Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip Pendley, Ed.D.

Second Advisor

LaFaye Platter, Ed.D.

Third Advisor

Felicia Haecker, Ed.D.

Abstract

Purpose: The purpose of this explanatory mixed methods study was to identify and describe the perceived impact of Johnson and Mohr’s (2013) five disruptive career skills on female medical education executives on their advancement to executive leadership positions.

Methodology: This study employed a sequential explanatory mixed methods approach to explore the career advancement strategies of female leaders in academic medicine. First, a quantitative survey using Likert scales assessed the use and impact of personal disruption strategies among female executives; next, semistructured interviews provided deeper insights into their experiences. The sample focused on senior female leaders in California medical schools who were purposively chosen, and many were recommended by experts.

Findings: The examination of mixed methods data revealed that leaders demonstrate sophisticated organizational awareness through strategic attribution while maintaining influence. They leverage crisis situations as career accelerators, challenging traditional glass cliff assumptions. Data-driven decision making was found to be as crucial for establishing credibility, particularly for nonphysician leaders. Self-promotion remained the most challenging skill, and only 4% reported confident use. Strategic relationship building and calibration between direct and indirect approaches to authority proved essential, and influence strategies (77%) showed higher impact than direct challenges (36%).

Conclusions: This study demonstrates how women leaders advance in medical education through sophisticated integration of data-driven leadership and strategic influence. They achieve success by transforming traditional barriers into advantages, leveraging crisis moments as career accelerators, using strategic attribution to maintain influence, and calibrating between direct and indirect approaches to authority. Their ability to combine thorough preparation with strategic improvisation enables sustainable career advancement in medical education’s complex environment.

Recommendations: Female executives should prioritize data analytics expertise alongside emotional intelligence and strategic influence capabilities. Leaders should master strategic attribution and self-promotion while seeking crisis management opportunities. Nonclinical leaders should leverage their unique perspectives, using data to establish credibility. Mentorship remains crucial for decoding organizational dynamics and developing sophisticated approaches to authority.

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