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The Journal of Higher Education Volume 86, 2015 - Issue 3
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Original Articles

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

M. Kevin Eagan Jr.View further author information
,
Audrey J. JaegerView further author information
&
Ashley GranthamView further author information
Pages 448-483 | Published online: 31 Oct 2016

Citations (18)

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Read on this site (8)

Andrea J. Sell. (2023) Contextual factors associated with the morale of academic and support staff in universities. Perspectives: Policy and Practice in Higher Education 27:2, pages 41-50.
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Kateřina Cidlinská & Zuzana Zilincikova. (2022) Thinking about leaving an academic career: gender differences across career stages. European Journal of Higher Education 0:0, pages 1-22.
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Zareen G. Rahman, Eileen Murray & Amir H. Golnabi. (2021) Adjunct Mathematics Instructor Resources and Support Contributing Toward Job Satisfaction. PRIMUS 31:10, pages 1021-1037.
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Gesemia Nelson, Melissa J. Monson & Karam Adibifar. (2020) The gig economy comes to academia: Job satisfaction among adjunct faculty. Cogent Education 7:1.
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Jacquelynn F. Duron & Traber D. Giardina. (2018) Teaching philosophies and practices in social work education: do the core competencies influence our consciousness?. Social Work Education 37:5, pages 603-616.
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Molly C. Ott & Lindsey K. Dippold. (2018) Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?. Community College Journal of Research and Practice 42:3, pages 190-203.
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Amanda L. Bakley & Lyn A. Brodersen. (2018) Waiting to Become: Adjunct Faculty Experiences at Multi-Campus Community Colleges. Community College Journal of Research and Practice 42:2, pages 129-145.
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Gary Rhoades. (2017) Bread and Roses, and Quality Too? A New Faculty Majority Negotiating the New Academy. The Journal of Higher Education 88:5, pages 645-671.
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Articles from other publishers (10)

Di Xu & Florence Xiaotao Ran. (2021) The Disciplinary Differences in the Characteristics and Effects of Non-Tenure-Track Faculty. Educational Evaluation and Policy Analysis 44:1, pages 50-78.
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Majid Ghasemy, Mahdi Akbarzadeh & James Eric Gaskin. (2021) Being satisfied and serving communities as outcomes of servant leadership in the academic context: policies based on a multi-level structural equation model. Asia Pacific Education Review 23:1, pages 69-86.
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Heidi Batiste, Wendi L Benson & Cynthia Garcia. (2021) I am not worthy: How interpersonal experiences influence perceived value and worth of full- and part-time faculty. Management in Education, pages 089202062110276.
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Susan Bickerstaff & Florence Xiaotao Ran. (2021) A role for disciplinary societies in supporting community college adjunct faculty. New Directions for Community Colleges 2021:194, pages 151-158.
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Katie Ervin. 2021. Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education. Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education 176 190 .
Kent A. Crick, Lisa M. Larson & Matthew T. Seipel. (2019) Non-Tenure Track Faculty Satisfaction: A Self-Determination Model. Journal of Career Assessment 28:3, pages 425-445.
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W. Kyle Ingle, Joanne M. Marshall & Donald G. Hackmann. (2018) The Leaders of Leadership Preparation Programs: A Study of Program Coordinators at UCEA-Member Institutions. Journal of Research on Leadership Education 15:2, pages 120-149.
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Gemma Henderson, Meagan Kendall, Ines Basalo & Alexandra Strong. (2019) Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs. Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs.
Lisa M. Larson, Matthew T. Seipel, Mack C. Shelley, Sandra W. Gahn, Stacy Y. Ko, Mary Schenkenfelder, Diane T. Rover, Beate Schmittmann & Megan M. Heitmann. (2017) The Academic Environment and Faculty Well-Being: The Role of Psychological Needs. Journal of Career Assessment 27:1, pages 167-182.
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Matthew T. Seipel & Lisa M. Larson. (2016) Supporting Non-Tenure-Track Faculty Well-Being. Journal of Career Assessment 26:1, pages 154-171.
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