Perspectives on Work-Family Integration Among U.S. Pharmacy Faculty With Children

To explore the causes of work-family and family-work conflict among US pharmacy faculty with dependent children under the age of 18.

Semistructured qualitative individual interviews were conducted via Zoom with faculty members from US schools/colleges of pharmacy. Questions focused on work-family conflict, family-work conflict, recent changes to work-family integration, and strategies for improvement. Interviews were audio-recorded, transcribed, and analyzed using thematic content analysis.

Forty-two interviews were included for analysis, representing 37 unique institutions. A theoretical model was developed using a modified socio-ecological framework, illustrating the relationship among 3 central constructs: (1) barriers and facilitators, (2) work-family integration, and (3) impact. Participant-identified barriers included work commitments outside of normal business hours, lack of work flexibility, and conflicting academic calendars between parent and child. Facilitators included autonomy, partner support, peer support at work, boundary setting, and intentionality toward work-life integration. Barriers and facilitators at the individual, interpersonal, organizational, and societal levels shaped participants' ability to achieve work-family integration and contributed to impacts such as stress, guilt, strained relationships, diminished workplace connections, and, in some cases, consideration of leaving academia for a better work-life balance. Participants recommended flexible work policies, supportive leadership, and intentional organizational strategies to promote work-life integration.

Work-life integration is a critical issue for pharmacy faculty with dependent children. Individuals, partners, coworkers, employers, institutions, and the Academy should provide intentional support to help faculty achieve sustainable work-life integration.