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ERIC Number: EJ1191702
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-9809
An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College
Vincente, Erin
Forum on Public Policy Online, v2018 n1 2018
Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Current literature and research has yet to truly explore what contingent faculty are experiencing (Meixner et al., 2010). In order to equip institutions with the necessary understanding of contingent faculty, and practices and policies that provide institutional support systems for their contingent faculty, more qualitative studies that explore the experiences of an individual institution's contingent faculty, are needed. This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty's experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution's cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty.
Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://forumonpublicpolicy.com/journals-2/online-journals/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A