Expressions and Perceptions of Leadership Identities in Pharmacy Education

Abstract

This study explores the identity of educators who served as leaders during curricular reform at one college of pharmacy. The aims were to investigate how these educators perceived their identity and influence as leaders. This qualitative case study centered on the design, implementation, and maintenance of an innovative curriculum led by curricular leaders. The experience of serving as a curricular leader was the first time anyone at the Harrison College of Pharmacy had served in this role. Results indicated that participants' perceptions of leadership and influence varied, indicating that role identity had yet to develop across all leaders fully. While participants behaved as leaders were expected to in this capacity, that did not automatically equate to feeling like leaders. Findings confirm the notion that developing a role identity starts with assimilating the behaviors associated with that role; this results in embodying that identity and that identity development occurs before a leader is able to perceive their influence.