Critical factor ratings
Opportunities for advancement
[To what degree does your work allow for advancement?]
Respondents indicated that they have opportunities for advancement by assigning this factor an
upper-tier score of 8.02.
One respondent from Alabama stated, “(We have) promotion and tenure as well as academic administrative
roles. We have several faculty who have also gone into university administration.” Another from Michigan
added, “Advancement is set every 5 years to be promoted to a new rank/merit; also, many leadership roles
within committees, department, college, and university; many opportunities to follow your passion and
specialize in your area of interest.”
A respondent from North Carolina indicated, “As an Assistant Professor in Academia, I have found the
career to be very fulfilling. I have been given a great deal of autonomy and flexibility in the realms
of teaching, scholarship, and service. I have found that working hard and constantly seeking to improve
myself have allowed me to advance in academia.”
One additional respondent from Wisconsin summed up the process by noting that “[a]cademia has a natural
progression for advancement. It differs based on your institution, but ranks (assistant, associate,
full) and tenure are common considerations.”
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?]
Pharmacy Practice faculty scored leadership/professional involvement in the upper range at 8.72. This
highlights the numerous opportunities for leadership development and professional involvement. This was
the highest rating for any factor in this profile.
A respondent from Nebraska stated, “I serve on 2 Boards of Directors of community organizations, have
testified on numerous legislative bills representing different community organizations, and helped to
develop (and serve on) an Overdose Fatality Review Team, serve on a federal patient safety review team
and case review committee, among others.” A respondent from South Dakota stated, “Academia roles for
faculty generally have leadership & professional involvement 'baked in' to a percentage of their
workload, as well as advancement in these areas as you rise through the ranks of assistant to associate
to full professor.”
Finally, a respondent from Tennessee with a slightly different viewpoint added, “Academia feels limited
quite a bit unless you want traditional leadership. My unique training and experiences have allowed me
to almost craft a role of my own.”
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 does your work have in terms of serving the community?]
Pharmacy practice faculty assigned an upper mid-range response of 7.95 to their impact on the community.
Community can be understood broadly to encompass patients, caretakers, and legislatures.
A respondent from Wisconsin summed this up well when they stated, “All pharmacists in the Pharmacy
Practice development serve the community by giving their time in a clinical practice role.” A
practitioner from Alabama added, “Our students really help keep us grounded in the community.”
An additional respondent from Pennsylvania added, “In my role, I get to directly impact members of the
community through direct patient care out of a community-based pharmacy.”
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?]
Comments indicated a high level of autonomy, rating this factor in the upper range of 8.11.
A respondent from Michigan stated, “Faculty have a large amount of autonomy in how they spend their
time, what research they engage in, how they work with students, what committees they engage with, and
many other areas. This is a huge benefit to being an academician.” Another from Illinois added: “Working
on the leadership team allows a high degree of autonomy over the work with which I am engaged.”
A respondent from Tennessee noted that they appreciate the opportunities, stating, “I am in full control
of decision-making regarding my career. My chair gives me wide autonomy to seek opportunities and
provides support as much as possible.”
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?]
Focus varies based on individual role and level, as reflected in the mid-range 6.89 rating.
A faculty member from Pennsylvania noted, “There is a constant push and pull of this in academia, as
there are many tasks needed to keep the school functioning. However, I still am able to make time to
think forward for my own professional development and the betterment of the school.” A respondent from
Nebraska had a different perspective, stating, “I'm the policy wonk, so planning for the future is all I
do.”
Another from South Dakota added, “In academia, increasingly the focus is shifting to the future rather
than the 'now' as guided by accreditation standards in training new graduates to practice not just when
they graduate but also 20+ years from now. This is a balance and sometimes is challenging working with
other stakeholders (preceptors, students, public) that are rightfully more focused on what they perceive
as the immediate need of now.”
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?]
Participants in the survey rated prestige in the upper range, with a score of 8.02. This makes sense,
given the role that these faculty have.
