Unlocking the Potential of Introverted Faculty: Why Quiet Strength Matters
In academic settings, we often reward the loudest voice in the room: the faculty member who commands attention at meetings, the leader who networks with ease, the professor who seems effortlessly “on” in every setting. We have all witnessed the “butterfly in the room” phenomenon.
But what about those whose leadership is quieter?
Introverted faculty—who prefer listening over speaking, reflection over rapid response, and depth over breadth—often feel overlooked in academic pharmacy environments that value constant visibility. This can lead to under-recognized contributions, stunted career progression, and a sense that their leadership potential is somehow less valid.
Susan Cain’s book Quiet reminds us that introversion isn’t a weakness to overcome—it’s a strength to harness.
Here’s how colleges of pharmacy can better support introverted faculty and unlock their full potential.
1. Rethink What Leadership Looks Like
Key Idea: Leadership doesn’t require a spotlight—it requires clarity, courage, and meaningful contribution.
Introverted faculty often lead by example, through careful decision-making, thoughtful mentorship, and steady execution. Yet they may be passed over for roles because they don’t “self-promote.” They may be mistaken in meetings as disengaged or not interested in the topic.
Try This:
Redefine leadership competencies to include listening, empathy, and long-term thinking.
Highlight diverse leadership stories in newsletters, town halls, or retreats.
Example:
A soft-spoken faculty member consistently mentors junior colleagues and improves retention in their department—but isn’t in the spotlight. Shine a light on their impact through a peer-nominated recognition program.
2. Create Space for Reflection Before Response
Key Idea: Fast talkers often dominate discussions—but slower thinkers often offer deeper insights. We have all witnessed the person who talks over, interrupts, or half-listens because they are thinking about the next words they should speak.
Introverts thrive with time to reflect before weighing in. Meetings that favor rapid-fire discussion can unintentionally silence their contributions.
Try This:
Share agendas and questions in advance to give everyone time to prepare.
Use silent brainstorming or written input methods (e.g., online forms, sticky notes).
Example:
Before a strategic planning session, ask faculty to submit their ideas via a shared document. The result? Broader participation and more nuanced input.
3. Support Energy Management—Not Just Time Management
Key Idea: Social energy is a finite resource, especially for introverts.
Unlike extroverts who may gain energy from back-to-back meetings, introverts may find themselves depleted. This isn’t about lack of passion—it’s about wiring. Social engagement can be completely exhausting to them.
Try This:
Respect quiet blocks of time on calendars for recharging.
Offer flexibility in service assignments (e.g., solo projects vs. committee work).
Provide faculty development to harness skills of “showing up as extroverts” when it matters.
Example:
An introverted faculty member negotiates to lead a new faculty onboarding guide rather than chair a high-visibility committee—still making a vital contribution in a more energizing way.
4. Mentor for Visibility Without Forcing Personality Shifts
Key Idea: You don’t have to be loud to be seen - visibility can be intentional, not showy. Introverts can be strategic with their visibility to be authentic to who they are while cutting through the noise to ensure their voice is heard.
Introverted faculty often feel drained by the pressure to constantly network or speak up just to get noticed. But with the right support, they can find ways to build credibility and influence that feel true to who they are. Mentors play a key role in helping them do that in a way that works for them.
Try This:
Teach techniques like “small talk scripts” or one-on-one networking strategies.
Encourage leadership roles that align with their strengths (e.g., assessment, curriculum design, policy development).
Example:
Rather than attending every conference social event, a faculty member builds relationships through follow-up emails and small group conversations—creating deeper, lasting professional connections.
Final Thoughts:
Introversion is not a liability in academic pharmacy—it’s a leadership asset waiting to be recognized. When we broaden our definition of what it means to lead, we create space for every faculty member to contribute in their own powerful way.
Let’s move from undervaluing quiet strengths to designing environments where they can thrive.
Next Steps to Unlocking Quiet Strength:
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👉 Because the next great leader on your team may not be the loudest—
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