Some commented on the
somewhat difficulty of finding work-life balance—a rating of 5.78.
A faculty member from Iowa stated, “I've had to be intentional about setting boundaries between work and
home (e.g. take work email off my phone), but it's very possible to have good balance as a faculty
member.” Another from Rhode Island stated, “Always something to do in academia! It really requires
dedication and time management.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little free time
10 = Plenty of time for family and leisure activities
Impact on well-being
[To what degree do you impact the well-being of individuals?]
Many schools have established programs for well-being of students, faculty, and staff to help address
any concerns or needs that arise throughout the year. This group rated the factor 6.85.
A respondent from Arizona stated, “Well-being of early career professionals and students (is important).
Can serve as a role model of how to learn to set boundaries or to integrate a complement of competing
priorities, etc.” Another faculty member from Illinois provided the following: “I incorporate
mindfulness and self-awareness into my curriculum.”
0
1
2
3
4
5
6
7
8
9
10
0 = Low degree
10 = High degree
Problem solving
[To what degree do you solve problems with tried-and-true alternatives versus untested
alternatives in your work?]
The response on this question with a mid-range 5.29 rating indicates the need for the academic
pharmacist to balance the need to seek out new solutions for new problems versus being able to rely on
previously useful solutions.
A respondent from Texas stated, “I address issues daily, the solutions vary, some are tried and true,
others are untested. Flexibility is key as not everything can be neatly addressed.” A Minnesota
respondent indicated that they “Strive to balance the experience I have gained over 34 years of teaching
with listening to students' and colleagues' ideas about a different way to approach a challenge.”
0
1
2
3
4
5
6
7
8
9
10
0 = Tried and true
10 = Untested alternatives
Expertise
[How general or specialized is the expertise required in your work?]
This differs significantly based on the role of the academician as noted by the mid-range rating of
6.65.
A Tennessee respondent who is in administration stated, “A thorough understanding of academic policies,
standards, curriculum development, recruitment of students/faculty/staff, outcomes assessment, and more
are required.” A colleague in Pennsylvania indicated that “Both teaching and academic affairs require a
great deal of experience.”
0
1
2
3
4
5
6
7
8
9
10
0 = Generalized
10 = Specialized
Repetition
[To what degree is your work composed of activities and tasks that are highly repetitive
versus highly variable?]
What is interesting is how some people prefer repetition where others prefer variety. No matter where
you work in pharmacy, there is some kind of repetition; the way you look at this is how it may be
positive or negative for the individual. This group rated repetition at 6.12.
A respondent from Maryland summed this critical factor up well by stating, “Every day of my job is
different, and I enjoy that variability of work. This position is good for those who enjoy autonomy and
variability in their day-to-day responsibilities. There will be activities that are scheduled like
courses you teach or manage, or committee meetings you might have but those can vary from week to week
as well.”
A Georgian faculty member thinks about this a little differently: “Every day is a different, but the
skills are transferable.”
0
1
2
3
4
5
6
7
8
9
10
0 = Highly repetitive
10 = Highly variable
Applying scientific knowledge
[How much of your time is spent applying scientific knowledge in your
work?]
Not surprisingly, academicians rely on the application of scientific knowledge in their practice
activities whether in teaching, research, or providing expertise for patient care, a 5.81 rating.
An academician in Georgia provides a good response to the balance needed in scientific and clinical
knowledge application: “Based on what you focus on during the day: research = more scientific,
teaching/patient care = more clinical.”
0
1
2
3
4
5
6
7
8
9
10
0 = No application
10 = High level of application all the time
Applying clinical knowledge
[How much of your time is spent applying clinical knowledge in your
work?]
Relative to the application of scientific knowledge, academics apply slightly more clinical knowledge in
their practice, with a rating of 6.32. This is likely related to the collaborations they have with
physicians, multiple health care student groups, and other health care professionals in the academic
setting.
A faculty member in Ohio ties this and the previous critical factor together: “In the majority of my
work, you must know the scientific background to be able to apply the clinical knowledge (MOA, kinetics,
etc.).”
