Predicting the Satisfaction and Loyalty of Adjunct Faculty

Hoyt, Jeff E.

doi:10.1080/07377363.2013.722417

Cited by 35 publications

(82 citation statements)

References 31 publications

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“…This was important because the literature suggests that participation rates in development opportunities and institutional supports among part-time faculty are modest, ranging from 48% to 56% to 63% (Hoyt, 2012). As shown in Table 1, the following themes emerged from responses to this question: 1) timing of offerings; 2) incentives to participate; 3) awareness of offerings; 4) format of offerings; and 5) usefulness of offerings.…”

Section: Methodsmentioning

confidence: 99%

“…These findings are consistent with the literature in several ways. Studies consistently reveal a gap between the desire of non-tenure-track faculty to participate in professional development activities and the institutional provision of opportunities to do so (Fagan-Wilen, Springer, Ambrosino, & White, 2006;Gappa & Leslie, 1993;Hoyt, 2012;Kezar & Sam, 2010).…”

Section: Methodsmentioning

confidence: 99%

“…Other researchers have noted the relationship between these experiences of isolation and the job satisfaction and turnover rates among part-time faculty (e.g., Hoyt, 2012;Meixner & Kruck, 2010). It seems clear that these realities have important implications, including concerns about workplace fairness and equity and threats to the instructional mission of post-secondary institutions-after all "faculty working conditions are student learning conditions" (New Faculty Majority, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Buch

McCullough

Tamberelli

2017

IJLTER

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Abstract. This study reports the results of a longitudinal study of adjunct faculty at a large research-intensive institution. A needs assessment found that adjunct faculty felt isolated and disconnected from their departments and colleagues, and reported a lack of formal and informal supports needed for success in their instructional roles. These findings guided the development and campus-wide implementation of adjunct-specific programming and resources. A program evaluation found improvements in adjunct faculty perceptions of support as well as directions for future programming and development opportunities.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Buch

McCullough

Tamberelli

2017

IJLTER

View full text Add to dashboard Cite

show abstract

“…Orientations allow universities to explain their work culture and practices to new faculty (Lyons, 2007). In a survey of the adjuncts in the Brigham Young University system, Hoyt (2012) found that most were generally satisfied with the professional development they received, but they wanted more of it. In response, the university provided orientations, mentors, and trainings that focused on departmental policies and teaching methods.…”

Section: Professional Development For Non-tenure Track Facultymentioning

confidence: 99%

Developing a Faculty Learning Community for Non-Tenure Track Professors

Bond¹

2015

IJHE

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Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty learning community (FLC) for its non-tenure track professors. Data were collected during an academic year from interviews with the participants, evaluations completed by the participants after the meetings, and the facilitators' curricular materials. The participants learned useful instructional strategies and felt more connected to their colleagues, more supported by the university, and more confident in their teaching. The findings suggest that FLCs are a viable method of professional development for non-tenure track faculty.

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“…Much of the research classifies faculty as a generalizable, homogenous group, and most institutions treat all contingent faculty alike (Baldwin & Wawrzynski, 2012;Gappa, 1993;Umbach, 2007). As such, research suggests institutions often fall short in supporting their contingent faculty by assuming all contingent faculty identify and connect with their institutions in the same way (Arsdale, 1978;Hoyt, 2012). Various institutions act as unique "labor markets" and yet, if stakeholders in higher education could distinguish the differences in experiences and perceptions between contingent faculty at different institutions, much could be learned in order to improve contingent faculty's connection to their specific institution (Conley & Leslie, 2002).…”

Section: Review Of Social Sciences (Rss) Page 11mentioning

confidence: 99%

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Vicente

2017

RSS

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JEL Classification: E58; G13.Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Current literature and research has yet to truly explore what contingent faculty are experiencing (Meixner et al., 2010). In order to equip institutions with the necessary understanding of contingent faculty, and practices and policies that provide institutional support systems for their contingent faculty, more qualitative studies that explore the experiences of an individual institution's contingent faculty, are needed. This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty's experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution's cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty.

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Predicting the Satisfaction and Loyalty of Adjunct Faculty

Cited by 35 publications

References 31 publications

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Developing a Faculty Learning Community for Non-Tenure Track Professors

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

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