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Book part
Publication date: 29 March 2021

Liang Zhang, Ronald Ehrenberg and Xiangmin Liu

We use panel data models to examine variations and changes in faculty employment at four-year colleges and universities in the United States. The share of part-time faculty among…

Abstract

We use panel data models to examine variations and changes in faculty employment at four-year colleges and universities in the United States. The share of part-time faculty among total faculty has continued to grow during the last two decades, while the share of full-time lecturers and instructors has been relatively stable. Meanwhile, the share of nontenure track faculty among full-time faculty has been growing, especially among the professorial ranks. Dynamic panel data models suggest that employment levels of different types of faculty respond to a variety of economic and institutional factors. Colleges and universities have increasingly employed faculty whose salaries and benefits are relatively inexpensive; the slowly deteriorating financial situations at most colleges and universities have led to an increasing reliance on a contingent academic workforce. A cross-sectional comparison of the share of full-time nontenure track faculty also reveals significant variations across institutions.

Book part
Publication date: 2 February 2015

Xiangmin Liu and Liang Zhang

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative…

Abstract

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative sample of part-time college instructors. Results based on multilevel cross-classified random effects models indicate that part-time faculty who prefer full-time positions report working on average more hours per week and express greater work-related dissatisfaction than those who choose reduced work hours. Individuals whose part-time jobs are their primary jobs have less job satisfaction but work longer hours than those who treat part-time work as secondary. Finally, those who prefer full-time employment report more negative job satisfaction when the primacy of their part-time jobs is high.

Details

Advances in Industrial and Labor Relations
Type: Book
ISBN: 978-1-78441-380-4

Keywords

Article
Publication date: 29 August 2023

James Robert Blair, Lisa Jones, Marie Manning, Joanne McGlown, Curtis Streetman and Carolin Walz

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and…

Abstract

Purpose

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.

Design/methodology/approach

A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.

Findings

This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.

Research limitations/implications

A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.

Practical implications

These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to “the alarm” from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.

Social implications

As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more “good” employees leaving the industry for other more lucrative options. Others may become “dead wood” in the university and engage in “quite quitting” resulting in less productivity. With the tenure process protecting professors, this may result in universities being “stuck” with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.

Originality/value

To the best of the authors’ knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.

Details

Journal of Business & Industrial Marketing, vol. 39 no. 1
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 1 April 2006

Joseph K. Cavanaugh

This study investigates how the increased use of part‐time and nontenure‐track instructors may result in grade inflation.

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Abstract

Purpose

This study investigates how the increased use of part‐time and nontenure‐track instructors may result in grade inflation.

Design/methodology/approach

This research uses ten years of registrar data at a Midwest State (USA) institution to perform a multiple regression grade analysis.

Findings

Evidence is found that part‐time and nontenure‐track instructors give higher grades even after accounting for many alternative explanations for grade differences.

Research limitations/implications

The source for the data used for the study is one public institution. Additional studies from a wider range of institution types would be necessary before more definite conclusions can be drawn.

Originality/value

This paper extends the work performed by a number of other authors by analyzing a significantly longer‐time period and by using data not specific to a particular discipline. In addition, this study expands upon past studies by including full‐time nontenure‐track faculty whose numbers are increasing rapidly in higher education. A multiple regression analysis is also used that provides for more robust results and controls for many alternative explanations of grade differences.

Details

Quality Assurance in Education, vol. 14 no. 2
Type: Research Article
ISSN: 0968-4883

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Book part
Publication date: 18 January 2021

C. Dean Campbell

The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the…

Abstract

The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the professoriate. Adjunct faculty include “experts” and “specialists” who teach postsecondary courses with a narrow focus and with content tailored to their full-time employment. Using a qualitative narrative approach, I delineate ways I construct meaning for myself as a part-timer. I develop a cultural interpretation of adjunct teaching that provides alternative view of professional socialization to counter the ongoing challenge of increasing the number of Black faculty in higher education. In doing so, three themes from the data (ideal worker as adjunct, historical role models, and clinical value of course content) suggest the identity of part-time faculty is situated in personal, professional, and cultural experiences.

