I am not worthy: How interpersonal experiences influence perceived value and worth of full- and part-time faculty

2021 ◽  
pp. 089202062110276
Author(s):  
Heidi Batiste ◽  
Wendi L Benson ◽  
Cynthia Garcia
Keyword(s):  
Organizational Climate ◽  
Interpersonal Relationships ◽  
Sense Of Belonging ◽  
Full Time ◽  
Part Time Faculty ◽  
Teaching College ◽  
Attitudes And Perceptions ◽  
Coworker Relationships ◽  
Part Time ◽  
Time Faculty

Positive interpersonal relationships between college administration and faculty are necessary as they contribute to organizational climate measures, such as a sense of belonging and perceived organizational worth. Furthermore, such relationships may combat against faculty cynicism. Interpersonal experiences are particularly relevant in a post-coronavirus disease 2019 workplace in which interactions with colleagues are infrequent. Little is known about the effects of interpersonal experiences on part-time faculty specifically, as compared with full-time faculty. This study investigates teamwork experiences and interpersonal constraints as predictors of the attitudes and perceptions of full- and part-time faculty at a four-year public teaching college in the southwestern United States. After controlling for years working at the college, teamwork was a consistent predictor of higher sense of belonging, perceived organizational worth, and lower cynicism among full- and part-time faculty. Furthermore, the presence of negative coworker relationships was a significant predictor of lower sense of belonging and perceived organizational worth among full-time faculty. Inadequate help or lack of contact with co-workers was not a significant predictor of faculty attitudes and perceptions. The results of this study suggest the need for fostering teamwork and positive relationships among full- and part-time faculty in a meaningful and systemic manner within institutions of higher education. Additionally, this study provides support for institutionalizing a team-based approach to working among all faculty to foster perceived belonging and worth, while limiting cynicism.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
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.

A Scandalous Misuse of Faculty—Adjuncts

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.

Part- time faculty, full-time problems

1986 ◽  
Vol 1986 (53) ◽  
pp. 15-22 ◽  
Author(s):  
Dauid Hartleb ◽  
William Vilter
Keyword(s):  
Full Time ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

Engaging Baccalaureate Clinical Faculty

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruth E Kelly
Keyword(s):  
Role Theory ◽  
Program Planning ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Part Time Faculty ◽  
Empirically Supported ◽  
Part Time ◽  
Role Engagement ◽  
Time Faculty

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.

scholarly journals Comparing introductory course planning among full-time and part-time faculty

1990 ◽  
Vol 31 (6) ◽  
pp. 495-517 ◽  
Author(s):  
Malcolm A. Lowther ◽  
Joan S. Stark ◽  
Michele L. Genthon ◽  
Richard J. Bentley
Keyword(s):  
Full Time ◽  
Introductory Course ◽  
Part Time Faculty ◽  
Course Planning ◽  
Part Time ◽  
Time Faculty

Part-Time Faculty Needs Full-Time Support

1976 ◽  
Vol 4 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Harry L. Cooke ◽  
Allan S. Hurlburt
Keyword(s):  
Full Time ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

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

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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