Faculty Leadership Development Research Articles

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

ObjectiveTo explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges. MethodsLC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the American Association of Colleges of Pharmacy Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including 2 focus groups with 6 LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes. ResultsSix LCs totaling 37 members from 33 institutions met during the 2022–2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environmental, relationship and affect outcomes were identified. ConclusionLCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.

Designing for impact: The center for teaching and learning as a cultivator of a faculty learner-leader praxis

Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components of the learner-leader praxis and illustrate in narrative examples. By employing a learner-leader model, CTLs and others in faculty development can efficiently and effectively transform teaching and reach greater numbers of faculty.

A Theoretical Review of Developing Faculty Leadership to Enhance Classroom Setting Using the “Boyer Model of Scholarship”

Purpose: This study aims to investigate the position of faculty leadership in promoting the four components of Boyer's Model of Scholarship are discovery, integration, application, and instruction, and its impact on educational establishments. Theoretical framework: The study emphasizes the significance of faculty leadership in promoting a culture of learning and advancement in educational institutions. Design/methodology/approach: Using a content analysis method, a descriptive research approach is used to identify common themes and patterns related to faculty leadership and the four components of Boyer's model. Findings: The results reveal that faculty leadership is critical in promoting the four components of Boyer's model and can positively affect educational institutions' overall effectiveness. The findings also emphasize the need for professional development programs and recognition of faculty leadership to enhance educational outcomes. Research, Practical and Social Implications: The study's findings have implications for educational leaders and policymakers, accentuating the essence of investing in faculty leadership development to boost a culture of learning and advancement in educational institutions. Originality/value: This study contributes to the existing literature on faculty leadership and Boyer's Model of Scholarship by highlighting the critical role faculty leadership plays in promoting a culture of learning and advancement in educational institutions. It also provides practical solutions for improving faculty leadership efficacy and overall educational outcomes.

Distributed Leadership and its Affect to Self-efficacy of University Teachers: Toward a Faculty Leadership Development Program

This paper aims to explore the influence of distributed leadership on university teachers' self-efficacy, and puts forward a teacher leadership development project. By literature review and analysis, this paper analyzes the theory of distributed leadership of university teachers and related research, and puts forward a teacher leadership development project, which includes four steps: explore teachers' leadership potential, establish corresponding distributed leadership training programs for teachers, promote teacher team cooperation and communication and establish a distributed leadership development community for teachers. Through the implementation of this project, university teachers can enhance their leadership and self-efficacy, and improve their teaching performance and student satisfaction.

Faculty leadership development: A case study of a synergistic approach

Introduction Ongoing leadership development is essential for academic health center faculty members to respond to increasing environmental complexity. At the George Washington University School of Medicine and Health Sciences, an 8-month program, based on Conger’s leadership development approach emphasizing conceptual understanding, skill building, feedback and personal growth was offered to mid-level faculty charged with developing educational programs, clinical services, and/or research initiatives. We studied how specific learning methods catering to different learning approaches contributed to improving leadership competencies. Methods Session and program evaluations, participant interviews, mentor surveys, and supervisor interviews were used for data collection. Themes were identified through open coding with use of constant comparative methods to help find patterns in the data. Results Readings and classroom modules provided a broadened, holistic understanding of leadership; role plays and action plans helped participants apply and practice leadership skills; self-assessments and feedback from peers and mentors provided specifics for focusing development efforts; and personal growth exercises provided opportunities to reflect and consider fresh perspectives. Anchoring learning methods around a real-time project led to improved leadership competencies and personal confidence as reported by participants, supervisors and mentors. Conclusion A faculty leadership development program that integrates understanding, skill building, feedback and personal growth and connects multiple learning methods can provide the synergy to facilitate behavior change and organizational growth.

Wake Forest School of Medicine.

Wake Forest School of Medicine.

Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study

BackgroundThe Accreditation Council for Graduate Medical Education (ACGME) core competencies (CC) in general medicine-based primary care are essential for junior medical trainees. In this country, a regular faculty development (FD) program aimed at training faculty in instructing (teaching and assessing) these CC had operated. However, leadership was not emphasized. In a new intervention module, the roles and associated responsibilities of clinical instructors to conduct, design, and lead CC-based education were emphasis.AimsThis follow-up explanatory case study compares the effectiveness of intervention module with that of the previous regular module.MethodsThe regular group (n = 28) comprised clinical instructors who participated in the FD module during the 2013–2014 year while the intervention group (n = 28) was composed of 2015–2016 participants. Prior to the formal (hands-on) training, participants in the intervention group were asked to study the online materials of the regular module. These participants then received a 30-h hands-on training in conducting, designing, and leading skills. Finally, they prepared a 10-h reflective end-of-module presentation of their real-world practices.ResultsFollowing the training, a higher degree improvement in participants self-reported familiarity with CC education, self-confidence in their ability to deliver CC education and sustained involve CC education were noted among the intervention FD group, compared with the regular FD group. In the intervention group, senior academicians (associate and full professor) are more substantially involved in designing and leading CC-based courses than junior academicians (lecturers and assistant professors). Among non-teaching award winners of in the intervention FD group, the follow-up degree of sustained involvement in delivering, designing and leading CC-based courses was significantly higher than that of the regular group.ConclusionsOur study demonstrated that leadership training in the intervention FD modules substantially motivated clinical instructors to become leaders in CC education.

Consider Three Models of Faculty Leadership Development

Consider Three Models of Faculty Leadership Development

Consider these three models of faculty leadership development

Experts. It's a word you'd likely use to describe your faculty members when it comes to their research focus. But would you feel comfortable using the same term to describe their leadership skills?

Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center

ABSTRACTMost academic health sciences centers offer faculty leadership development programs (LDPs); however, the outcomes of LDPs are largely unknown. This article describes perspectives from our 12-year experience cultivating a formal faculty LDP within an academic health center and longitudinal outcomes of our LDP. Responding to faculty concerns from University of California San Francisco’s (UCSF) 2001 Faculty Climate Survey, UCSF established the UCSF-Coro Faculty Leadership Collaborative (FLC) in 2005. The FLC focused on building leadership skills using a cohort-based, experiential, interactive and collaborative learning approach. From 2005 to 2012, FLC has conducted training for 136 graduates over 7 cohorts with 97.6% completion rate. FLC faculty participants included 64% women and 13% underrepresented minority (URM). The proportions of graduates attaining leadership positions within UCSF such as deans or department chairs among all, URM, and women URM graduates were 9.6%, 33.3% and 45.5%, respectively. A 2013 online survey assessed 2005–2012 graduates’ perceived impacts from 8 months to 8 years after program completion and showed 91.7% of survey respondents felt the program both increased their understanding of UCSF as an organization and demonstrated the University’s commitment to foster faculty development. Qualitative results indicated that graduates perceived benefits at individual, interpersonal, and organizational levels. Though we did not directly assess impact on faculty recruitment and retention, the findings to date support cohort-based experiential learning in faculty leadership training development.

A Systematic Review of Development Programs Designed to Address Leadership in Academic Health Center Faculty.

To describe Academic Health Center (AHC) faculty leadership development program characteristics and categorize leadership topics into thematic areas suggesting competency domains to guide programmatic curricular development. A systematic literature review was conducted (PubMed/MEDLINE, Scopus, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and Journal Storage [JSTOR databases]). Eligible studies described programs with leadership development intent for faculty in AHCs. Information was extracted using a structured data form and process. Six hundred ninety citations were screened; 25 publications describing 22 unique programs were eligible. The majority (73%) were institutionally based; mean class size was 18.5 (SD ± 10.2, range 4.5-48); and mean in-person time commitment was 110 hours (SD ± 101.2, range 16-416), commonly occurring in regular intervals over months to years (n = 10, 45%). Six programs provided per participant costs (mean $7,400, range $1000-$21,000). Didactic teaching was the primary instructional method (99.5%); a majority (68%) included project work. Fourteen thematic content areas were derived from 264 abstracted topics. The majority or near majority incorporated content regarding leadership skills, organizational strategy and alignment, management, self-assessment, and finance/budget. Institutions and faculty invest significantly in leadership development programs, addressing perceived needs and with perceived benefit for both. The prevalence of common curricular content indicates that AHCs deem important faculty development in leadership, business, and self-assessment skills.

