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Page S Morahan - One of the best experts on this subject based on the ideXlab platform.
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geographic mobility advances careers study of the executive leadership in academic medicine elam program for Women
Academic Medicine, 2013Co-Authors: Marsha R Mclean, Page S Morahan, Sharon Dannels, Sharon A McdadeAbstract:PURPOSE: To explore whether geographic mobility is associated with career Advancement of Women in U.S. medical schools who are entering mid- to executive-level positions. METHOD: Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). RESULTS: Twenty-four percent of Women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career Advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career Advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). CONCLUSIONS: Similar to findings outside academic medicine, 24% of Women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying Women's relocation decisions require additional study.
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systems of career influences a conceptual model for evaluating the professional development of Women in academic medicine
Journal of Womens Health, 2012Co-Authors: Diane Magrane, Page S Morahan, Katharine A Gleason, Shine Chang, Deborah L Helitzer, Gina CardinaliAbstract:Abstract Background: Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in Advancement of Women faculty. Methods: The Systems of Career Influences Model is a framework for exploring factors influencing Women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career Advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career Advancement. Within this system, Women weigh competing influences to make career Advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusion...
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the leadership continuum a framework for organizational and individual assessment relative to the Advancement of Women physicians and scientists
Journal of Womens Health, 2011Co-Authors: Page S Morahan, Sally Rosen, Rosalyn C Richman, Katharine A GleasonAbstract:Abstract Background: In the United States, Women have attained near gender equity at the entry stages in academic medicine; however, progress has been much slower at senior leadership levels. The paucity of Women leaders inhibits the ability of academic medicine to adequately meet the needs of an increasingly diverse body of students, faculty, staff, and patients. Research indicates that until a critical mass of Women with sustained success as leaders is achieved, it is unlikely that this deficit will be corrected. Methods: To promote the attainment of a critical mass of Women leaders, the authors integrate two approaches to advancing Women—the concept of a leadership continuum and a framework of practical approaches for moving toward gender equity at all ranks. Results: An institutional guide is presented that can be used to promote dialogue about gender equity, noting areas of success and opportunities for additional improvement as well as an assessment of progress. A corresponding checklist has been de...
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dental school deans perceptions of the organizational culture and impact of the elam program on the culture and Advancement of Women faculty
Journal of Dental Education, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Teresa A Dolan, Page S MorahanAbstract:In 2006, deans of the sixty-four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions' organizational culture for faculty, family-friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. of fifteen family-friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with Women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans' perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.
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medical school deans perceptions of organizational climate useful indicators for Advancement of Women faculty and evaluation of a leadership program s impact
Academic Medicine, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Page S MorahanAbstract:AbstractPurpose and MethodThe authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Wo
Katharine A Gleason - One of the best experts on this subject based on the ideXlab platform.
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systems of career influences a conceptual model for evaluating the professional development of Women in academic medicine
Journal of Womens Health, 2012Co-Authors: Diane Magrane, Page S Morahan, Katharine A Gleason, Shine Chang, Deborah L Helitzer, Gina CardinaliAbstract:Abstract Background: Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in Advancement of Women faculty. Methods: The Systems of Career Influences Model is a framework for exploring factors influencing Women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career Advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career Advancement. Within this system, Women weigh competing influences to make career Advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusion...
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the leadership continuum a framework for organizational and individual assessment relative to the Advancement of Women physicians and scientists
Journal of Womens Health, 2011Co-Authors: Page S Morahan, Sally Rosen, Rosalyn C Richman, Katharine A GleasonAbstract:Abstract Background: In the United States, Women have attained near gender equity at the entry stages in academic medicine; however, progress has been much slower at senior leadership levels. The paucity of Women leaders inhibits the ability of academic medicine to adequately meet the needs of an increasingly diverse body of students, faculty, staff, and patients. Research indicates that until a critical mass of Women with sustained success as leaders is achieved, it is unlikely that this deficit will be corrected. Methods: To promote the attainment of a critical mass of Women leaders, the authors integrate two approaches to advancing Women—the concept of a leadership continuum and a framework of practical approaches for moving toward gender equity at all ranks. Results: An institutional guide is presented that can be used to promote dialogue about gender equity, noting areas of success and opportunities for additional improvement as well as an assessment of progress. A corresponding checklist has been de...
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dental school deans perceptions of the organizational culture and impact of the elam program on the culture and Advancement of Women faculty
Journal of Dental Education, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Teresa A Dolan, Page S MorahanAbstract:In 2006, deans of the sixty-four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions' organizational culture for faculty, family-friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. of fifteen family-friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with Women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans' perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.
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medical school deans perceptions of organizational climate useful indicators for Advancement of Women faculty and evaluation of a leadership program s impact
Academic Medicine, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Page S MorahanAbstract:AbstractPurpose and MethodThe authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Wo
Sharon A Mcdade - One of the best experts on this subject based on the ideXlab platform.
