An expanded model of faculty vitality in academic medicine
- 627 Downloads
Many faculty in today’s academic medical centers face high levels of stress and low career satisfaction. Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher education broadly and in academic medical centers specifically, this study proposes an expanded model of the unique factors that contribute to faculty vitality in academic medicine. We developed an online survey on the basis of a conceptual model (N = 564) and used linear regression to investigate the fit of the model. We examined the relationships of two predictor variables measuring Primary Unit Climate and Leadership and Career and Life Management with an overall Faculty Vitality index comprised of three measures: Professional Engagement, Career Satisfaction, and Productivity. The findings revealed significant predictive relationships between Primary Unit Climate and Leadership, Career and Life Management, and Faculty Vitality. The overall model accounted for 59% of the variance in the overall Faculty Vitality Index. The results provide new insights into the developing model of faculty vitality and inform initiatives to support faculty in academic medical centers. Given the immense challenges faced by faculty, now more than ever do we need reliable evidence regarding what sustains faculty vitality.
KeywordsCareer satisfaction Faculty affairs Faculty development Engagement Faculty vitality
No external funding was received for this study.
- Association of American Medical Colleges. (2006). AAMC data book (pp. Tables C4 and 5).Google Scholar
- Bacharach, S. B. (1989). Organizational theories: Some criteria for evaluation. Academy of Management Review, 14, 496–515.Google Scholar
- Baldwin, R. G., DeZure, D., Shaw, A., & Moretto, K. (2008). Mapping the terrain of mid-career faculty at a research university: Implications for faculty and academic leaders. Change, September/October, 46–55.Google Scholar
- Bogden, R., & Biklen, S. K. (1992). Qualitative research for education. Boston: Allyn & Bacon.Google Scholar
- Chan, S. S., & Burton, J. (1995). Faculty Vitality in the Comprehensive University: Changing context and concerns. Research in Higher Education, 36(2), 219–234.Google Scholar
- Clark, S. M., Boyer, C. M., & Corcoran, M. (1985). Faculty vitality and institutional productivity: Critical perspectives for higher education. In S. M. Clark & D. R. Lewis (Eds.), Facutly vitality and institutional productivity: Critical perspectives for higher education. New York: Teachers College Press.Google Scholar
- Clark, S. M., & Lewis, D. R. (Eds.). (1985). Faculty vitality and institutional productivity: Critical perspectives for higher education. New York: Teachers College Press, Columbia University.Google Scholar
- Demmy, T. L., Kivlahan, C., Stone, T. T., Teague, L., & Sapienza, P. (2002). Physicians’ perceptions of institutional and leadership factors influencing their job satisfaction at one academic medical center. Academic Medicine, 77(12, pt 1), 1235–1240.Google Scholar
- Gappa, J. M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work. San Francisco: Jossey-Bass.Google Scholar
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.Google Scholar
- Johnsrud, L. K., & Heck, R. H. (1994). A university’s faculty: Predicting those who will stay and those who leave. Journal for Higher Education Management, 10(1), 71–84.Google Scholar
- Kirch, D. (2008). Is your academic medical center a great place to work? Lessons in building faculty vitality. Pittsburgh, PA: AAMC Group on Faculty Affairs Conference.Google Scholar
- Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. New York: Sage.Google Scholar
- National Institutes of Health. (2009). Research portfolio online reporting tool; success rates retrieved 1/28/09, from http://report.nih.gov/award_mapping.aspx.
- Office of Faculty Affairs and Professional Development. (2009). State of the faculty report. Available: www.faculty.medicine.iu.edu.
- Palmer, M. M., Dankoski, M. E., Brutkiewicz, R. R., Logio, L. S., & Bogdewic, S. P. (2010). Rx for academic medicine. To Improve the Academy, 28, 292–309.Google Scholar
- Rausch, D. K., Ortiz, B. P., Douthitt, R. A., & Reed, L. L. (1989). The academic revolving door: Why do women get caught. CUPA-HR Journal, 40(1), 1–16.Google Scholar
- Woods, S. E., Reid, A., Arndt, J. E., Curtis, P., & Stritter, F. T. (1997). Collegial networking and faculty vitality. Family Medicine, 21(1), 45–49.Google Scholar