Details

The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

Article
Publication date: 12 March 2020

Heidi Reeder

Without the stability of tenure, adjunct faculty have few barriers to leave their position. The purpose of this article is to understand the variables that predict commitment…

Abstract

Purpose

Without the stability of tenure, adjunct faculty have few barriers to leave their position. The purpose of this article is to understand the variables that predict commitment among adjunct instructors.

Design/methodology/approach

This paper statistically analyzed data from a survey completed by adjunct instructors at two 4-year universities. The survey included scales on commitment, satisfaction, investments, alternatives and the psychological concepts of grit and self-efficacy. In addition, a qualitative analysis was conducted on supplemental open-ended questions that allowed participants to describe the basis of their commitment.

Findings

Satisfaction and investments were the main predictors of commitment and those together accounted for just over 50 percent of the variance. Grit and self-efficacy did not correlate with commitment, but did correlate with satisfaction and investments.

Practical implications

Given the predictive power of satisfaction to explain commitment, understanding the specific rewards and costs experienced by this population can give administrators ideas for making the part-time position more appealing. Similarly, given the predictive power of investments, administrators might consider identifying avenues for adjunct faculty to contribute to the department and university in a meaningful and rewarding way.

Originality/value

Universities are increasingly dependent on adjunct instructors, so it is worthwhile to understand the experience of such faculty. This is best done through research, rather than relying on assumptions, stereotype or anecdotes.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

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Book part
Publication date: 16 December 2004

Christine Maitland and Rachel Hendrickson

During the NEA’s early years, the higher education community formed the core of the organization’s leadership, and higher education issues in turn represented a key area of NEA…

Abstract

During the NEA’s early years, the higher education community formed the core of the organization’s leadership, and higher education issues in turn represented a key area of NEA policymaking. The late 19th and early 20th century Association was fundamentally a professional group with a large teacher membership but little teacher representation in its leadership. In fact, it was only after the first 100 years of the NEA’s existence that the organization made an effective transition toward becoming a labor union, led by teachers and faculty members and focusing its primary energies on collective bargaining – first in the K-12 arena and soon after in higher education. Most recently, the NEA has sought to synthesize the two roles – that of professional association and union.

Details

Teacher Unions and Education Policy: Retrenchment of Reform?
Type: Book
ISBN: 978-1-84950-126-2

Book part
Publication date: 4 November 2021

Michelle Dennis and Sarah Fornero

Implementing effective strategies for the management of online faculty contributes to the experience of online students by ensuring that faculty are prepared to facilitate courses…

Abstract

Implementing effective strategies for the management of online faculty contributes to the experience of online students by ensuring that faculty are prepared to facilitate courses in a manner in which students are engaged and learning outcomes are attained. Additionally, faculty management impacts the experience of online faculty by reducing isolation; providing direction, feedback, and development; and implementing rewards and recognition to increase satisfaction and engagement. Further, best practices for online faculty management impact administrators by improving the learning outcomes of programs and departments, increasing student retention, reducing faculty attrition rates, and building institutional community. Employing best practices for the management of online faculty serves to create efficiencies and improve operations. This chapter will present best practices for faculty recruitment that aim to reduce the potential for bias and increase collaborative decision making. Additionally, key aspects of effective online faculty training will be discussed, in the context of relevant literature. Further, guidelines for the delivery of engaging professional development in the virtual space will be provided. Best practices for supervision and evaluation will be explored, including expectation setting, regular feedback, and formal assessment procedures. The aforementioned facets of online faculty management will be examined through an analysis of six case studies, based on initiatives that were implemented for the online campus of a small university.

Details

International Perspectives in Online Instruction
Type: Book
ISBN: 978-1-80043-672-5

Keywords

Article
Publication date: 20 April 2012

Randall Bowden and Lynn P. Gonzalez

The faculty, as higher education's most valuable asset, is being dramatically altered. Changes in appointment status drive this alteration, resulting in the essential work of…

Abstract

Purpose

The faculty, as higher education's most valuable asset, is being dramatically altered. Changes in appointment status drive this alteration, resulting in the essential work of faculty being transformed. Given this change in faculty composition, this study seeks to examine how faculty appointments relate to the production of faculty work in teaching, research, and service. Faculty appointments affect faculty work and it implies that the function of higher education also is altered. The purpose of this paper is to examine the impact of the rise of contingent faculty on the professoriate and higher education.