Patching Up the “Leaking Leadership Pipeline”: Fostering Mid-career Faculty Succession Management

The research presented here contributes to research and practice focused on faculty leadership development by examining the leadership pipeline for mid-career faculty in a consortium of 13 liberal arts colleges. Research findings revealed that mid-career faculty members are in the leadership pipeline, with the department chair position serving as an entry point. However, leadership aspirations beyond the department chair position decline serving as a source of the leaking leadership pipeline. Differences were found by gender. Further, issues of lack of preparation for current and future leadership roles was connected to few mid-career faculty members aspiring to executive leadership positions. Implications for research and practice are discussed.

Leadership Development Programs at Academic Health Centers: Results of a National Survey.

To identify the prevalence and characteristics of faculty leadership development programs (LDPs) offered by North American academic health centers (AHCs) and to uncover gaps in leadership training. Faculty development/affairs deans of the 161 Association of American Medical Colleges member schools were surveyed in 2015 on their approach to faculty leadership training. For AHCs delivering their own training, the survey included questions about LDP participants, objectives, curriculum, delivery, resources, and evaluation. The literature on leadership and leadership development was used to develop a taxonomy of leadership competencies, which formed the basis of the survey questions related to program content. Survey results were analyzed with descriptive statistics and chi-square analysis for categorical data. Of the 94 respondents (response rate 58%), 93 provided some form of leadership training and 61 provided a formal internal faculty LDP. Content was variable and rarely based on a specific leadership competency model. Although programs described innovative approaches to learning, lectures and case discussions were the predominant approaches. Evaluation beyond participant satisfaction was uncommon. Faculty LDPs were common, with some programs describing elements informed by the leadership literature. However, nationally programs can improve by basing content on a leadership competency model, incorporating multiple approaches to teaching, and implementing more rigorous program evaluation.

Aging Q3

A growing number of older adults coupled with a limited number of physicians trained in geriatrics presents a major challenge to ensuring quality medical care for this population. Innovations to incorporate geriatrics education into internal medicine residency programs are needed. To meet this need, in 2009, faculty at the Medical University of South Carolina developed Aging Q(3)-Quality Education, Quality Care, and Quality of Life. This multicomponent initiative recognizes the need for improved geriatrics educational tools and faculty development as well as systems changes to improve the knowledge and clinical performance of residents. To achieve these goals, faculty employ multiple intervention strategies, including lectures, rounds, academic detailing, visual cues, and electronic medical record prompts and decision support. The authors present examples from specific projects, based on care areas including vision screening, fall prevention, and caring for patients with dementia, all of which are based on the Assessing Care of Vulnerable Elders quality indicators. The authors describe the principles driving the design, implementation, and evaluation of the Aging Q(3) program. They present data from multiple sources that illustrate the effectiveness of the interventions to meet the knowledge, skill level, and behavior goals. The authors also address major challenges, including the maintenance of the teaching and modeling interventions over time within the context of demanding primary care and inpatient settings. This organized, evidence-based approach to quality improvement in resident education, as well as faculty leadership development, holds promise for successfully incorporating geriatrics education into internal medicine residencies.

The Administrative Colloquium: Developing Management and Leadership Skills for Faculty

Development of leadership competencies has become a priority for many academic health science centers. However, traditional faculty development has focused almost exclusively on improving teaching skills. The process and outcomes of developing leadership skills for academic health science center faculty has not been extensively studied. The University of Nebraska Medical Center (UNMC) created a year-long course, called the Administrative Colloquium, as a means to enhance faculty leadership skills. Completion of the course required attendance at 8 half-day workshop sessions, each devoted to teaching a leadership competency (eg, leading with vision, managing change) and completing a project with a project report (oral or poster presentation). Course evaluation was multifaceted. Attendees were queried multiple times by a pre- and poststrategy and retrospective pre- and poststrategy concerning their perceptions about knowledge obtained during the course. Paired t testing was used to determine statistical differences between the mean pre- versus postvalues and the retrospective pre- versus postvalues. Project content was qualitatively analyzed for themes. All comparisons of pre- and postdata and retrospective pre- and postdata were statistically significant (P <.05). Three themes arose from the analysis of projects: change, management, and interpersonal communications. The pre- and postknowledge data and the retrospective pre- and postknowledge data demonstrate that learning was significant as well as sustained. Qualitative analysis of the project content demonstrates that the participants were applying the course content to solving real-world problems. These results give preliminary support to the conclusion that the Administrative Colloquium has had an impact on faculty leadership development at UNMC.