What Do Remote Adjunct Faculty Look for in an Institution?

2021 ◽  
pp. 71-84
Author(s):  
Ann Hamllton Taylor
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adjunct Faculty ◽  
Student Enrollment ◽  
State University ◽  
Pennsylvania State University ◽  
Online Student ◽  
Program Administrators ◽  
The Individual ◽  
Intrinsic Motivators

Online learning in higher education has grown tremendously in the past decade. This trend has been particularly evident at The Pennsylvania State University, where the number of online-only learners now exceeds 20,000. The biggest challenge to institutions like ours is identifying, attracting, and retaining enough instructors who are qualified and available to meet the increased demand of online student enrollment. To help administrators and program chairs tackle these challenges, a research study was conducted to learn more about the incentives that attract and retain a specific workforce in higher education: adjunct faculty. The findings suggest that one size does not always fit all - context matters. Instead of making general assumptions about the motivations or needs of an adjunct faculty member, we need to get to know the individual first. This study sheds light on the specific extrinsic and intrinsic motivators that attract and retain each of five types of adjunct faculty to teach online, which can help program administrators be more effective in hiring and retaining adjuncts.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Advising is Advising: Toward Defining the Practice and Scholarship of Academic Advising

2008 ◽  
Vol 28 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Janet K. Schulenberg ◽  
Marie J. Lindhorst
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Practice Research ◽  
State University ◽  
Pennsylvania State University ◽  
Interdisciplinary Field ◽  
Scholarly Identity ◽  
Key Aspects ◽  
Local Levels

Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University. The scholar-practitioner model must be nurtured for all who engage in academic advising and for a distinct scholarly identity to be established within higher education. Efforts must proceed at national and local levels. Relative Emphasis: theory, practice, research

scholarly journals Student Empowerment In An Online Program

2011 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
Mary Brown ◽  
Peter Kiriakidis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Online Learning Environment ◽  
Mediated Communication ◽  
Policy And Practice ◽  
Online Student ◽  
Computer Mediated

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

Industrial Affiliate Programmes

1990 ◽  
Vol 4 (2) ◽  
pp. 105-112
Author(s):  
Jack D. Burke ◽  
Robert W. Light
Keyword(s):  
Higher Education ◽  
Common Type ◽  
State University ◽  
Pennsylvania State University ◽  
The Usa

This paper examines industrial affiliate programmes, a type of industry–higher education linkage found at many research-orientated universities in the USA. Particular attention is devoted to focused or decentralized affiliate programmes, by far the most common type of linkage. The wide variety of activities supported by affiliate programmes as well as the benefits accruing to both the industrial and university partners are summarized. The paper examines in some detail the industrial affiliate programmes at one institution, The Pennsylvania State University.

scholarly journals Factor identification of higher education choice to enhance brand awareness of state university

2018 ◽  
Vol 154 ◽  
pp. 01051 ◽  
Author(s):  
Almira Puan Rachmadhani ◽  
Naniek Utami Handayani ◽  
Mochammad Agung Wibowo ◽  
Ratna Purwaningsih ◽  
Hery Suliantoro
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Private University ◽  
State Universities ◽  
Brand Awareness ◽  
State University ◽  
Validation Test ◽  
Education Choice ◽  
New Students ◽  
The Individual

The commercialization of higher education through the concept of Perguruan Tinggi Negeri Berbadan Hukum (PTN-BH) has led the higher competition among State University and Private University. It becomes a threat and challenge faced by State University in recruiting new students. A clearer understanding of why and how students choose universities is needed to develop the brand awareness enhancement strategies of State University. This paper aims to identify the factors that influence student’s decision of university choice, without regarding the individual aspects. The Deplhi technique is used at the stage of information gathering, in which four experts from higher education were being interviewed. The combination of HEdPERF dimensions and brand awareness indicators were used to develop the variables. The pilot study done through the sample of 1st-year undergraduate students enrolled in the Top 8 State Universities in Indonesia for the validation test using SPSS 16.0. This findings result that there are six factors in choosing higher education, including academics, facilities, campus life, reputation, industry linkage and access. The test and evaluations result that from 28 items proposed, there are 23 items that can be considered as the student’s decision in their choice of State University.

scholarly journals Within these hyperporous walls: An examination of a rebundled online learning model of higher education

2020 ◽  
Vol 36 (5) ◽  
pp. 85-101
Author(s):  
Paula Shaw ◽  
Pauline Green ◽  
Marlies Gration ◽  
Christine Rhodes ◽  
David Sheffield ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Exchange ◽  
Data Capture ◽  
Small Scale ◽  
Online Student ◽  
University Experience ◽  
The University ◽  
And Training ◽  
Data Capture And Analysis

Through this paper, we explore unbundling, the separation of various aspects of education, resources, teaching and assessment (Ossiannilsson et al., 2015) and rebundling, where these activities are “recombined into new configurations with little loss of functionality” (Ge et al., 2004, p. 1). We chart the evolution of online learning at the University of Derby, from a small-scale learning and certification bundle to a rebundled online university experience. In this rebundled model, a bespoke department is responsible for the operationalisation and quality of the university’s online experience. Firstly, we established the quality impact of this model, using higher education institution (HEI) value drivers. Secondly, focus groups explored macro (national), meso (institutional) and micro (practice) issues from strategic manager, academic and student experience perspectives. To facilitate discussion about the online university experience, we used a new conceptual pedagogic realignment with organisational priorities and horizon emergent technologies (PROPHET) framework. Based on our findings, we make recommendations to HEIs that are considering rebundling online learning. These include the equitable data capture and analysis of online student demographics; consideration of academic well-being and training; and the university-wide benefits obtained from knowledge exchange with online professionals, in relation to future-focused technologies and policymaking. Implications for practice or policy: HEIs should be equitable in their data capture and analysis processes, incorporating all online student and learner demographics. HEIs should seek out and utilise the expertise of online professionals in institutional policymaking. HEIs should refocus academic workload planning and training to include online learning. HEIs should engage in evidence-based knowledge exchange with online professionals to ensure a future-focused cohesive university experience.

scholarly journals Higher Education Students’ Perceived Readiness for Computer-Supported Collaborative Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 11 ◽  
Author(s):  
Ghodratolah Khalifeh ◽  
Omid Noroozi ◽  
Mohammadreza Farrokhnia ◽  
Ebrahim Talaee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Collaborative Learning ◽  
Study Groups ◽  
Demographic Variables ◽  
State University ◽  
Computer Supported Collaborative Learning ◽  
Education Students ◽  
Significant Difference

The purpose of this research was to study the perceived readiness of higher education students for computer-supported collaborative learning (CSCL). Moreover, the role of important demographic variables, such as gender, major of study, and computer ownership, was examined in students’ perceived readiness and its sub-scales. The data was collected from 326 higher education students of four study groups from a state university in Iran. MANOVA analysis was conducted to explore the possible role of the demographic variables in students’ perceived readiness for CSCL. Most of the participants showed high readiness for CSCL. The male participants demonstrated more online learning aptitude compared to females. A statistically significant difference was found in the online learning aptitude of the respondents majoring in engineering and basic sciences with the rest of the participants. Furthermore, the students with a personal computer, laptop, or tablet demonstrated higher levels of readiness for CSCL and online learning aptitude.

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