MLA Recommendations on Salaries for Entry-Level Full-Time and Part-Time Faculty Members

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

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Examining how full-time and part-time faculty make sense of their professional experiences with, and relationships to, each other as faculty members at the same community college

10.17760/d20328924 ◽

2019 ◽

Author(s):

◽

Rachel Lyke

Keyword(s):

Community College ◽

Faculty Members ◽

Full Time ◽

Professional Experiences ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications

International Journal of Higher Education ◽

10.5430/ijhe.v9n2p156 ◽

2020 ◽

Vol 9 (2) ◽

pp. 156

Author(s):

Yahya Mohammad Alshehri

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Teaching Practices ◽

Faculty Members ◽

Full Time ◽

Negative Effects ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

This paper attempts to shed more light on the teaching practices of part-time faculty members and their impacts on community college students. It has been found that part-time faculty members employ traditional teaching practices compared to full-time faculty members. These teaching practices have, to varying degrees, negative effects on community college students. It has also been found that some of the compelling factors that hinder part-time faculty from utilizing effective teaching practices are institutional and departmental policies and practices. This paper identifies some gaps in the literature and calls future studies. It delineates a couple of recommendations aiming at improving the teaching practices of part-time faculty as well as their working condition.

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Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

Journal of Hispanic Higher Education ◽

10.1177/15381927211066525 ◽

2021 ◽

pp. 153819272110665

Author(s):

Beatrice Avolio ◽

Jorge Benzaquen ◽

Carlos Bazán

Keyword(s):

Online Teaching ◽

Faculty Members ◽

Successful Implementation ◽

Full Time ◽

Critical Factors ◽

Online Questionnaire ◽

Part Time Faculty ◽

Part Time ◽

Education Academic ◽

Time Faculty

This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution.

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Participation by Women in Annual Meetings, 1970-78

Political Science and Politics ◽

10.1017/s1049096500007277 ◽

1979 ◽

Vol 12 (03) ◽

pp. 318-324 ◽

Cited By ~ 1

Author(s):

Martin Gruberg ◽

Virginia Sapiro

Keyword(s):

Political Science ◽

The United States ◽

Moderate Increase ◽

Full Time ◽

Part Time Faculty ◽

Faculty Teaching ◽

Previous Decade ◽

The Status ◽

Part Time ◽

Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

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A Scandalous Misuse of Faculty—Adjuncts

Canons and Contexts ◽

10.1093/oso/9780195055931.003.0015 ◽

1991 ◽

Author(s):

Paul Lauter

Keyword(s):

Adjunct Faculty ◽

Full Time ◽

Full Load ◽

Part Time Faculty ◽

Political Interests ◽

Tenure Decision ◽

Part Time ◽

New Varieties ◽

College Managers ◽

Time Faculty

While increasing attention began to be focused a decade ago on the scandalous misuse of part-time or “adjunct” faculty in colleges, their use has persistently spread. In fact, new varieties of “temporary” positions continue to be invented by college managers. “Part-time” faculty now include some who teach what amounts to a full load, but who are paid on a credit hour or per course basis, others who scramble for one or two courses each term and are paid flat rates, as well as a few whose salaries and benefits are prorated fractions of those of a full-timer. But there are now many “off-tenure” full-time appointments as well: “lecturers,” whose contracts are renewed every year or two but who may remain in their positions, without tenure, indefinitely; “nontenure-track” instructors and assistant professors, who may stay at an institution for four, six or more years but who, at the point of a tenure decision, must move on; “replacement” appointments, who fill lines for a year or two and then migrate to similar positions elsewhere. I shall use the term “adjunct faculty” or “adjuncts” to describe this quite varied group of individuals, for while the word is not precisely appropriate in all cases, its dictionary definition calls attention to the fact that such faculty, while “joined or added” to the institution, are in critical ways “not essentially a part of it.” Handwringing over the plight of adjuncts has brought no relief, and even most union contracts have so far been marginally helpful. That should be no surprise, for the exploitation of adjuncts serves a number of crucial interests of college managers and of those to whom they report. It is important to identify these interests more clearly if the abuse of this large number of our colleagues is ever to be brought under control, much less halted. For the exploitation of adjuncts is not a function of managerial nastiness, nor is it—any more than was the War on Vietnam—an unfortunate product of historical “accidents.” Rather, it is rooted in a particular conception of college management designed to serve historically distinctive social and political interests.

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