Wilson, R. (2009). Chronicle’ survey yields a rare look into adjuncts’ work lives. Chronicle of Higher Education, 56(9), A12-13. http://chronicle.com/article/Chronicle-Survey-Yields-a/48843/
Wilson summarizes Chronicle survey of 625 adjuncts in the Chicago area. In contrast to the popular belief that adjuncts were working part-time because they could not find full-time work, the Chronicle survey found over half of the adjuncts preferring part-time work and satisfied with their jobs. Wilson lists brief highlights from the survey including highest degree attained, primary reason for working as a part-time adjunct, satisfaction with working part-time, what types of classes were taught, amount of pay, types of support provided, number of institutions taught in and and types of activities involved in at those institutions.
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.