Langen, J. M. (2011). Evaluation of adjunct faculty in higher education institutions. Assessment & Evaluation in Higher Education, 36(2), 185-196. doi:10.1080/02602930903221501
In this study Langen looks at how adjunct faculty are often evaluated through a strategic analysis project involving 155 responses (of 750 surveys sent, a reasonable 21% response rate) to college administrators in the Michigan system. Her data shows that there are a wide number of evaluation practices for adjuncts and that many of them do not parallel that of full-time faculty. One of the important factors in professional development for adjunct faculty (and any other group) is that of evaluation. This report shows the disparity between institutions when applying evaluation practices.
AFT Higher Education. (2010). American academic: A national survey of part-time/Adjunct faculty. volume 2. Washington, DC: American Federation of Teachers. Retrieved from http://www.aft.org/sites/default/files/aa_partimefaculty0310.pdf
This 2010 telephone survey of part-time/adjunct faculty conducted by Hart Research Associates on behalf of AFT looked at 500 part-time and adjunct faculty members. Participants were currently employed as part-time/adjuncts in either a 2-year or 4-year institution (public and private, union and non-union). Some respondents held full-time positions at other institutions, or outside of higher education. One notable group not included in this survey were the part-time/adjunct faculty for graduate studies. The survey looks at areas such as attitudes towards part-time teaching; preference for full-time over part-time work; job conditions, including compensation, benefits, work-loads, and support; and motivational aspects such as professional support and advancement opportunities. Demographically the survey looked at the type of institution; type of employment (teaching jobs or non-teaching jobs outside of the adjunct position); and factors such as sex, seniority, race, and income. While most percentages are well within the realm of expectation, the overwhelming number of respondents that identified as white non-Hispanics (84%) does not speak well to the hiring of a racially diverse teaching force.