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Academia

Academic careers enable pharmacists to teach, mentor, and conduct research while shaping the future of health care. Opportunities include clinical practice, pharmaceutical sciences, and social and administrative sciences, with roles in both classroom and leadership positions. These paths allow pharmacists to influence student pharmacists, expand knowledge, and serve their communities.

Meet the Pharmacist

Mrs. Catherine Avery
Chief of Clinical Pharmacist, Seattle Pharmacy Group

Mrs. Avery is a board-certified clinical pharmacist with over 28 years of experience in managing complex medication therapies. She is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Mr. John Doe, PharmaD
Lead Clinical Pharmacist, Wellness Pharmacy Group

Dr. Chen is a board-certified clinical pharmacist with over 12 years of experience in managing complex medication therapies. He is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Table of Contents

  • Background
  • Characteristics
  • Insider’s Perspective
  • Most Appealing Aspects
  • Least Appealing Aspects
  • Advice
  • Critical Factors Ratings
  • Critical Factors
  • References / Resources
  • Professional Organizations

Background

Academia is an attractive option for pharmacists who enjoy working with students while engaging in all aspects of pharmacy practice. With the increase in the diversity of academic positions, it can no longer be said that an academician’s career is confined to the laboratory or classroom. Academics work in a variety of areas including clinical practice; economic, social, and administrative sciences; pharmaceutical sciences; and more. This profile provides aggregate data for all respondents who work in academia. Additional profiles are available specific to clinical and social/behavioral/pharmacy administration roles.

Depending on their role, academicians have both a direct and an indirect impact on patient care. The “academia” category may be loosely defined as belonging to a university faculty, usually that of a college or school of pharmacy. However, academic pharmacists may also hold positions in medical, nursing, veterinary, and other health care–related educational institutions. Positions may range from the dean of a college of pharmacy to a teaching pharmacy position at an off-campus site, to a classroom setting, or online courses. Some academicians move up the university ladder to reach provost and president of the university.

Duties of an academic pharmacist may include administrative activities, scientific research, interacting with professional student pharmacists, supervising research, teaching graduate students, speaking and/or publishing in scientific venues, student advising, and teaching student pharmacists through core and experiential practice courses. They may also interact with health professionals depending on their role. Some leverage teaching continuing education programs to reach pharmacists in their environments who are interested in additional information.

As of December 2023, there are 141 U.S. based colleges and schools of pharmacy that are accredited (full or candidate status) to provide professional degree programs. Of the American Association of Colleges of Pharmacy (AACP) member colleges and schools of pharmacy, 72 colleges and schools are in private institutions and 70 are in publicly supported universities. The Accreditation Council for Pharmacy Education (ACPE) accredits programs.

Characteristics

Three hundred twenty-five respondents to the 2024–2025 APhA Career Pathways Program survey identified themselves as practicing in academia.

Seventy-three percent of the respondents had a PharmD degree, with 78% of them being earned as an entry-level degree. This is a change from the 2018 survey results where most of the respondents had earned their PharmD post BS. An additional 15% completed a fellowship. Six percent reported an advanced degree (MA, MS, MBA, MPH, PhD).

AACP income data indicates that calendar year pharmacy faculty salary ranges from $104,000 for an instructor level to over $300,000 at the deans level based on 2023 data. Salary can be based on years of experience, administrative understanding, leadership, and moving up the academic ladder. Age ranges from approximately 2% under age 30 to 5% for those over 70. The highest percentage for age is between 40 and 49, which is just over 30% of all faculty members.

Fifty-four percent of the respondents indicate that they travel for work. In addition, 35% indicate that they work nights and weekends.

Respondents listed over 100 different skills that they feel are most important for their role. Communication (16%), adaptability and flexibility (both 11%) were the three most important skills that respondents listed for their roles. These were closely followed by teaching (8%) and time management (7%).

Insider’s Perspective

Respondents listed the following critical factors as those being the most important to them. Please note that a factor can rank high based on wanting the factor or wanting to avoid the factor. As an example, some may rank repetitive activities as a top factor as this is something that they look to avoid in their practice. The factors listed below are based on the number of respondents that indicated these would be the top five factors they would like to have in a role. Note that there are 25 total critical factors to select from.

