Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham’s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment. Findings demonstrate important consistencies in full-time faculty views of their workplaces and jobs across appointment type. Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.

/pdf/understanding-the-changing-faculty-workforce-in-higher-3blehvxe6a.pdf

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

This article is devoted to a phenomenon of increasing relevance in contemporary higher education in the UK-the growing resort, especially noticeable since the early 1980s, to using part-time adjunct teachers for the performance of conventional teaching duties. It offers a typology to comprehend the variety of such teachers, including many who are not individually enumerated by the Higher Education Statistics Agency (HESA), and it discusses two distinctive employment relationships that differentiate between part-timers. It describes some of the existing studies of part-time teachers in UK higher education, as well as drawing analogies to the better-developed North-American literature on the equivalent topic there. The article also describes a telephone survey conducted in mid-/late-1997 among personnel officers in an achieved sample of 22 'old' and 'new' institutions in order to ascertain information on the approximate numbers of particular types of part-timer at each institution and on the terms and condi...

The teaching roles, institutional locations, and terms and conditions of employment of part-time teachers in UK Higher Education

The fastest-growing group in postsecondary education is part-time faculty The authors examine why the number of part-time faculty has increased so rapidly and then discuss some of the problems that part-timers face Part-timers are increasing in academe, and administrators need to treat and evaluate them effectively and fairly The authors recommend mentoring, job security, compensation, and self-worth as ways to improve performance

Part-Time Faculty in Colleges and Universities: Trends and Challenges in a Turbulent Environment

Faculty employment at 4-year colleges and universities

/pdf/part-time-faculty-in-higher-education-a-selected-annotated-14tl5bg9f2.pdf

Part-time Faculty in Higher Education: A Selected Annotated Bibliography

(1982). Academic Employment as Day Labor. The Journal of Higher Education: Vol. 53, No. 5, pp. 514-531.

Academic Employment as Day Labor: The Dual Labor Market in Higher Education.

/pdf/the-effects-of-a-dual-labor-market-in-higher-education-air-2skycqj6i6.pdf

The Effects of a Dual Labor Market in Higher Education. AIR Forum Paper 1978.

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Academic Employment as Day Labor: The Dual Labor Market in Higher Education.

The Effects of a Dual Labor Market in Higher Education. AIR Forum Paper 1978.