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geographic mobility advances careers study of the executive leadership in academic medicine elam program for Women
Academic Medicine, 2013Co-Authors: Marsha R Mclean, Page S Morahan, Sharon Dannels, Sharon A McdadeAbstract:PURPOSE: To explore whether geographic mobility is associated with career Advancement of Women in U.S. medical schools who are entering mid- to executive-level positions. METHOD: Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). RESULTS: Twenty-four percent of Women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career Advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career Advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). CONCLUSIONS: Similar to findings outside academic medicine, 24% of Women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying Women's relocation decisions require additional study.
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dental school deans perceptions of the organizational culture and impact of the elam program on the culture and Advancement of Women faculty
Journal of Dental Education, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Teresa A Dolan, Page S MorahanAbstract:In 2006, deans of the sixty-four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions' organizational culture for faculty, family-friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. of fifteen family-friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with Women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans' perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.
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medical school deans perceptions of organizational climate useful indicators for Advancement of Women faculty and evaluation of a leadership program s impact
Academic Medicine, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Page S MorahanAbstract:AbstractPurpose and MethodThe authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Wo
Sharon Dannels - One of the best experts on this subject based on the ideXlab platform.
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geographic mobility advances careers study of the executive leadership in academic medicine elam program for Women
Academic Medicine, 2013Co-Authors: Marsha R Mclean, Page S Morahan, Sharon Dannels, Sharon A McdadeAbstract:PURPOSE: To explore whether geographic mobility is associated with career Advancement of Women in U.S. medical schools who are entering mid- to executive-level positions. METHOD: Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). RESULTS: Twenty-four percent of Women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career Advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career Advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). CONCLUSIONS: Similar to findings outside academic medicine, 24% of Women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying Women's relocation decisions require additional study.
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dental school deans perceptions of the organizational culture and impact of the elam program on the culture and Advancement of Women faculty
Journal of Dental Education, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Teresa A Dolan, Page S MorahanAbstract:In 2006, deans of the sixty-four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions' organizational culture for faculty, family-friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. of fifteen family-friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with Women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans' perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.
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medical school deans perceptions of organizational climate useful indicators for Advancement of Women faculty and evaluation of a leadership program s impact
Academic Medicine, 2009Co-Authors: Sharon Dannels, Sharon A Mcdade, Rosalyn C Richman, Katharine A Gleason, Jean M Mclaughlin, Page S MorahanAbstract:AbstractPurpose and MethodThe authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Wo
Sandra M Schneider - One of the best experts on this subject based on the ideXlab platform.
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the development of best practice recommendations to support the hiring recruitment and Advancement of Women physicians in emergency medicine
Academic Emergency Medicine, 2016Co-Authors: Esther K Choo, Dara Kass, Mary Westergaard, Susan H Watts, Nicole Berwald, Linda Regan, Susan B Promes, Kathleen J Clem, Sandra M SchneiderAbstract:Background Women in medicine continue to experience disparities in earnings, promotion, and leadership roles. There are few guidelines in place defining organization-level factors that promote a supportive workplace environment beneficial to Women in emergency medicine (EM). We assembled a working group with the goal of developing specific and feasible recommendations to support Women's professional development in both community and academic EM settings. Methods We formed a working group from the leadership of two EM Women's organizations, the Academy of Women in Academic Emergency Medicine (AWAEM) and the American Association of Women Emergency Physicians (AAWEP). Through a literature search and discussion, working group members identified four domains where organizational policies and practices supportive of Women were needed: 1) global approaches to supporting the recruitment, retention, and Advancement of Women in EM; 2) recruitment, hiring, and compensation of Women emergency physicians; 3) supporting development and Advancement of Women in EM; and 4) physician health and wellness (in the context of pregnancy, childbirth, and maternity leave). Within each of these domains, the working group created an initial set of specific recommendations. The working group then recruited a stakeholder group of EM physician leaders across the country, selecting for diversity in practice setting, geographic location, age, race, and gender. Stakeholders were asked to score and provide feedback on each of the recommendations. Specific recommendations were retained by the working group if they achieved high rates of approval from the stakeholder group for importance and perceived feasibility. Those with >80% agreement on importance and >50% agreement on feasibility were retained. Finally, recommendations were posted in an open online forum (blog) and invited public commentary. Results An initial set of 29 potential recommendations was created by the working group. After stakeholder voting and feedback, 16 final recommendations were retained. Recommendations were refined through qualitative comments from stakeholders and blog respondents. Conclusions Using a consensus building process that included male and female stakeholders from both academic and community EM settings, we developed recommendations for organizations to implement to create a workplace environment supportive of Women in EM that were perceived as acceptable and feasible. This process may serve as a model for other medical specialties to establish clear, discrete organization-level practices aimed at supporting Women physicians.