  • Autonomy (20.0%)
  • Communication (20.0%)
  • Variable vs. repetitive work (17.4%)
  • Problem solving (17.4%)
  • Application of knowledge/innovative thinking (14.0%)

In addition to the top five factors, the second tier of critical factors is listed below. Note that two of the factors (problem solving and innovative thinking) are listed in both areas. This can be interpreted to mean that for some, these factors are in their top five list while for others they are a close second.

  • Problem solving (10.8%)
  • Collaborating with health professionals (8.0%)
  • Innovative thinking (7.4%)
  • Leadership and professional development (7.0%)
  • Variable vs. repetitive work (4.9%)

One respondent from Texas said that “Getting a research grant is most challenging and adequate support from administration.” Another from Florida added, “The most challenging aspect is the various personal and mental health challenges that students are facing that result in academic difficulties and the diminishing applicant pipeline for recruitment.”

A faculty member from New York indicated that “I’d say the most rewarding and challenging experiences often stem from the same source: impacting student successes and shaping the future of pharmacy practice. On the other hand, it’s tough when a student fails a rotation, an exam, or even faces dismissal.”

Twenty percent of the respondents indicated that communication skills were critical to the role. A respondent from Illinois indicated that: “Communication is key to any position. Being able to explain a topic or idea is essential in any team environment. Knowledge can be learned easily but proper communication skills is an art.” Another respondent from California added, “I believe the most important skill for a pharmacist is effective communication. This skill is crucial for collaborating with students, health care professionals, and community partners to ensure that educational experiences are meaningful and impactful.”

Nine percent of the respondents indicated that flexibility and adaptability were important skills to have. Five percent of the faculty indicated that the following skills were important as well: time management, patience, and problem solving.

Most Appealing Aspects

What aspects of the role are most appealing?

Respondents listed numerous areas that they find most appealing. Twenty-six percent indicated that the most appealing aspect was working/interacting with students followed closely by flexibility at 21.2%.

One respondent from Massachusetts said, “It's rewarding to work with students, see how much they grow over the time they are in program, and help facilitate their entrance into the career of their dreams. There is a lot of variety of tasks—teaching, administrative, research, etc. There is a lot of problem solving.” Another faculty member from Oregon added, “Academic freedom, flexibility in schedule, opportunity to nurture the next generation” are appealing to them.

An additional 14% indicated that the impact they have is appealing. One respondent from Florida indicated that “Impacting the profession, students, patients, care givers, public health, and others were appealing areas of the practice.” Another respondent from Idaho added, “The chance to work, think and apply at the upper edge of practice, innovate, create new insights or incrementally improve practices, educate learners, see them grow into responsibilities” is very appealing.”

Another 13% indicated that the autonomy they have is an appealing aspect of academics. A New Jersey academician indicated that “Autonomy, getting to do diverse activities each day, impact on others—I get to help advance our profession, work with community pharmacists doing all kinds of cool things and be of service to my colleagues.”

Least Appealing Aspects

What aspects of the role are least appealing?

A recurrent theme was the concern for administrative tasks/bureaucracy that faculty must complete. One respondent highlighted this when she said, “The least appealing aspect is the number of weekly meetings that can become a bit burdensome.”

Twenty-two percent indicated that workload/time management was another concern for some of the faculty. This could be long hours, specific deadlines that need to be reached, or just the continual committee meetings and “busy” work that needs to be competed. One respondent from Tennessee said, “Work never ends! While I don't officially work nights/weekends, sometimes I do because work has to get done and there's not enough time during the workday to complete.”

Another aspect that was made loud and clear in the comments is working with students who are not engaged, do not respond to requests, or do not do well in school. This was listed by 19% of the faculty. A faculty member from Ohio stated that a least appealing aspect is “Unexpected situations causing rotation changes; dealing with students who are unresponsive or don't seem to care.” Another from the Ohio added, “The least appealing part of pharmacy education can often be the administrative workload. Tasks like grading, assessment reporting, accreditation documentation, and committee meetings can be time-consuming and sometimes feel far removed from the rewarding aspects of teaching and mentoring.”