Design/methodology/approach

The National Study of Postsecondary Faculty of 2004 provided data for analyses. There were faculty and instructional staff participants (26,110) from a sample of 980 institutions in the USA and the District of Columbia. The National Center for Education Statistics provides access to its Data Analysis System (DAS) for public use. Basic calculations can result in straight counts, percentages, means, correlation coefficients, and tables. Complex analytic capabilities include covariance using both weighted least squares regression and logistic regression. The DAS was used to examine how changes in faculty composition were related to teaching, research, and service.

Findings

Overall, the results indicate that tenured and tenure‐track faculty out‐perform contingent faculty on all major items of teaching, research, and service. With few exceptions, contingent faculty can be viewed as less productive faculty members within the historical function of higher education to promote inquiry and advance the sum of human knowledge, provide general instruction to the students, and develop experts for various branches of the public. If faculty are the heart and health of colleges and universities, the future of higher education may be bleak if the reliance on contingent faculty continues to soar.

Practical implications

The gap between performance levels of tenure/tenure‐track and contingent faculty in teaching, research, and service indicates the quality of higher education is rapidly eroding. This study indicated that the contributions to promoting inquiry and advancing the sum of human knowledge are diminished with increasing use of contingent faculty. It suggests that not only is the work of faculty threatened by a contingent faculty approach but the well‐being of higher education is threatened also.

Social implications

Overall, tenured and tenure‐track faculty out‐performed other types of faculty appointments according to essential values of faculty – teaching research, and service. Faculty appointments play a significant role in the overall performance of higher education. The function of higher education cannot help but be affected. Society relies on higher education for not only career training but an educated citizenry. If left to contract and part‐time help, it raises concern for the overall well being of society.

Originality/value

Although there is literature discussing concerns about the influx of contingent faculty, there is little, if any, empirical evidence of its impact on the professoriate and its relationship to the overall health and well being of higher education. This study suggests that the traditional framework of faculty work – teaching, research, and service – is being dramatically altered.

Details

Journal of Applied Research in Higher Education, vol. 4 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 13 November 2008

Brian D. Polkinghorn, Haleigh La Chance and Robert La Chance

The graduate field of conflict resolution is composed of an eclectic mix of programs, departments, centers, institutes, and think tanks which conduct a wide range of theory…

Abstract

The graduate field of conflict resolution is composed of an eclectic mix of programs, departments, centers, institutes, and think tanks which conduct a wide range of theory development, basic and applied research, service and teaching functions. Prior research on the graduate field has been limited mainly to either direct comparisons between a few graduate programs or summaries of progress made by program clusters, with the largest being a study of 18 programs. The composition and activities of the graduate field as a whole are not well understood, yet are hotly debated. This research attempts to fill part of this knowledge gap by specifically examining all known graduate programs in Peace Studies (PS), Alternative Dispute Resolution (ADR) and Conflict Resolution (CR) in the United States that award verifiable graduate credentials (i.e., certificates, masters, or doctoral degrees) in PS, ADR, or CR. The participants in this study therefore constitute the entire known population (N=94) of graduate credential granting programs in the United States that collectively award roughly 164 certificate and/or degree options. The results of this study constitute a baseline from which to specifically examine and compare program factors including: program location, size, student composition, faculty credentials and areas of expertise. This study also examines program content, including curriculum content, design, and delivery, areas of training specialization; and those elements that participants report make their programs unique. These and other results provide a means of comparing program types and individual program innovations in regard to curriculum, service, research agendas, and areas of practice. The study concludes with participants’ ideas on what program development trends we can expect to see in the coming years as well as where the academy is or is not meeting social needs.

Details

Pushing the Boundaries: New Frontiersin Conflict Resolution and Collaboration
Type: Book
ISBN: 978-1-84855-290-6

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