We're So Glad You Asked: Maryland Adjuncts Speak Out On Their Status, Needs and Opinions

Martinak, M. Linda; Karlsson, R.; Faircloth, Richard; Witcher, Pamela M.

doi:10.1080/07377366.2006.10401224

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…Several participants stated that they did not consider themselves to be an "engaged faculty member" because they were unable to participate in meetings or activities outside teaching. This is consistent with other studies which also found that adjuncts wanted to participate more, but were limited by barriers (Beem, 2002;Grant, 2002;Martinak et al, 2006). These barriers include time (Magda, et al, 2015) and the need to balance a full-time workload (Hoyle, 2010;Serdenciuc, 2013).…”

Section: Findings In the Context Of The Literaturesupporting

confidence: 81%

“…said attendance should impact their pay scale, and 48% wanted it to be a factor in promotion (Martinak, et al, 2006). Seventy-one percent wanted to learn more about effective teaching methods.…”

Section: Faculty Development Programs Were Debuted In the Late 1960s mentioning

confidence: 99%

“…Programs have also been proven effective in increasing instructional quality and innovation, particularly for online programs (Akroyd et al, 2013), though there is a need for more development offerings across the board (Martinak, et al, 2006).…”

Section: Faculty Training and Development Programsmentioning

confidence: 99%

“…Most preferred weeknights, and a significant percentage wanted development to be available online, though only 3% of institutions in the study actually offered online programs. In addition, only 35% wanted a mix of full-and part-time faculty members to attend, preferring separate events (Martinak, et al, 2006).…”

Section: Faculty Development Programs Were Debuted In the Late 1960s mentioning

confidence: 99%

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When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite this, there remains a lack of comprehensive data regarding the adjunct experience, particularly in regards to specific subgroups of adjunct faculty. While some adjuncts function as replacements for fulltime faculty, adjunct practitioners have a unique value-add in that they bring professional knowledge and field experience into the classroom. For this reason, they play an integral role in practice-based programs. In order to become successful instructors, they must be supported by the administration and integrated into the academic community; however, much about the experience of this group is unknown. Therefore the purpose of this qualitative case study was to gain insight into the experience of adjunct practitioners. Using Kahn's (1990) theory of employee engagement, this study sought to answer the following research question: How do adjunct practitioners experience engagement at a mid-sized private university on the West Coast?Data gathered from interviews and a document review produced four key findings: first, participants feel teaching is personally meaningful, though they lack a sense of community with other faculty and the institution as a whole. Second, participants do not feel entirely secure in their roles and are concerned about their future security with the institution. And third, participants believe they possess the necessary basic resources to perform their role, but would appreciate more accessible development opportunities. Implications for practice and recommendations for future research are also discussed.

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Section: Findings In the Context Of The Literaturesupporting

confidence: 81%

Section: Faculty Development Programs Were Debuted In the Late 1960s mentioning

confidence: 99%

Section: Faculty Training and Development Programsmentioning

confidence: 99%

Section: Faculty Development Programs Were Debuted In the Late 1960s mentioning

confidence: 99%

See 2 more Smart Citations

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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“Cheap labor” speaks: PR adjuncts on pedagogy and preparing Millennials for careers

Pompper

2011

Public Relations Review

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Adjunct Faculty Development: A Kenyan Perspective

Wanjohi¹

2020

The Journal of Continuing Higher Education

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We're So Glad You Asked: Maryland Adjuncts Speak Out On Their Status, Needs and Opinions

Cited by 3 publications

References 5 publications

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

“Cheap labor” speaks: PR adjuncts on pedagogy and preparing Millennials for careers

Adjunct Faculty Development: A Kenyan Perspective

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