| Abstract |
Objectives The 2020–2021 American Association of Colleges of Pharmacy Faculty Affairs Standing Committee (FASC) was charged with identifying how faculty can self-advocate and promote themselves in a social influence context. Findings The FASC identified social influence and persuasion theories and strategies that can be used by faculty to initiate self-advocacy discussions and collaborations. Social influence and persuasion theories can provide a framework for research and scholarship or for beginning discussions regarding self-advocacy. Summary This FASC report describes the Committee charge, background information, and an overview of social influence theories and how these theories can be applied in academic pharmacy. The report concludes with a summary of issues for follow-up to the Committee’s work. |
| Authors |
Michelle L. Blakely  , Elias B. Chahine  , Roshni P. Emmons , Emily Gorman , Kevin N. Astle , Jay L. Martello , T. Joseph Mattingly , Anna Nogid , Amy M. Pick , Anandi V. Law
|
| Journal Info |
Elsevier BV | American Journal of Pharmaceutical Education , vol: 87
, iss: 8
, pages: 100045 - 100045
|
| Publication Date |
8/1/2023 |
| ISSN |
0002-9459 |
Type |
article |
| Open Access |
gold
|
| DOI |
https://doi.org/10.1016/j.ajpe.2022.07.001 |
| Keywords |
Faculty Partisanship (Score: 0.567151) , Teacher Self-Disclosure (Score: 0.503305)
|
