scholarly journals Flexibility at the Core: What Determines Employment of Part-Time Faculty in Academia

2013 ◽  
Vol 68 (2) ◽  
pp. 312-339 ◽  
Author(s):  
Xiangmin Liu ◽  
Liang Zhang
Keyword(s):  
Higher Education ◽  
The United States ◽  
Full Time ◽  
Individual Level ◽  
Work Arrangements ◽  
Part Time Faculty ◽  
Level Data ◽  
Part Time ◽  
Time Faculty ◽  
Faculty Employment

Summary In this study, we examine institutional predictors of part-time faculty employment in the higher education sector in the United States. We draw upon institutional and individual-level data to examine the variation in the intensity of part-time employment in faculty positions among a representative sample of higher education institutions. Institutional-level data are from Integrated Postsecondary Education Data System (IPEDS) and individual-level data are from National Study of Postsecondary Faculty (NSOPF). These data allow us to examine the impact of both economic factors and social environment on employment practices of colleges and universities. This analysis adds to the emerging literature on non-standard work arrangements in core organizational functions. Our results suggest that the employment of part-time faculty is significantly associated with a set of organizational attributes and characteristics such as institutional type, sources of revenue, and part-time student enrolment. Private institutions, on average, have higher levels of part-time faculty than their public counterparts. The proportion of part-time students and the share of institutional revenues derived from tuition and fees are positively associated with part-time faculty employment. Faculty unions are positively related to the employment of part-time faculty. Finally, institutions that have limited resource slack and pay high salaries to their full-time faculty members tend to employ a high proportion of part-time faculty. These results support the arguments that higher educational institutions actively design and adopt contingent work arrangements to manage their resource dependence with constituencies and to reduce labour costs.

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.

scholarly journals A test of resource dependency theory using higher education institution behavioral changes after state based merit aid adoption

2018 ◽  
Author(s):  
◽  
Jason (Jason F.) Evans
Keyword(s):  
Institutional Support ◽  
Full Time ◽  
Tenure Track ◽  
Merit Aid ◽  
Part Time Faculty ◽  
Tenure Track Faculty ◽  
Dependent Variables ◽  
Part Time ◽  
Time Faculty ◽  
Faculty Employment

The purpose of this study was to analyze whether four-year, public institutions altered their behaviors as their revenue streams changed. I utilized state based merit aid adoption to examine whether institutions altered their functional expenditures and faculty employment behaviors as institutions became more resource dependent on students. The dependent variables concerning functional expenditures analyzed were instruction, research, student services, public services, academic support, institutional support, and scholarships. The dependent variables concerning faculty employment analyzed were part-time faculty, full-time non-tenure-track faculty, and fulltime tenure-track faculty. A difference-in-difference estimation strategy estimated institutional responses to a merit aid program being adopted in their state. The findings indicated that after merit aid adoption in their state, institutions altered their behaviors in ways that indicated they became more resource dependent on students. Specifically, the models indicated that, on average, institutions in states that adopted a merit aid program spent more money on instruction, institutional support, and scholarships and employed more part-time faculty than institutions in states that did not adopt any merit aid program. The findings of this study suggest that if states direct funds to students that institutions will respond as though the students provide the funding and not the state.

scholarly journals Part-Time Faculty: Student Perceptions and Experiences

1989 ◽  
Vol 19 (2) ◽  
Author(s):  
Katherina L.P. Lundy ◽  
Barbara D. Warme
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Negative Impact ◽  
Learning Experience ◽  
Full Time ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

Educators and higher education researchers have speculated that the presence of part-time faculty in universities must have a negative impact on students' learning experience. The research reported in this article has yielded no evidence in support of this view. Students tend to be either unaware of, or indifferent toward, differences between part-time and full-time status.

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.

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