The purpose of this research was to determine to what degree work environment and personal characteristics, rewards and performance contribute to job satisfaction among full-time faculty at all accredited colleges of pharmacy. Accredited colleges of pharmacy were determined by a roster available to the profession. Full-time faculty were identified through a 1979-1980 mailing list provided by the American Association of Colleges of Pharmacy and by each individual faculty member as to whether or not he/she was considered full-time faculty by his/her school. Data were collected through a mail questionnaire sent to the overall population of 1962 subjects representing all accredited colleges of pharmacy. Of the 1307 questionnaires returned, 148 were not usable because, in the opinion of the faculty member, he/she did not meet the criteria for inclusion in the study. The return of 1159 usable questionnaires from the remaining 1814 questionnaires yielded a response rate of 63.9 percent. The questionnaire was formulated according to the research questions posed in the study using (1) a modification of the Minnesota Satisfaction Questionnaire, (2) eleven items from the 1972-73 Quality of Employment Survey, (3) the University of Southern California Faculty Professional Interests Survey, and (4) basic informational data. The data analysis techniques employed consisted of measures of central tendency, Pearson Product-Moment Correlation Coefficients, the chi-square statistic and one-way analysis of variance.

A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Carmine Paul Gibaldi. Dissertation Committee: L. Lee Knefelkamp. Includes bibliographical references (leaves 164-168).

The intent of this work is to emphasize that the concept of clinical pharmacy is no longer an innovation or an educational experiment, but rather is a reality which requires national recognition, professional as well as legislative support, and clearly planned educational preparation.