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Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

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  • M. Kevin Eagan
  • Audrey J. Jaeger
  • Ashley Grantham

Abstract

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve parttime faculty's satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.

Suggested Citation

  • M. Kevin Eagan & Audrey J. Jaeger & Ashley Grantham, 2015. "Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(3), pages 448-483, May.
    • Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:448-483
    DOI: 10.1080/00221546.2015.11777371
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    Cited by:

    1. Zhu, Maria, 2021. "Limited contracts, limited quality? effects of adjunct instructors on student outcomes☆," Economics of Education Review, Elsevier, vol. 85(C).
    2. Damani K. White-Lewis & KerryAnn O’Meara & Kiernan Mathews & Nicholas Havey, 2023. "Leaving the Institution or Leaving the Academy? Analyzing the Factors that Faculty Weigh in Actual Departure Decisions," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(3), pages 473-494, May.

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