Kezar, A. J.(Ed.). (2012). Embracing non-tenure track faculty: Changing campuses for the new faculty majority. New York: Routledge.
In this work edited by Adrianna Kezar the reader will find an invaluable collection of case studies ranging from small community colleges to masters colleges and universities. The book begins by providing background and context by reviewing the literature that speaks to recommendations for policies and practices where non-tenure track, part-time faculty are concerned. The first chapter lays the groundwork for the series of case-studies from eight very different academic communities. The second chapter reviews the findings of a nation-wide study of over 400 faculty contracts and interviews with 45 faculty leaders at 30 institutions. They highlight a three-phase model that includes mobilization, implementation, and institutionalization. This framework can be used when considering each of the case studies. The uniqueness in this volume is the ability to have at hand studies from such diverse organizations in one place. The final two chapters help the reader synthesize all the opportunities and pitfalls discussed in the case-studies. The reader can explore the case studies for detail, or read the last two chapters for an overview. The appendices are excellent examples of outstanding practices, policies, and guidelines that would be useful in discussions around the issues of adjunct faculty at most institutions.
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.
Dailey-Hebert, A., Norris, V. R., Mandernach, B. J., & Donnelli-Sallee, E. (2014). Expectations, motivations, and barriers to professional development: Perspectives from adjunct instructors teaching online. The Journal of Faculty Development, 28(1), 67-82.
This study of 649 online adjuncts in a university system investigated the perceptions about the value, relevance, and utility of various types of faculty development programming. Using a Likert rating scale the authors targeted personal demographic questions such as age, ethinicity, and comfort with computers. Faculty preferences for the format of faculty development programming were examined and perceived value of professional development programming was assessed. Findings included online adjuncts seek regular, but limited opportunities for professional development; attendance is often driven by format, topic, and timing. Motivators were grouped into intrinsic and extrinsic, and not surprisingly, monetary compensation was second on the list. Intrinsic motivators, such as personal growth accounted for four of the top six motivating factors. The authors noted various limitations to the study that would be useful for those attempting to replicate it.