Advice

What advice should students and practitioners consider when selecting a position in academia?

Respondents had several areas that students should consider if they are interested in academia. A faculty member from New Jersey stated, “Aspects of academia will likely undergo a thorough transformation in the next 5 years to move away from traditional examinations being the routine way of assessing knowledge to instead focus on skill and ability demonstration in simulations.”

Another faculty member from Washington was very positive about getting an early start: “If you're still in school, seek out teaching assistant roles or mentoring opportunities. These will give you a taste of academia and help you refine your communication and presentation skills, which are essential for teaching. The earlier you gain experience, the more prepared you'll be when stepping into your own teaching role. It's never too early to start developing the skills you need to be successful in any career field.”

Some expressed concerns with the lower number of applications since the COVID-19 pandemic and believe that academia needs to be more adaptable to different learning styles and focus on the application of knowledge versus memorization of information. On the other side are those who feel that the profession will continue to expand and have greater responsibility for patent centered care regarding medications, health care advocacy, public health, and prevention. One respondent said, “I see much more pharmacist-provider collaborative practice agreements and pharmacists being able to bill for their time.”

Onen respondent from Wisconsin provided some good advice: “Get involved in organizations and associations early in your career and stay involved. Take a chance on opportunities offered to you. You will never know what you can accomplish unless you try. Be patient but determined.”

A faculty member in Maryland indicated their concern that they are seeing “More impact on budgets (these are shrinking). Funding for research is scary right now in light of the current national leadership of our country. Censorship may be a huge issue in the future. AI will make many things easier but will also change things and provide more challenges in how we teach, publish and conduct research/scholarship.”

Finaly, a respondent from Alabama summed up many of the comments, saying, “Review all alternatives—find the position that is both challenging and rewarding—this is not a job; it is a lifelong career.”

Critical Factors 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.”

7.95
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.”

8.69
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.”

7.58
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.”

8.07
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.”

6.98
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.”

7.98
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.”

8.17
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.

3.45
0 1 2 3 4 5 6 7 8 9 10
0 = No ongoing/ long-term relationships 10 = All are long-term relationships

Co-worker / Client Relationships
[To what degree do you have ongoing or long-term relationships with co-workers 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 co-workers 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.”

8.50
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.”

5.34
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.”

7.17
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.”

5.10
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.”

2.39
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.”

3.10
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.”

6.35
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.”

5.78
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.”

6.85
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.”

5.29
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.”

6.85
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.”

6.12
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.”

5.81
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.).”

6.32
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.

6.34
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.”

6.18
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.”

7.34
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.”

Critical Factors

Opportunities for Advancement 7.95
Leadership Development / Professional Involvement 8.69
Community Impact 7.58
Autonomy 8.07
Focus 6.98
Prestige 7.98
Creating Value / Positive Outcomes 8.17
Patient Relationships 3.45
Co-worker / Client Relationships 8.25
Writing / Conducting Research 5.34
Generating New Ideas 7.17
Supervision / Management 5.10
Patient Interaction 2.39
Public Interaction 3.10
Collaboration 6.35
Family Time / Leisure 5.78
Impact on Well-being 6.85
Problem Solving 5.29
Expertise 6.65
Repetition 6.12
Applying Scientific Knowledge 5.81
Applying Clinical Knowledge 6.32
Parental Leave 6.34
Compensation 6.18
Benefit Package 7.34

References / Resources

Academic Pharmacy’s Vital Statistics. American Association of Colleges of Pharmacy. Available at: www.aacp.org Accessed June 2025.

Pharmacy Faculty Demographics and Salaries. American Association of Colleges of Pharmacy. Available at: www.aacp.org. Accessed June 2025.

Schommer JC, Sogol EM, Brown LM. Work profile factors identified from the career pathway evaluation program, 2018 pharmacist profile survey. Am J Pharm. 2019;83(10):7480.

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
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(571) 404-0471 | www.afpenet.org

American Pharmacists Association (APhA)

2215 Constitution Avenue, NW, Washington, DC 20037
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(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

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