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ED536143 - Department Chairs' Perceptions of Part-Time Faculty Status in Maryland Public and Private Higher Education Institutions

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ERIC #:	ED536143
Title:	Department Chairs' Perceptions of Part-Time Faculty Status in Maryland Public and Private Higher Education Institutions
Authors:	Moorehead, Daniel L.
Descriptors:	Teacher Effectiveness; Higher Education; College Faculty; Adjunct Faculty; Evidence; Program Effectiveness; Teaching Methods; Job Security; Department Heads; Part Time Employment; Teacher Attitudes; Part Time Faculty; Teacher Salaries; Salary Wage Differentials; Fringe Benefits; Persistence; Teacher Evaluation; Interprofessional Relationship; Job Performance; Expectation; Teacher Surveys; Statistical Analysis; Comparative Analysis
Source:	ProQuest LLC, Ed.D. Dissertation, West Virginia University
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Publisher:	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Date:	2011-00-00
Pages:	188
Pub Types:	Dissertations/Theses - Doctoral Dissertations
Abstract:	The growing use of part-time, non-tenure track faculty in higher education has become a nationwide phenomenon. The college-teaching part-time instructor is one who is working for low pay, has little job security, and has few benefits. College part-time instructors' employment is in a contingent state. They do not have the job protection provided to tenured professors because they are usually hired for only the upcoming term with no guarantee of being hired for any future terms. The purpose of this study was to describe the status of part-time faculty in Maryland public and private four-year colleges and universities as perceived by department chairs and to explore whether there are significant differences between private versus public on each of the five areas of study. The five areas were (1) extent of information collected on the professional commitments of their adjunct faculty, (2) extent adjunct faculty are evaluated and what evidence is required, (3) extent adjunct faculty become integrated into the department, (4) extent performance expectations are explained to adjunct faculty, and (5) extent adjunct faculty are satisfied with employment conditions in the department. A cover letter and seven-page survey was sent to identified Maryland public and private four-year college and university department chairs using Survey Monkey[R]. For this particular study, descriptive statistics and ANOVAs were used as appropriate measures. Statistical results revealed there was a significant difference (p less than 0.10) between chairs from public and private institutions on their composite scores in the area of the extent adjunct faculty are evaluated and the evidence required. Department chairs from private institutions recorded a higher mean score than department chairs from public institutions, indicating chairs from private institutions agreed more with this statement, resulting in a higher mean score. Conducting Cross-Tabulation, a strong, significant association (Cramer's V = 0.317, p less than 0.05) was found between the type of school (public/private) and the survey question that adjunct faculty are expected to use student-centered effective teaching techniques. While both groups tended to agree with this statement, chairs from private institutions were much more split in their responses. There were no significant differences between chairs from public and private institutions on their composite scores in the area of information collected on the professional commitments of their adjunct faculty, in the area of adjunct faculty becoming integrated into the department, in the area of performance expectations being explained to adjunct faculty, and in the area of adjunct faculty satisfaction with employment conditions in the department. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	Composite Scores; Maryland
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	ISBN-978-1-2670-4782-3
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education; Two Year Colleges
Direct Link:	http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3486691

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