0
1
2
3
4
5
6
7
8
9
10
0 = No application
10 = High level of application all the time
Parental leave
[To what extent does your work setting offer parental leave opportunities?]
Parental leave opportunities ranked in the mid-range at 6.34 in the areas of work-related options. Most
institutions provide the opportunity for parental leave.
0
1
2
3
4
5
6
7
8
9
10
0 = Limited opportunities
10 = Unlimited opportunities
Compensation
[To what degree do you feel compensated for your responsibilities in your work?]
Respondents fell slightly above the mid-range, 6.18, because of being well versus not being compensated
well for their professional services. It is not uncommon, however, for faculty members to be expected,
even encouraged, to seek additional outside sources of income (e.g., through consulting projects) that
would supplement their faculty salary.
A respondent from Virginia stated, “I feel fairly compensated—however, you have to know you don't take
this (position) for the money!” Another from Wisconsin added, “Academia typically doesn't make as much
as the private sector, but honestly it's not bad, especially given the other benefits like flexible
time, professional development funds, etc.”
0
1
2
3
4
5
6
7
8
9
10
0 = Not well compensated
10 = Well compensated
Benefit package
[How comprehensive is the employee benefit package offered in your work setting?]
This ranking moves toward the upper mid-range of the scale, 7.34, indicating a higher level of benefits
in the form of vacation time, health insurance, and retirement packages. This is not surprising because
faculty members are typically employees of large institutions, which normally offer such benefits to all
their employees.
A faculty member from Tennessee stated, “Employee benefits at my employer are substantial. I have an
extensive personal/sick/holiday leave, great 401k matching opportunity, diverse subsidized insurance
options, employee assistance, discounts for entertainment, corporate rates for car rentals, etc. These
benefits are very important to me and are the main reason why I sought a position in academia.” Another
faculty member from West Virgina summed up what many others indicated: “Overall, I think our benefits
are good, but our health insurance premiums and deductibles have been steadily increasing over the past
several years.”
0
1
2
3
4
5
6
7
8
9
10
0 = Not comprehensive
10 = Very Comprehensive
Advice for students
Respondents were asked to provide their thoughts on what advice they would like to provide to students.
Of interest is that the following information was mentioned most often in the open-ended responses:
- Teaching 27%
- Keeping an open mind 26%
- Residency 22%
The following quotes provide a range of thoughts by respondents to the question of what advice would
you like to give to students:
- “Ask your faculty (more than one) about their career path to academia.”
- “My advice for students is to take advantage of opportunities that are presented to you especially
if they take you out of your comfort zone a little. This is where the growing occurs. In looking to
be an academic pharmacist, I would recommend interviewing several faculty members while in school
and potentially participating in some research with a faculty member.”
- “Ask questions. You don't have to know everything at all times. It is ok to say, ‘I don't know’ and
then find the answer.”
- “Stay focused in school. Broad knowledge will be beneficial. However, engage in other professional
activities as well. Shape yourself into a well-rounded individual who can work with others and help
them see the best in themselves.”
- “Keep an open mind. You may find that an area of practice you hadn't considered is a perfect fit.”
- “Being an educator requires the ability to focus and work independently on whatever area of
specialty practice you choose.”
- “It's very hard work but very rewarding.”
- “Understand who you are and what makes you feel fulfilled. Academia is challenging but also can be
very fulfilling. Explore all of your options.”
- “Talk with a faculty member and see if you can balance the autonomy and self-directed nature of the
work.”
In addition, respondents were asked to provide information on what they see the future of practice will
be like. The following three areas were mentioned the most in this open-ended question.
- Growth/expand role/expansion 39%
- Change 27%
- Challenging 12%
The following quotes provide a range of thoughts by respondents to the question of what advice would
you
like to give to students about the future of academics:
-
“Expansion of pharmacy services and prescriptive authorities, with novel revenue-generating
opportunities.”
