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ERIC Number: ED568432
Record Type: Non-Journal
Publication Date: 2014
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5633-4
ISSN: N/A
Adjunct Faculty: Perceptions of Motivation and Challenges of Teaching Adult Learners
Williamson, Jennifer Louise
ProQuest LLC, Ed.D. Dissertation, Northeastern University
Adjunct faculty members have become predominant within North American colleges and universities as the individuals tasked with teaching non-traditional learners. The post-secondary education industry has seen the adjunct population more than double between the years 1967 and 2000 ("Trend," 2000; Wilson, 1998). The institutions have utilized these individuals for a variety of reasons, but the two most significant benefits are that they afford the institutions the ability to be flexible as enrollments fluctuate and, as part-time employees, they provide an economic benefit to the institutions. Although there has been a significant increase in the population, there remains very little empirical data regarding the adjunct faculty population. This study explored and attempted to understand the lived experiences of adjunct faculty who teach non-traditional learners through the lens of the expectancy-value theory of achievement motivation utilizing a qualitative methodology. Findings of this study include the emergence of two super-ordinate themes including motivations and challenges and eight sub-themes. The sub-themes were students, environment, intrinsic value, goals, cost, information sharing, staying connected and technology. The results of this study are relevant to several stakeholders within the post-secondary education community including adjunct faculty, administrators, human resource departments and non-traditional learners. In particular, post-secondary education administrators might use this study's findings to better understand the motivations and challenges that adjunct faculty face, human resource departments can use the information to develop better hiring and onboarding practices, and non-traditional learners could use this information to advocate for high quality, well trained adjunct faculty members. [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.]
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 Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A