Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on August 25, 2006). PDF text of dissertation: vii, 168 p. : ill. (some col.) ; 4.48Mb. UMI publication number: AAT 3208050. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2004. / Includes bibliographical references (leaves 130-139).

This study attempts to determine the Profile and Problems of Part-time Faculty in British Columbia Community Colleges, based on a sampling from six of the fourteen colleges in the province. These institutions were British Columbia Institute of Technology, Capilano College, Douglas College, East Kootenay College, Fraser Valley College, and Vancouver Community College. Each of the six institutions represented a unique combination of characteristics such as age of the college, geographical area covered, multi-campus or single campus, melded or unmelded (i.e. amalgamation of the college with local provincial vocational institutes), and historical usage of part-time faculty. Data for a time analysis were collected from college records which gave the distribution of part-time faculty by semester and by curriculum area for the last three to five years. This helped to determine trends in the use of part-time faculty. A questionnaire was used as the data collection instrument for establishing the profile and problems. It was sent to every part-time faculty member who had taught in the selected colleges for the past two years. The ratio of part-time to full-time faculty in the colleges varied from approximately 0.3:1 to 1.8:1 with an average ratio of 0.7:1. The ratios are highest in the vocational training area (approximately 2:1) followed by the university transfer area (approximately 0.7:1) and the career/technical area, (approximately 0.6:1). There is a significant difference in the ratio of part-time to full-time faculty members among the colleges in the study. Furthermore in almost all other categories differences were significant. This could reflect the autonomy and varying needs of individual colleges. Based on the data gathered in the study the'typical' part-time college faculty member is male; lives within an hour's drive of the college; works in business and commerce as a managerial employee; makes about $24,000 a year from all sources; or makes about $15,000 a year if his principal source of income was from teaching in colleges; would accept an offer of full-time employment in a college if he were given suitable credit for his work experience and academic credentials; is willing to take an appreciable salary cut to teach at a community college to satisfy a career choice; is not now actively looking around for a new job; teaches at only one subject and that one usually repeated while he is at the college; teaches after 4 p.m., but would prefer to teach before 4 p.m.; has at least 8 years of work experience; has at least one teaching credential and a Master's degree; has taught courses at the secondary school level and in adult education programs; teaches a non-laboratory-oriented course with technician assistance available but no marking assistance; is apt to be invited to college professional development programs, but does not attend; is not sure how much non-teaching activities are expected of him; is a member of the college's faculty association but not a voting member unless he teaches at least one-half a load; is paid proportionately less than full-time faculty; is not represented in the college faculty's bargaining unit; usually has a mail box; is as likely as not to have a desk to work at; has his teaching evaluated; and, finally, can be released without cause at the end of his contract or employment period. Officially, the colleges extend the same administration - support services to part-time faculty as to full-time faculty except that they usually do not grant the former the privilege of taking free credit courses. Salaries for part-time faculty are less than for full-time faculty. Credit is seldom given for academic and teaching credentials or for work experience. Pay rates are usually based on the lowest rate of the full-time faculty scale. Among the colleges, there is a significant difference in these pay rates. Increments are not usually given and when they are they plateau at a level below that attainable by full-time faculty. Faculty agreements say very little about part-time faculty beyond defining their category as a teacher. Generally part-time faculty are not officially represented by faculty associations. The recently enacted "British Columbia Colleges and Provincial Institutes Act" may resolve this restriction with some form of province-wide representation. There was no agreement among the colleges on the criteria - for transition from part-time to full-time status. College administrations reported that generally part-time faculty have the same right, if not as ready access to, administrative support services. Part-time faculty at all colleges, are usually unorganized. They do not have positions on faculty association executives and are not members of bargaining committees. Faculty associations seem quite ambivalent about the interests of part-time faculty. There is an obvious community of interest between full-time and part-time faculty but there are equally obvious problems in granting part-time faculty more representation on faculty associations. Part-time faculty are generally defined in terms of full-time faculty. College faculty agreements deal mainly with the interests of full-time faculty. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