-
“I see much more pharmacist–provider collaborative practice agreements, I see pharmacists being able
to bill for their time, however I do see the dire need for policy reform for PBMs to reduce
community pharmacy closures.”
- “Developing (more) pharmacists' roles in public and global health.”
- “I'm concerned about what academia will look like as birth rates decline, and college becomes less
appealing and funding and intellectual freedom get slashed by the current administration; I am
hopeful however that pharmacy schools will bounce back now that there is an upswing in the hiring
market.”
- “Innovations in teaching health care students.”
- “Transitioning to more remote teaching; smaller class sizes; more interactive learning.”
Professional organizations
Academy of Managed Care Pharmacy (AMCP)
675 North Washington Street, Suite 220, Alexandria, VA 22314
(703) 684-2600 | www.amcp.org
Accreditation Council for Pharmacy Education (ACPE)
190 South LaSalle Street, Suite 3000, Chicago, IL 60603-3446
(312) 664-3575 | www.acpe-accredit.org
American Association of Colleges of Pharmacy (AACP)
1400 Crystal Drive, Suite 300, Arlington, VA 22202
(703) 739-2330 | www.aacp.org
American Association of Pharmaceutical Scientists (AAPS)
Avedisian Hall, 7 Greenhouse Road, Kingston, RI 02881
(703) 556-0650 | www.aaps.org
American Association of Psychiatric Pharmacists (AAPP)
8055 O Street, Suite S113, Lincoln, NE 68510
(402) 476-1677 | www.aapp.org
American College of Apothecaries (ACA)
2830 Summer Oaks Drive, Bartlett, TN 38134
(901) 383-8119 | www.acainfo.org
American College of Clinical Pharmacy (ACCP)
13000 West 87th Street Parkway, Lenexa, KS 66215-4530
(913) 492-3311 | www.accp.com
American Foundation for Pharmaceutical Education (AFPE)
11325 Random Hills Road, Suite 360A-105, Fairfax, VA 22030
(571) 404-0471 | www.afpenet.org
American Pharmacists Association (APhA)
2215 Constitution Avenue, NW, Washington, DC 20037
(202) 628-4410 | www.pharmacist.com
American Society of Consultant Pharmacists (ASCP)
1240 North Pitt Street, Suite 300, Alexandria, VA 22314
(703) 739-1300 | www.ascp.com
American Society of Health-System Pharmacists (ASHP)
4500 East-West Highway, Suite 900, Bethesda, MD 20814
(866) 279-0681 | www.ashp.org
Board of Pharmacy Specialties (BPS)
2215 Constitution Avenue, NW, Washington, DC 20037
(202) 946-5026 | www.bpsweb.org
Hematology/Oncology Pharmacy Association (HOPA)
555 East Wells Street, Suite 1100, Milwaukee, WI 53202
(877) 467-2791 | www.hoparx.org
National Alliance of State Pharmacy Associations (NASPA)
2530 Professional Road, North Chesterfield, VA 23235
(804) 285-4431 | www.naspa.us
National Association of Boards of Pharmacy (NABP)
1600 Feehanville Drive, Mount Prospect, IL 60056
(847) 391-4406 | www.nabp.pharmacy
National Association of Chain Drug Stores (NACDS)
1776 Wilson Blvd, Suite 200, Arlington, VA 22209
(703) 549-3001 | www.nacds.org
National Association of Specialty Pharmacy (NASP)
300 New Jersey Ave, NW, #900, Washington, DC 20001
(703) 842.0122 | www.naspnet.org
National Community Pharmacists Association (NCPA)
100 Daingerfield Road, Alexandria, VA 22314
(703) 683-8200 | www.ncpa.org
National Pharmaceutical Association (NPhA)
10810 North Tatum Boulevard, Suite 102-965, Phoenix, AZ 85028
(480) 405-9291 | www.nationalpharmaceuticalassociation.org
Pharmaceutical Research and Manufacturers of America (PhRMA)
670 Maine Avenue, SW, Suite 1000, Washington, DC 20024
(202) 835-3400 | www.phrma.org