Tag Archives: qualitative research – survey

Examining an adjunct faculty professional development program model for a community college

Messina, L. S. (2011). Examining an adjunct faculty professional development program model for a community college.  
(Ph.D.). (AAI3461092). Retrieved from http://scholarsarchive.jwu.edu/dissertations/AAI3461092

This study looked at a one-year Adjunct Faculty Professional Development program in a two-year multi-campus community college in Massachusetts.  The study focuses on the development of curricula content for professional development and program characteristics of adult learning.  A fully developed background and description of the study followed by an extensive literature review.  The study was equally quantitative and qualitative.  The quantitative questions explored the differences between those adjunct faculty who participated in the professional development program and those who did not.  They also questioned the differences among adjunct faculty perceptions, based on the number of years of teaching experiences, of program characteristics that were perceived as being valuable .  The qualitative questions explored more deeply the responses from the quantitative portion of the study.  The study use 57 adjuncts who participated in the program and 101 who did not for the quantitative survey.  Twenty-eight focus groups accounted for the qualitative portion of the study.  Two surprising findings in this study were the major themes of a lack of mentoring and the need for better orientation.

Inclusion of part-time faculty for the benefit of faculty and students

Meixner, C., & Kruck, S. E. (2010). Inclusion of part-time faculty for the benefit of faculty and students. College Teaching, 58(4), 141-147.

One of a small number of studies conducted within a four-year institution looking at the experiences of part-time faculty.  This study looked at quantitative and qualitative data gathered from 85 participants serving at a mid-sized, primarily undergraduate public college.  Topics that evolved were grouped under three major themes of: receiving outreach, navigating challenges, and developing skills.  The recommendations offered may be transferable to other settings and are reasonable in nature.

Expectations, motivations, and barriers to professional development

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.