June, A. W. (2010). A canadian college where adjuncts go to prosper. Chronicle of Higher Education, 56(41), B39-B41. Retrieved from http://chronicle.com/article/A-Canadian-College-Where/123629/
Vancouver Community College (VCC) in has, over a two-decade, period managed to develop a program that lends to solidarity among part-time and full-time faculty, creating a one-faculty environment. Unlike many programs in the U.S. Vancouver offers its adjuncts job-security and much more equitable situations than U.S. institutions. The Chronicle of Higher Education article details some of the differences between the VCC program and many higher education institutions in the U.S. Some notable differences are the ability to move from a part-time status to a more “regular” status in which there is more job security. Compensation is also based on the compensation of full-time faculty, not solely what the market will bear in paying adjuncts. VCC adjuncts who meet certain criteria can also qualify for professional development opportunities such as the cost of conferences and research subscriptions. VCC and the union representatives are still working toward even more equitability, but they have made good progress.
Osa, J., Oliver, A., & Walker, T. (2015). Mentoring and other professional support for faculty in institutions of higher learning: A study report. In A. A. Howley, & M. B. Trube (Eds.), Mentoring for the professions: Orienting toward the future (pp. 127-143)
This study report looked at 45 full-time faculty and the perceived impact of mentoring for these individuals. Of note is the similarities in perception to those of adjunct faculty in other studies. The research attempted to answer four questions: (1) What do faculty members think of mentoring? (2) What are the areas in which faculty members receive professional support? (3) What did mentors do to support and develop the all-around growth of mentees? (4) What are the hindrances to mentoring in an institution of higher learning?. A large majority of respondents (64%) felt that mentoring was very beneficial. Mentoring support proved to be highest in areas of understanding the culture of the institution and resource awareness. The methods of mentor strategies that topped the list included modeling professionalism and valuing the mentees knowledge and experience, as well as share of personal success and failures. Some impediments to mentoring of full-time faculty mirror that of mentoring adjunct faculty, including: lack of time, lack of institutional support, and lack of incentives. The writers conclude that mentoring is an “effective strategy for reducing the stress, pain, frustration, insecurity, and failure” that new members in higher education may experience.
Colasanti, L. M. (1991). Adjunct faculty morale and faculty development. Burlington, VT: Burlington College, VT. Retrieved from http://files.eric.ed.gov/fulltext/ED415766.pdf
This 1991 FIPSE grant report details how the administration at a small (200 students), all-adjunct faculty, college investigated morale and development among the adjunct faculty and developed a program to improve both. Using a series of ten interdisciplinary seminars to bring together 32 faculty to discuss issues in teaching and learning across the curriculum. In addition, 53 faculty were given a questionnaire asking them to rate on both the importance and satisfaction they had with 41 different items. The research identified areas of faculty morale and development that could be improved. Just as importantly they identified where the gaps between faculty expectations and satisfaction were. The resultant changes in the institution’s support for their faculty and faculty development have proven beneficial.