Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

Abstract

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve parttime faculty's satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.

• part-time faculty
• satisfaction
• campus resources

Additional information

Notes on contributors

M. Kevin Eagan

M. Kevin Eagan Jr. is an Assistant Professor in residence at the University of California, Los Angeles; [email protected].

Audrey J. Jaeger

Audrey J. Jaeger is Professor of Higher Education and Alumni Distinguished Graduate Professor at North Carolina State University.

Ashley Grantham

Ashley Grantham is a doctoral candidate at North Carolina State University.