A respondent from Maryland indicated, “Given that we are encouraged to engage in organizations, present
at conferences, and serve as experts, we have opportunities to have high prestige in our roles.” Another
from Ohio added, “The opportunity is always there—and is encouraged and supported—but it is up to the
individual to decide if that is important to them.”
A faculty member New Mexico from highlighted that “I have worked closely with my physician colleagues
who have included in me in national and international work.”
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?]
In general, most faculty feel that they create value. The respondents in this profile rated this factor
in the high range, with a score of 8.14.
One respondent from West Virginia stated that they “absolutely [create value], though this may be
tempered at times due to financial constraints.” A Pennsylvanian faculty member stated, “I can attain
fulfillment through both my direct work in patient care settings and through the work I do to educate
students and support pharmacists professionally through organization involvement.”
A respondent from Maryland looked at the factor broadly, stating, “In my role as a faculty member, I
realize the actual and potential impact I have not only on my current students, but also on alumni and
other pharmacists. I believe given the "flexibility" faculty are provided, we have a responsibility to
support the profession to ensure a future in the profession for our graduates but also to serve our
patients in the best way possible.”
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?]
Patient relationships were rated in the low mid-range, at 4.44. This makes sense as many split their
time between teaching and patient care.
A respondent from Ohio who practices acute care stated, “No long-term patient relationships simply due
to my practice site. However, many long-term relationships (even life-long) with faculty and staff
colleagues.” Another from Michigan added, “The patients are a mix of long-term for a few years and
shorter term that just need help for a couple months.”
A respondent from Tennessee discussed patient and coworker relationships when they stated, “While I do
have a practice site as a staff independent pharmacist (1 day/week), I am not able to maintain the
rapport and relationships necessary to create a long-term relationship. My role does, however, give me
opportunity to have extensive relationships with colleagues across the country, including individuals
working at other institutions, national organizations, or among our college's regional partners.”
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?]
At a high-range score of 8.44, relationships with coworkers and clients scored much higher than patient
relationships. This makes sense, given the roles that they have in academia and in patient care. This
was the second-highest rating for this group.
A respondent from Pennsylvania stated, “[I] do have long-term relationships with my colleagues and
students, which I enjoy.” Another faculty member from Wisconsin added, “I have no direct patient care in
my practice setting. Most of my relationships with coworkers and students are long-term, which I enjoy;
it's a major reason I don't miss patient care.”
Finally, a faculty member from Illinois summed this up nicely when they stated, “Several coworkers have
been with me for over 10 years and have forged valuable friendships at work.”
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?]
Writing and conducting research received a mid-range score of 5.24 rating. Answers varied depending on
whether respondents were in a traditional tenure track or other position.
One faculty member from Alabama expressed their feelings about the amount of time needed when they
stated, “I like to engage in research and scholarship, but it is difficult to fit in due to heavy
teaching loads.” Another from Maryland added, “While scholarship is a part of my responsibility, I have
the ability to choose how much time I spend in scholarship, research and writing.”
Finally, a respondent from Massachusetts stated, “Research is typically expected to be around 1/3 of a
faculty members job.”
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?]
Respondents lean toward the innovation side of generating new ideas, with a rating of 7.34.
A faculty member from Minnesota stated, “There is always room for improvement and changes in academia.
We are always tweaking our courses and trying innovative approaches to teaching students.” Another from
Tennessee provided a longer response by stating, “For academia, this varies depending on topic. There
are sometimes competing interests of 'keeping things the same because they're working' which is an easy
trap to fall into, but with a strong college mission/vision and administrative support, new ideas should
be a focus to do right by students and other stakeholders.”
A respondent from Pennsylvania looked at this long-term when they said, “I am constantly seeking to
solve problems and improve in my patient care practice, teaching, and scholarship.”
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?]
Responses varied based on the role of the respondent. As an example, those that are department chairs
rated this higher than those who do not have supervisory roles. Based on the rating of 4.76, many of the
respondents do not spend a great deal of time on supervision or management.
A respondent from Arkansas addressed the management perspective when they stated, “Manage classes and
student rotations, resident rotations, teams of faculty.” Another from California added that they
supervise “[m]ainly as an advisor to student organizations.”
