Faculty citizenship and institutional culture are critically important to the health and success of any college/school of pharmacy. This commentary describes the current relevance and importance of faculty citizenship in the broader context of institutional culture and provides a definition of faculty citizenship for use across all aspects of faculty roles in the pharmacy academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the academy’s understanding and use of the concept

This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.

This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.

The experiences of Black faculty at predominantly White institutions have a complex history and have caused one glaring issue: a lack of retention. Specific calls to action have led to changes; however, more should be done to ensure this underrepresented group is utilized in the most effective manner. While most scholars focus on Black faculty who do not stay; it is critical to explore those who do. The purpose of this research was to distinguish what influences IFSPs played in the faculty success and ultimate stay of Black faculty at two predominantly White institutions in the state of Mississippi. This study examined responses from 26 online survey participants identified as a Black faculty member employed by a PWI located in the state of Mississippi. Through the usage of qualitative methods, the study found that faculty success (years employed at current institution) is a strong factor, but most items (institutional environment, institutional collegiality, and usefulness of IFSPs) did not reveal a relationship among each other. The same admission is made with the examination of the likelihood of staying with the variables. Institutional environment, institutional collegiality and usefulness of institutional faculty support programs were acknowledged factors to faculty success and self-reported likelihood to stay from participants. Additional data output revealed participants positively responded to openness toward participation in IFSPs if offered by their institution. These findings reveal more exploration to extend this research is warranted; specifically, an in-depth, one-on-one setting for personal reflections of Black faculty both early in their career those with tenure status is a recommendation. Further research on this matter is necessary- to close the gap on literature and uncover more experiences of Black faculty members faculty success and likelihood to stay at PWIs. An additional recommendation is the inclusion of familial dynamics to uncover personal life influence of Black faculty members. More engagement from institutions will lead to more accountability and lessen dilemmas that are experienced by Black faculty that impact their likelihood to stay.