There is a global trend towards using part-time lecturers to reduce unit labour costs and raise institutional efficiency. At the same time there is pressure on academics to develop their skills in an academic career path. The use of part-time lecturers is a recognised phenomenon at the University of Pretoria. This study set out to determine how part-time academics in Humanities manage and sustain their careers. The conceptual framework for this study juxtaposes key aspects of the part-time academic career with features of the traditional career model on the one hand, and those of the boundaryless and protean career on the other. This study was undertaken as a quantitative survey designed for self-completion. The aim was to describe trends in the data provided about the sample. It was found that the boundaryless and protean career models have relevance in describing the careers of part-time academics in Humanities. These lecturers measure career success by accumulated knowledge, a developed skills portfolio as well as psychologically meaningful work leading to an inner feeling of achievement. They respond to the tenuous nature of their employment situation by working across organisational boundaries and developing networks of career contacts, so as to sustain a career. Aspects that are not conducive to a part-time academic career such as early career stage, experience of positional insecurity and lack of inclusion into the collegium were identified. Those aspects that support a part-time academic career are flexibility and work-family balance. Recommendations for improvements at individual and institutional level were drawn from current literature and relevant research findings. These include the need for institutional planning, inclusion of part-time lecturers into the collegium, investment in the part-time human resource and consideration of improved contractual arrangements. Part-time lecturers need to invest in their transferable skills and maintain a career network as part of a planned strategy for obtaining their career objectives. They may need to function in boundaryless fashion in multiple positions. The significant priority accorded by respondents to the accumulation of knowledge and the development of skills may hold a key to a mutually beneficial work relationship between the institution and these part-time lecturers. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

The aim of this study was to investigate whether there is a statistically significant difference in quality of instruction as delivered by full-time and part-time adjunct faculty in community colleges by utilizing data obtained from the Kentucky Community and Technical College (KCTCS) student evaluation of instruction instrument at Southeast Kentucky and Hazard community and technical colleges. The evaluation instrument is used to rate the instructor in the following areas: (a) clarity of course goals; (b) clarity of attendance policy; (c) examinations being a fair measure of progress; (d) clear standards of grading; (e) presentation of course material; (f) clear and to the point explanations of concepts; (g) instructor?s enthusiasm towards subject material; (h) instructor?s concern for student progress in the course; (i) instructor availability before and after class; (j) the instructor?s teaching methods promote interest in the subject area; (k) how much the course has taught the student about the subject; (l) syllabus detailing course requirements and policies was provided and explained; (m) class starts on time and as scheduled; (n) instructor meets the class for the full-time scheduled. SPSS version 14.0 was used in this project. Cross tabulations were performed for each question in the evaluation. Group statistics were computed for the data providing the means, standard deviation, and standard error of the mean for each question. Independent sample tests were also performed, including Levene?s test for equality of variances and T tests for equality of means. The findings of the study indicate that there was no statistically significant difference in student satisfaction in classes taught by adjunct (part-time) instructors and full-time instructors. Discussion of the findings and theoretical and policy implications were offered.

No description available.

This study addressed the broader issue of the negative impact of the community college practice of hiring large numbers of part-time faculty on graduation rates. Prior research has determined that higher ratios of full-time faculty correlate significantly and positively with community college graduation rates. This study extended the research of institutional models affecting community college graduation rates and investigated the nature of regional accreditation for the adequacy of full-time faculty as a determinate of graduation rates. This study included all public 2-year institutions in the United States. A correlational research design was implemented using data available through the National Center for Education Statistics and the nation’s six regional accrediting agencies for community colleges. Among the major findings in the study, graduation rates were found to be significantly correlated among schools belonging to different regional accreditation agencies. The study also determined that ratios of full-time faculty, institution size, instructional spending, and ratios of full-time students correlated significantly with increased graduation rates. When comparing community colleges among regional accreditors that had no standards for regulating the adequacy of full-time faculty with those who do, graduation rates did not correlate significantly. These results contribute to the body of knowledge for institutional effects on graduation rates and also have important implications for regional accreditors. The results suggest that regional accrediting standards for the adequacy of full-time faculty may need to be more prescriptive in nature to provide a direct impact on graduation rates.