An administrative respondent from Nebraska added, “I serve as Chair of the Practice Department, so for
me I spend about half of the time in [a] management role, and half as pharmacy faculty.”
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?]
Respondents indicated that they spend limited time interacting with patients, as reflected in the
low-range score of 2.79. This was the lowest rating for the pharmacy practice group.
One respondent from Michigan indicated that “[c]linical pharmacy practice is limited to about 10–15% of
my time as a shared faculty member.” Another from Pennsylvania stated, “My direct patient care practice
is a small portion of my role, but this varies for each faculty position.”
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?]
Respondents also spend limited time interacting with the public, with this factor receiving a low-range
score of 2.83. This was the second-lowest rating for this group.
One respondent from Tennessee stated, “While it doesn't account for that much of my time, the time I
engage with the public (not patients) has ripples through the community that I may see reflected back to
me.” Another from Ohio added, “Community engagement is crucial for our college. Also, very important for
me personally, and though I don't do a ton of this, I do a fair amount of this, e.g., meetings,
conferences, alums, etc.”
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?]
Pharmacy practice respondents assigned a mid-range score of 6.52 to the amount of time they collaborate
with or educate other health care professionals.
An Alabama respondent indicated, “It's not in their traditional roles but I work with physicians,
pharmacists, and even some nurses.” Another from Iowa added, “There are opportunities for
interprofessional education and interprofessional practice.”
A practitioner from Connecticut stated that they “work closely with medical residents.”
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?]
Most pharmacy practice faculty rated family and leisure time in the mid-range, with a rating of 5.64.
One respondent from Minnesota provided their perspective over time, stating, “I personally have done
better at not working outside of usual work hours. But initially, I spent a LOT of time outside of work
hours to develop new courses or do other course-related work. Therefore, it has taken me time to figure
out how to harmonize work and family/leisure time.” Another from Iowa reflected on the pros and cons of
academia, stating, “The autonomy of academia does allow for flexibility in schedule for family or
leisure time. However, it is easy to take on too much work or responsibilities within academia as the
opportunities are vast. Knowing your limits and not being afraid to say "no" or prioritize involvement
can be challenging in an academic environment.”
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?]
At 7.20, impact on well-being received a mid-range score. Many of the respondents indicated that they
have some degree of impact on the well-being of others.
A respondent from Michigan stated, “I have great impact on the student’s well-being through advising and
relationships in class.” Another from North Dakota added, “Not only patients and the public but also
students.”
One respondent looked beyond the school environment for impact on well-being and stated, “I provide
support and help to practicing community pharmacists on almost any topic (business, policy, contracting,
inter professional collaboration, public health, clinical), so I believe that I do help improve their
well-being. They know that they have someone they can reach out to and can trust that I'll search for
the accurate and complete answer.”
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 for this factor was mid-range, with a 5.33 rating. This indicates that faculty use both
tried-and-true practices and untested alternatives for solving problems that they encounter.
A member from Maryland stated, “As the educational environment changes, faculty certainly have to be
open to trying new methods to educate and engage. As we push and encourage our students, we too as
faculty have to refresh and change our approach to education, even if that feels scary or time
consuming.” Another participant from Florida added, “I try to stay away from the ‘tried and true
alternatives.’ If one says, ‘this is how we have always done it,’ I know it is time to take a step back
and look to see what other new alternatives we can consider. We have way too many ingrained in what has
been done and tested, very few who are comfortable going through the problem-solving process including
embracing the brainstorming process, utilizing critical thinking, and having some courage to try
something new.”
A respondent was to the point when they stated that they practice evidence-based medicine.”
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?]
Respondents rated this critical factor in the mid-range at 6.84. This is interesting as some stated that
coursework can be more generalized for well-documented care whereas other areas are more specialized.
A respondent from Ohio summed this up briefly when they stated, “[It is] very much a mix.” A different
perspective was provided by a faculty member from Colorado who stated, “Primary care and family medicine
specialists in outpatient practices or in transitions of care are specialized generalists.”
