| 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 |
4/15/2023 |
| 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)
|