This study focuses on the effects of part-time employment of high school students during the school year. While there are many benefits to be derived from part-time employment, many researchers have concluded that working intensely (over 20 hours per week) during the school year has deleterious academic, social, and psychological effects on high school students' achievement (Bachman & Schulenberg, 1983; Mortimer & Finch, 1986; Steinberg & Dornbusch, 1991; Wright, Cullen, & Williams, 2002). The study made reference to the theory of social embeddedness (Granovetter, 1985) and the primary orientation model (Warren, 2002) which suggested that high intensity work reduces time to focus on and become involved in other activities. There is also application to the ecological theory of human development (Bronfenbrenner, 1986) which stated that social contexts such as school, family, and work should all have connections to provide significant influences on adolescents’ development. In this study, it was hypothesized that intense work involvement would be related to less engagement in school and school activities. It was further hypothesized that intensity of work will be negatively related to family and peer relationships. The data for the study were obtained from three school divisions in southwest Virginia. A sample of N=1,402 high school students in grades 9-12 was used. Students completed the Work, School, and Social Experiences of High School Students Survey, which was adapted for the study. The data were analyzed using SPSS 14.0. The researcher employed descriptive and regression based analysis procedures to answer the research questions, and to determine the relationships among variables of interest. The results indicated that intense part-time employment by high school students has negative effects on grades, family relationships, and peer relationship and often contributes to increased stress in the lives of these students. Part-time employment affects all aspects of students' lives and is far nuanced and needs continued attention and supervision from parents, educators, and teachers. This research was supported by a 2005 Graduate Research Development Project grant from the Graduate Student Assembly at Virginia Polytechnic Institute and State University (Virginia Tech). / Ph. D.

The workforce of today is a far cry from the workforce of yesteryear. Not only have there been changes in who works, but how one works as well. The traditional nine-to-five work day has been replaced by a plethora of flexible work options, including flextime, telecommuting, and part-time employment. Until recently, most part-time workers were those who worked in low-level, low-paying jobs. However, with the influx of women in the workplace, as well as the desire for more leisure time and the need for retraining and updating of skills, more people than ever before desire professional part-time jobs. Although considerable research exists comparing full-time to part-time workers, little research is available which examines the experiences of the professional part-time employee. The central question of this study concerned which factors exist within an organization, as well as within the part-time professional and supervisor, to influence levels of job satisfaction and commitment. A questionnaire was mailed to 805 members of the Association of Part-Time Professionals which gathered demographic characterics about the employee and supervisor, and the provision of benefits for employees. Additional questions concerned attitudes of co-workers, anticipated effects on career advancement, access to staff training, and provision of space, equipment, and clerical support. The final sample included 319 part-time professionals across the career spectrum. A variety of statistical techniques was used to examine the relationships among organizational and supervisor characteristics and the individual characteristics of the participants. Factor analyses were employed to identify the different participant attitudes. The bivariate relationships between attitudes and respondent and organizational characteristics were used to develop multivariate models. Participants generally had high levels of job satisfaction and relatively neutral levels of commitment. Part-time professionals felt positive about their access to equipment, clerical assistance, and office space, but less so about their economic compensation. They were generally satisfied with the work they were asked to do and their treatment by supervisors and co-workers. Access to benefits was variable. Implications for the Adult Educator/Human Resource Specialist are discussed with recommendations made as to how both can promote and advance the needs of the part-time professional. Areas for future research are also presented. / Ph. D.