Building Leadership Capacity in Health Sciences: Rationale, Design, and Early Outcomes of the Emerging Leadership Academy at Dow University of Health Sciences

Abstract

Abstract

Background: Many universities, particularly medical schools, report persistent gaps in formal leadership training, despite a consensus that leadership development enhances individual performance, team function, and institutional outcomes.

Objective: To describe the rationale, design, implementation, and early outcomes of the Emerging Leadership Academy (ELA) at Dow University of Health Sciences (DUHS), created to address this unmet training need across faculty, trainees, and administrative leaders.

Methods: ELA was implemented as a hybrid, cohort-based program emphasizing servant leadership, core human skills, and applied problem-solving. Program architecture, eligibility criteria, and selection criteria, as well as competency maps, were defined prospectively. The curriculum integrates case-based seminars, simulations, peer-learning circles, and individualized coaching aligned with DUHS priorities. Evaluation utilizes multiple modalities, including application and selection metrics, participation and completion rates, pre– and post–self–assessments mapped to leadership competencies (e.g., self-awareness, communication, teamwork, conflict management, decision-making, and change leadership), and qualitative feedback from mentors and supervisors. A longitudinal tracker follows alumni milestones, including role expansion, project impact, and contribution to institutional initiatives.

Results: Launched in September 2023, ELA has run multiple cohorts with sustained demand and capacity-limited enrollment. Participants report high perceived relevance and applicability to clinical, academic, and operational settings. Preliminary analyses indicate gains in leadership self-efficacy, teamwork behaviors, emotional intelligence, and communication clarity, with capstone projects demonstrating practical improvements in service quality, research operations, and learner experience. Early signals indicate a growing pipeline of graduates assuming formal and informal leadership roles.

Conclusion: A structured leadership academy embedded within a health-sciences university is feasible, scalable, and responsive to the documented training gap. By combining competency-based design, hybrid delivery, mentorship, and project-based learning, ELA offers a reproducible model for cultivating leaders who can advance patient care, education, and research. Continued cohorts and longitudinal follow-up will clarify downstream effects on individual and organizational performance and culture.