Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?

Ott, Molly; Dippold, Lindsey

doi:10.1080/10668926.2017.1283259

Cited by 10 publications

(12 citation statements)

References 30 publications

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“…As a consequence, adjunct faculty self-report less satisfaction and feel like an outsider at their institutions (Kimmel & Fairchild, 2017; Yakoboski, 2016). However, adjunct faculty share intrinsic motivations to instruct on a part-time basis at a community college despite low wages, lackluster support, and absent recognition (Ott & Dippold, 2018; Pons et al, 2017; M. Smith, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts

Zoromski,

Sasso

2024

Community College Review

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Objective: The purpose of this study was to describe the relationship between community college department chairs and their adjunct faculty. Methods: This was a descriptive phenomenological qualitative study that used individual semi-structured interviews of 14 department chairs from a purposive sample drawn from a midwestern community college. Data analysis was conducted through two cycles of coding using phenomenological approaches. Results: Findings suggest that department chair relationships with adjunct faculty are transactional, have limited depth, and are perceived as scheduling stopgaps. Department chairs describe their connection as centered on scheduling or administration to prioritize student needs above relationship building. Contributions: The study contributes to existing research by elucidating that the department chair-adjunct didactic relationship is superficial. Department chairs, opposed to lead instructors, hold the most influence to positively influence the academic environment through a deepened relationship with adjunct faculty. Important implications for practice are provided for focused intentional efforts to humanize adjunct faculty within their institutions.

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Section: Literature Reviewmentioning

confidence: 99%

Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts

Zoromski,

Sasso

2024

Community College Review

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“…In understanding the needs and experiences of adjunct faculty, one must first acknowledge the diversity of their motivations, life circumstances, and backgrounds (Eagan et al., 2015; Fuller et al., 2017). In community colleges, adjuncts include aspiring full‐time faculty members, K‐12 educators, those with previous or current work experience in a range of industries, retirees, individuals who prefer part‐time work for personal reasons, and college administrators and staff who teach in addition to performing their full‐time responsibilities (Ott & Dippold, 2018; Wagoner, 2007). This diversity of backgrounds suggests the need for differentiated engagement strategies.…”

Section: Experiences Of Adjunct Faculty In Community Collegesmentioning

confidence: 99%

A role for disciplinary societies in supporting community college adjunct faculty

Bickerstaff¹,

Ran²

2021

New Drctns Community Coll

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“…Kramer et al (2014) divided adjuncts between those who preferred part-time employment (voluntary adjuncts) and those who aspired to full-time teaching appointments (nonvoluntary adjuncts). Ott and Dippold (2018a) found that nonvoluntary adjuncts expressed greater dissatisfaction with compensation, promotion opportunities, and job security than did voluntary adjuncts.…”

Section: Adjunct Type Reflects Unique Needsmentioning

confidence: 89%

“…Voluntary adjuncts valued flexibility and limited commitments over wages and benefits (Gappa & Leslie, 1993). In a study of adjuncts at 10 community colleges, Ott and Dippold (2018a) found that voluntary adjuncts exhibited greater levels of commitment and a lower propensity to seek alternative employment. Nonvoluntary adjuncts were more likely to self-identify as underemployed, economically insecure, and racial minority.…”

Section: Characteristics Of Adjunct Facultymentioning

confidence: 99%

“…They also expressed greater dissatisfaction with compensation, opportunities for promotion, levels of recognition and respect, and job security. A college with a large percentage of dissatisfied faculty may adversely impact college culture and institutional productivity (Kramer et al, 2014;Maynard & Joseph, 2008;Ott & Dippold, 2018a).…”

Section: Characteristics Of Adjunct Facultymentioning

confidence: 99%

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How adjunct faculty understand and apply learner-centered pedagogy

Reynolds¹

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This study examined how adjunct faculty understand and apply learner-centered pedagogy and the institutional factors that impact their capacity to learn and apply learner-centered teaching. Adult Learning Theory provided the theoretical framework for the study. Semi-structured interviews were conducted with seven adjuncts from the College of Arts and Sciences at a private, four-year university in New England. The transcripts were analyzed using interpretive phenomenological analysis (IPA) and four major findings emerged from the analytic process: (a) the participants demonstrated a limited understanding of the principles of learner-centered pedagogy; (b) the participants demonstrated a limited use of learner-centered instructional practices; (c) institutional factors impacted their capacity to learn and apply learner-centered teaching; and (d) the participants were characterized by adjunct types that reflected the unique needs and interests of each cohort relative to teaching and learning. These findings were examined within the context of the framework of Adult Learning Theory and situated within the extant literature. They suggest opportunities for enhancing adjuncts' understanding and application of learner-centered pedagogy to enhance their teaching effectiveness and to improve student learning outcomes.

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Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?

Cited by 10 publications

References 30 publications

Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts

Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts

A role for disciplinary societies in supporting community college adjunct faculty

How adjunct faculty understand and apply learner-centered pedagogy

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