Another respondent from Iowa looked at this from a broad perspective: “I know a little about everything
in pharmacy practice, but I know a lot about teaching. I also have built a lot of connections so that if
my students ask questions I can't answer, I usually know who to refer them to!”
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?]
Repetition is defined differently by each of us. Some feel that repetition actually helps a provider to
hone their skills while at the same time leveraging the outcomes of previous situations. The respondents
rated repetition in the mid-range at 6.61.
One respondent from Maryland stated, “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 practitioner from
Pennsylvania agreed, stating, “I often describe my role as ‘every day is different.’ "
Another from Ohio looked at this a little differently: “Every day is different; every challenge is
unique; each student is their own person; each faculty is different.”
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?]
Respondents rated application of scientific knowledge at 6.20, which is lower than the score for
application of clinical knowledge (7.59).
One respondent from Illinois was clear that “[t]eaching in pharmacy practice requires both.” Another
from Iowa added, “Because my role is mostly teaching (and less patient care), I'm often in the teaching
literature trying to discover evidence-based ways to teach/learn/grow.“
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?]
Similar to the application of scientific knowledge, participants rated this factor in the high mid-range
at 7.59. Participants indicated that they apply slightly more clinical knowledge than scientific
knowledge.
One respondent from Massachusetts stated, “We are thinking and applying concepts and evidence in patient
and situation specific contexts all the time.” Another from Tennessee added, “When designing new
practice models, I am required to apply both clinical and scientific model to ensure
patient/pharmacist/provider/payer benefit.”
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?]
The response to this factor varied depending on the type of educational program, namely, state-based or
private. Overall, the respondents rated parental leave in the mid-range, with a 6.35 score. Several
respondents noted that they are unsure of the opportunities available because they are not parents.
One respondent from Maryland succinctly answered, “Maternity and paternity leave is available in my
workplace.” Another from Ohio added, “The only reason this is a 9 and not a 10 is that I don't think
anyone has "unlimited" opportunities. My work setting has VERY GENEROUS leave options.”
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?]
Responses varied based on the role and level of the respondent. Those with tenure look at this
differently than assistant professors or assistant clinical professors who are just starting out. The
rating as a group was mid-range at 6.18.
A department chair from Ohio stated, “I feel fairly compensated—however, you have to know you don't take
this job (dept. chair) for the money!” Another faculty member from Alabama added, “I took a major pay
cut to work in this job for better quality of life.”
One faculty member from Massachusetts summed this up well when they stated that “[f]aculty may get paid
less when first starting then other areas of pharmacy; but there are opportunities for advancement that
will then make salary exceed other fields of pharmacy.”
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?]
When one looks at the overall benefit package, there are numerous items to consider. including other
critical factors that have been outlined above. Respondents rated benefits in the mid-range, with a
score of 7.71.
A respondent from Maryland stated, “My employer provides a very good benefits package, including
matching retirement and also very good health benefits.” Similarly, a respondent from New York said, “I
work for the state. Pay is good, but the benefits are great!”
Another from Nebraska has a very different experience at their institution and indicated that “[d]ental
insurance is poor, disability insurance is not provided (even as an add-on), vacation is capped at an
unrealistically low number.”
0
1
2
3
4
5
6
7
8
9
10
0 = Not comprehensive
10 = Very Comprehensive
Advice for students
[What advice or recommendations can you give to pharmacy students who are considering a
career in your field? What do you see as the future of practice area?]
Respondents had a range of advice for student pharmacists on this career path, including:
- "Seek out experience and find a mentor."
- "Do it."
- "Academia is highly dependent on the job market and student pipeline."
- "Expansion of pharmacy services and prescriptive authorities, with novel revenue-generating
opportunities."
- "Be open to change—challenge yourself and others to work at the highest level. Do not settle for
mediocrity."
- "Need to be able to evolve quickly, knowing change is not a bad thing."
- "More growth in scope of practice."
- "Challenges getting enough pharmacists that want to precept student pharmacists."
- "I think some schools or colleges of pharmacy might be at risk of closing, especially the new
programs, but established programs are stable."
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