Thriving, Surviving, or Striving? A Part-Time Non-Tenure-Track Faculty Typology for the New Era of Faculty Work

Abstract

Context As instructional part-time, non-tenure-track faculty (NTTF) come to constitute an increasing proportion of all teaching faculty in the United States, significant research has investigated the experiences and perspectives of these essential higher education workers. In past decades, a subset of this work has sought to typologize this heterogenous group by various characteristics including their professional attributes and motivations for teaching part-time. Yet these typologies evidence limited usefulness to the robust and current scholarly debate surrounding NTTF in higher education. Purpose This article presents a novel typology of part-time NTTF for the new era of faculty work—an era marked by financial inequality. Thus, the proposed typology sorts these faculty, within the context of structural inequality, by their motivation to teach part-time and their financial dependence on this work. Research Design This analytic essay synthesizes literature on the attributes, work experiences, perspectives, and motivations of part-time NTTF in order to critique existing part-time faculty typologies and present a novel classification system. Conclusions The proposed typology advances three types of part-time NTTF: “thrivers”— those who work as teachers predominantly by preference; “survivors” —those who work as teachers predominantly out of financial need; and “strivers” —those who work as teachers because of a combination of preference and financial need. As proposed, the new typology enables a more complex understanding of part-time faculty's work experiences and better differentiates lines of future inquiry and practice for these essential professionals, many of whom are indispensable to, yet face inequitable working conditions within, the field of higher education.

University Board Connectivity, Finances, and Research Production, 1985–2015

“…Increasing accountability pressures may diminish the faculty influence on university governance (Kelchen, 2018; McClure et al, 2020). A growing share of faculty members work outside of the tenure system (Hurlburt & McGarrah, 2017; Kezar & Maxey, 2014; Pryor, 2020), and the average length of a university president’s term has declined (Harris & Ellis, 2018). As the composition of the faculty and the administration have changed, some scholars (e.g., Bastedo, 2005; Lazerson, 1997) argue that boards have taken a more active role in institutional affairs.…”