Part-Time Faculty in American Higher Education. David W. Leslie , Samuel E. Kellams , G. Manny Gunne

1984 ◽  
Vol 92 (2) ◽  
pp. 232-235
Author(s):  
Robert T. Blackburn
Keyword(s):  
Higher Education ◽  
Part Time Faculty ◽  
American Higher Education ◽  
Part Time ◽  
Time Faculty

Part-Time Faculty in American Higher Education

1983 ◽  
Vol 54 (2) ◽  
pp. 237
Author(s):  
Howard P. Tuckman ◽  
David W. Leslie ◽  
Samuel E. Kellams ◽  
G. Manny Gunne
Keyword(s):  
Higher Education ◽  
Part Time Faculty ◽  
American Higher Education ◽  
Part Time ◽  
Time Faculty

scholarly journals American Higher Education in Transition

2012 ◽  
Vol 26 (1) ◽  
pp. 193-216 ◽  
Author(s):  
Ronald G Ehrenberg
Keyword(s):  
Higher Education ◽  
Full Time ◽  
Private Institutions ◽  
Academic Institutions ◽  
Public And Private ◽  
Faculty Salaries ◽  
Part Time Faculty ◽  
American Higher Education ◽  
Institutional Expenditures ◽  
Part Time

American higher education is in transition along many dimensions: tuition levels, faculty composition, expenditure allocation, pedagogy, technology, and more. During the last three decades, at private four-year academic institutions, undergraduate tuition levels increased each year on average by 3.5 percent more than the rate of inflation; the comparable increases for public four-year and public two-year institutions were 5.1 percent and 3.5 percent, respectively. Academic institutions have also changed how they allocate their resources. The percentage of faculty nationwide that is full-time has declined, and the vast majority of part-time faculty members do not have Ph.D.s. The share of institutional expenditures going to faculty salaries and benefits in both public and private institutions has fallen relative to the share going to nonfaculty uses like student services, academic support, and institutional support. There are changing modes of instruction, together with different uses of technology, as institutions reexamine the prevailing “lecture/discussion” format. A number of schools are charging differential tuition across students. This paper discusses these various changes, how they are distributed across higher education sectors, and their implications. I conclude with some speculations about the future of American education.

Part-Time Faculty: Higher Education at a Crossroads

Academe ◽  
1986 ◽  
Vol 72 (1) ◽  
pp. 57
Author(s):  
Cara Chell ◽  
Judith M. Gappa
Keyword(s):  
Higher Education ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

scholarly journals Progress on Addressing Contingent Work Issues in Academia

2001 ◽  
Vol 9 ◽  
pp. 41
Author(s):  
Daniel Jacoby
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Washington State ◽  
The State ◽  
Contingent Work ◽  
Community And Technical Colleges ◽  
Part Time Faculty ◽  
Academic Labor ◽  
Part Time ◽  
Time Faculty

Higher education workers in Washington State are challenging the use of contingent academic labor. This article examines data and policies relevant to the state's reliance upon part-time faculty in community colleges. Data from the State Board for Community and Technical Colleges is juxtaposed with results from a survey completed by 20% of the part-time faculty in 14 community colleges to show that most do not work part-time by choice. The quantitative analysis underlies a subsequent examination of legislative and court solutions pursued in Washington State. Despite significant spending constraints, the state shows signs of being in the national vanguard as it addresses contingent academic labor issues.

Part-Time Faculty Affiliation with the Virtual University

2011 ◽  
pp. 1605-1609
Author(s):  
Leone E. Snyder ◽  
Leonard L. Snyder
Keyword(s):  
Higher Education ◽  
Department Of Education ◽  
Faculty Members ◽  
Virtual University ◽  
Adjunct Instructors ◽  
Part Time Faculty ◽  
Online Higher Education ◽  
Part Time ◽  
Education Administrators ◽  
Time Faculty

The recent, rapid growth of online higher education is well-documented. For example, Kiernan (August 8, 2003) mentions a U.S. Department of Education finding that there were 754,000 students enrolled in distance education for-credit courses in 1994; by 2000, that number had increased to 2,876,000. The National Center for Education reported that, as of 2002, 57% of U.S. undergraduates had taken an Internet-based course (Palloff and Pratt, 2003). This dramatic increase in enrollment has created a corresponding growth in the demand for faculty members, a demand that is increasingly being met by part-time, adjunct instructors. Grieve (2000) stated at the time of writing that 40% of college instruction was being delivered by part-time faculty, and predicted an increase in that percentage based on the growth in distance learning. As a result, higher education administrators need to know how to hire, train, and retain part-time faculty members. Feldman and Turnley (Fall, 2001) note a lack of research in this area. In response, the purpose of the study that is summarized in this article was to assist administrators by discovering and presenting reasons why prospective faculty members seek parttime, online instruction assignments and why faculty members choose to continue to be affiliated with schools once hired.

scholarly journals Perceived Sense of Belonging of Part-time Faculty within Institutions of Higher Education

2019 ◽  
Vol 3 (2) ◽  
pp. 71
Author(s):  
Cari Ryan ◽  
Hans Chun ◽  
Darren Iwamoto
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
Academic Culture ◽  
Faculty Members ◽  
Part Time Faculty ◽  
Academic Cultures ◽  
Private And Public ◽  
Part Time ◽  
Time Faculty

<p><em>Although part-time faculty positions in higher education continue to increase, reports reveal the lack of acceptance and valuing of part-time faculty across higher education institutions. Yet few qualitative studies explore this phenomenon within academic culture. This exploratory qualitative case study analyzed part-time faculty members’ perceptions of inclusion or exclusion within their higher education institutions. This study was based on interviews with a diverse sample of part-time faculty members from a private and public institute of higher education. The findings revealed that, in general, part-time faculty perceived a sense of belonging when their socio-emotional needs were met, and reciprocal relationships were present within their academic culture. Additionally, part-time faculty who desired and dedicated energy towards involvement in their academic cultures had a higher chance of developing a sense of inclusion.</em></p>

Sign in / Sign up

Export Citation Format

Share Document