Kezar, A., & Maxey, D. Delphi Project-Dispelling_the_Myths – DelphiProject-Dispelling_the_Myths.pdf Retrieved from http://www.uscrossier.org/pullias/wp-content/uploads/2013/10/DelphiProject-Dispelling_the_Myths.pdf
Especially useful links such as, Resources and Tool Kits: Example Change Processes and Practices at http://examplepractices.thechangingfaculty.org/ make this resource a practical guide for the adjunct manager. The authors, Kezar and Maxey, go through a detailed list of examples of no-cost, low-cost and more costly options for supporting adjunct faculty. After each one of the sections they provide additional resources to either support or help implement their recommendations. For leaders this is a document that can be used as a road-map to creating a more uniformly supported faculty, increasing the chance of student success within the institution. For managers of adjuncts, these recommendations are backed up with research and examples that can be used when appealing to leadership for more resources to support adjuncts. The Delphi Project website http://www.thechangingfaculty.org/ is a must for those managers seeking to learn about the changing nature of the academic workforce.
Betts, K. (2009). Online human touch (OHT) training & support: A conceptual framework to increase faculty and adjunct faculty engagement, connectivity, and retention in online education, part 2. Journal of Online Learning and Teaching, 5(1), 29.
In describing how Drexel University’s Master of Science in Higher Education (MSHE) Program in the School of Education realized a student retention rate of 83% and a three-year faculty retention rate of 93% Betts outlines the conceptual framework for Online Human Touch (OHT). Initially developed to increase student engagement and satisfaction, the concept has been developed to engage, connect, and retain online full-time and part-time faculty. A brief review of the literature reveals that attrition rates are often as high as 70%-80% for online programs for students. Studies are lacking pertaining to the attrition rates of faculty and even fewer studies look at full-time vs. part-time or online vs on-campus programs. The article details, in quite detail, the components of OHT and how it was implemented at Drexel University. Components discussed include faculty engagement, community development, personalized communication, faculty development, data driven decision-making. The OHT premise is that beginning with the recruitment and hiring process and continuing throughout their teaching careers online faculty realize they are part of a larger team and experience the support needed through extensive online communities. Comparative data between online and on-campus programs do not exist because an on-campus program for MSHE does not exist.
Adams, M., Dority, K., & Distance Education and, T. C. (2005). Part-time faculty: Building a quality team. DETC occasional
paper. ( No. 24). Washington D.C.: Distance Education and Training Council. Retrieved from
The writers analyze two interviews and four sample faculty contracts to develop comprehensive recommendations for creating an “effective working relationship” with these “free agents”, or part-time faculty in the online/distance education realm of graduate education. The two professors interviewed have extensive experience in the online and adjunct world of higher education. Adams and Dority study both the interviews and contracts to determine what elements must exist to create and maintain an effective working relationship. They explore the characteristics of adjuncts, their needs, what administrators need from the adjuncts, and how this all affects the students. They then develop a path that will result in an effective working relationship, beginning with the recruitment and continuing through the motivating of adjuncts. There is a reasonable list of recommended resources for the effective development and management of adjunct faculty. At the time of this reading, some of the sources are dated and the URLs are not all functional. It should be noted that the Sloan Consortium has renamed itself and is now the Online Learning Consortium. The URLs that are still viable provide useful information for the online/distance learning instructor, as well as those that manage them.