Becoming by doing: How women in academic health sciences build a leadership identity through project experiences

Abstract

Purpose

Leadership development programs often use institutional projects to activate learning. We explored how project work shaped leadership identity formation in senior women leaders from one academic health science center who enrolled in The Hedwig von Ameringen Executive Leadership in Academic Medicine (ELAM^®) program.

Materials and methods

We interviewed ELAM Fellows and conducted a qualitative analysis of transcripts. Our primary analysis focused on the influences of projects on Fellows and institutions. Leadership identity formation emerged as a distinct pattern, so this narrative content was separated for secondary analysis. All authors approved the final assignment of themes and codes.

Results

Participants described a multi-dimensional process for developing a leadership identity. Themes encompassed participants’ View of Self and One’s Image as a Leader, Interpersonal Relationships, and Commitment to a Value-based Goal. These internal factors grounded external influences, such as interactions with colleagues and institutional leaders, and the world beyond the institution.

Conclusions

We examined the process of leadership identity formation from the perspective of women leaders in academic health sciences who completed an institutional project during a leadership development program. Findings illustrate how internal and external forces, experienced in the context of project work, combine to influence leadership identity formation in women.

Keywords:

• Continuing education
• medicine
• leadership
• multi-professional
• leadership identity

Acknowledgments

We appreciate the contribution of our paid consultant, Sharon Newbill, Ph.D., of Folkstone Evaluation Anthropology. We are also grateful for the help of ELAM staff and ELAM’s former director, Diane Magrane, MD.

Disclosure statement

Dr. Morahan has retired as the founding director of ELAM. Drs. Gusic and Thorndyke currently receive honoraria from ELAM for teaching activities. Drs. Baldwin and Lewis have no competing interests to declare.

Glossary

Leadership—Identity formation: Development of a sense of self as a leader that integrates personal, interpersonal, and leadership experiences, and aims to achieve collective goals consistent with one’s personal values (Day and Harrison 2007).

Additional information

Notes on contributors

Constance D. Baldwin

Dr. Constance D. Baldwin, PhD, Professor of Pediatrics and Co-director of the General Pediatrics Fellowship at the University of Rochester, specializes in scientific communications and educational scholarship. She is the Founding Director of the Academic Pediatric Association’s Educational Scholars Program.

Vivian Lewis

Dr. Vivian Lewis, MD, is Professor Emerita of Obstetrics and Gynecology at the University of Rochester. She served as Vice Provost for Faculty Development and Diversity, where she directed leadership training, recruitment and advancement to promote faculty diversity, and mentorship training.

Luanne E. Thorndyke

Dr. Luanne E. Thorndyke, MD, is Professor of Medicine and Vice Provost for Faculty Affairs at the University of Massachusetts Medical School. Leading the Office of Faculty Affairs, she directed promotion and tenure; governance; leadership development; and diversity and gender equity. She was Executive Vice Dean of the Keck School of Medicine from July 2020–2021.

Page S. Morahan

Dr. Page S. Morahan, PhD, is Professor Emerita, Drexel University College of Medicine, where she founded the ELAM^® and FAIMER^® leadership development programs. She focuses on virtual communities of practice; leadership development programs; career planning; and advancement of women.

Maryellen E. Gusic

Dr. Maryellen E. Gusic, MD, is Senior Associate Dean for Education, Katz School of Medicine, Temple University, and past President of the Academic Pediatric Association. She focuses on evaluating educational scholarship and professional development programs, and promoting academic advancement. She is an ELAM alumna and has since served on the ELAM faculty.