Consensus Within Five Academic Subdisciplines of Pharmacy: Progress Toward Establishing Their Scientific Paradigms

Desselle, Shane P.; Collins, Charles C.; Harrold, Marc W.; Kalis, Michelle M.; Quattrocchi, Elaena

doi:10.1300/j060v09n02_03

Cited by 14 publications

(22 citation statements)

References 23 publications

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“…These included consensus on teaching (5 items), consensus on graduate programming (4 items), and consensus on organizational policies and procedures (5 items) scored on 5-point scales eliciting perceptions of disagreement/agreement among department faculty members at the respondent's institution. 20 A measure of institutional support was modified from one previously reported by Eisenberger et al 21 and was comprised of 14 items on a 6-point scale of agreement. The items were modified by changing the word ''institution'' to ''college/university'' and expanding certain items, such as one describing perceived value of contributions, overall, into unique items measuring perceived value of teaching, research, and service contributions.…”

Section: Methodsmentioning

confidence: 99%

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Job Turnover Intentions Among Pharmacy Faculty

Conklin¹,

Desselle²

2007

Am J Pharm Educ

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Objectives. To determine the primary reasons why pharmacy faculty intend to remain or leave their current institution and why they left their most recent academic institution, and the relative contribution of various organizational and individual characteristics toward explaining variance in turnover intentions. Methods. A survey instrument was e-mailed to pharmacy faculty members asking respondents to indicate up to 5 reasons for their intentions and up to 5 reasons why they left a previous institution. The survey also elicited perceptions on quality of work life in addition to demographic and institutional data, upon which turnover intentions were regressed using a forward-conditional procedure. Organizational commitment as a moderator of turnover intentions was regressed over the remaining variables not acting directly on employer intentions. Results. Just over 1 in 5 respondents indicated intentions to leave their current academic institution. Excessive workload, seeking a new challenge, poor salary, and poor relationships with college or school administrators were frequently cited as reasons for leaving. Turnover intentions are influenced directly by department chair support and organizational commitment, which moderates various support and satisfaction variables. Conclusions. Pharmacy faculty members' decision to remain or leave an institution is dependent upon developing a sense of commitment toward the institution. Commitment is facilitated by support from the institution and department chair, in addition to a sense of satisfaction with the teaching environment.

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Section: Methodsmentioning

confidence: 99%

“…The construct validity of these measures also has been established. 20 Information requested on the survey instrument about respondents and their institution included gender, ethnic/ racial background, academic rank, type of appointment (calendar or academic year), salary (categorical), type of institution (private or public), and discipline.…”

Section: Methodsmentioning

confidence: 99%

Job Turnover Intentions Among Pharmacy Faculty

Conklin¹,

Desselle²

2007

Am J Pharm Educ

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“…1 Accordingly, they have operationally defined social sciences and humanities as lowconsensus disciplines and physical and environmental sciences as high-consensus disciplines, without overtly measuring these constructs. 5,7 The past 50 years have witnessed growing evidence of the overwhelming differences between the social and physical sciences within the contexts of teaching, scholarship, and faculty development.…”

Section: Empirical Assessment Of Paradigmmentioning

confidence: 99%

“…Basic tenets in low-consensus disciplines have not been unequivocally adopted; therefore, scholars may have to spend inordinate amounts of time continuously testing and retesting various assumptions rather than spending this time pursuing novel research interests. 7 Accordingly, scholars in low-consensus disciplines demonstrate less agreement on the standards of good scholarship within their disciplines, and report more fundamental differences about the nature of their discipline than do scholars in the high-consensus disciplines. 7,18 This may explain why aspiring scholars in low-consensus disciplines devote more time to completing their doctoral degrees 19 and why their advisors prefer to work with fewer graduate students than do their colleagues in highconsensus disciplines.…”

Section: Effects Of Consensus On Scholarshipmentioning

confidence: 99%

Is Scientific Paradigm Important for Pharmacy Education?

Holmes¹,

Desselle²

2004

Am J Pharm Educ

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“…1,2 One area that I found to be especially interesting was the differing perceptions among basic science faculty members and those in the areas of pharmacy practice and social and administrative science on the importance of general educational competencies (eg, communication, problem-solving and critical thinking skills). While those in pharmacy practice and social and administrative science ranked one or more of these general competencies among their top 4 teaching/educational issues, those in the basic sciences ranked them very low.…”

mentioning

confidence: 99%