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You searched for subject:(adjunct faculty). Showing records 1 – 30 of 64 total matches.

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Boston College

1. Muncaster, Karen. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.

Degree: PhD, Educational Administration and Higher Education, 2011, Boston College

 As the number of part-time faculty in higher education rises, colleges and universities have begun to offer additional services and support to their part-time faculty(more)

Subjects/Keywords: adjunct; faculty

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APA (6th Edition):

Muncaster, K. (2011). Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101271

Chicago Manual of Style (16th Edition):

Muncaster, Karen. “Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.” 2011. Doctoral Dissertation, Boston College. Accessed July 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101271.

MLA Handbook (7th Edition):

Muncaster, Karen. “Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All.” 2011. Web. 21 Jul 2019.

Vancouver:

Muncaster K. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 Jul 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101271.

Council of Science Editors:

Muncaster K. Supporting Adjunct Faculty within the Academy: From Road Scholars to Retired Sages, One Size Does Not Fit All. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101271


Duquesne University

2. Georger, Daryl. The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2011, Duquesne University

 Over the past most recent decades, one of the most significant changes in post secondary education is the dramatic increase in the use of adjunct/part-time… (more)

Subjects/Keywords: Adjunct; Assessment; Evaluations; Faculty

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APA (6th Edition):

Georger, D. (2011). The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/576

Chicago Manual of Style (16th Edition):

Georger, Daryl. “The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students.” 2011. Doctoral Dissertation, Duquesne University. Accessed July 21, 2019. https://dsc.duq.edu/etd/576.

MLA Handbook (7th Edition):

Georger, Daryl. “The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students.” 2011. Web. 21 Jul 2019.

Vancouver:

Georger D. The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 Jul 21]. Available from: https://dsc.duq.edu/etd/576.

Council of Science Editors:

Georger D. The Impact of Full Time Versus Adjunct/Part Time Faculty Status on Course Assessments by Hospitality Management Students. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/576


Colorado State University

3. Wells, Christopher Alan. Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study.

Degree: PhD, Education, 2015, Colorado State University

Adjunct faculty have come to represent an increasingly larger portion of the overall faculty population in American community colleges and according to recent studies now… (more)

Subjects/Keywords: professional development; adjunct faculty

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APA (6th Edition):

Wells, C. A. (2015). Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166893

Chicago Manual of Style (16th Edition):

Wells, Christopher Alan. “Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study.” 2015. Doctoral Dissertation, Colorado State University. Accessed July 21, 2019. http://hdl.handle.net/10217/166893.

MLA Handbook (7th Edition):

Wells, Christopher Alan. “Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study.” 2015. Web. 21 Jul 2019.

Vancouver:

Wells CA. Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10217/166893.

Council of Science Editors:

Wells CA. Adjunct Faculty Experiences in a Comprehensive Development Program : A Single-site Case Study. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166893


Northeastern University

4. Williams-Munger, Natalie M. When those who can, teach: understanding the engagement of adjunct practitioners - a case study.

Degree: EdD, School of Education, 2018, Northeastern University

Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite… (more)

Subjects/Keywords: adjunct faculty; employee engagement; faculty experience

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APA (6th Edition):

Williams-Munger, N. M. (2018). When those who can, teach: understanding the engagement of adjunct practitioners - a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281287

Chicago Manual of Style (16th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed July 21, 2019. http://hdl.handle.net/2047/D20281287.

MLA Handbook (7th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Web. 21 Jul 2019.

Vancouver:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2047/D20281287.

Council of Science Editors:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281287

5. Mandrell, Jonathan David. Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College.

Degree: 2014, Ferris State University

 This mixed-method study focused on the perceptions of integrative practices being offered to adjunct faculty at Sauk Valley Community College. An integrative practice was defined… (more)

Subjects/Keywords: Adjunct faculty; Community colleges; Integrative practices

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APA (6th Edition):

Mandrell, J. D. (2014). Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mandrell, Jonathan David. “Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College.” 2014. Thesis, Ferris State University. Accessed July 21, 2019. http://hdl.handle.net/2323/5284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mandrell, Jonathan David. “Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College.” 2014. Web. 21 Jul 2019.

Vancouver:

Mandrell JD. Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College. [Internet] [Thesis]. Ferris State University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2323/5284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mandrell JD. Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College. [Thesis]. Ferris State University; 2014. Available from: http://hdl.handle.net/2323/5284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Clemson University

6. Taylor, Jacqueline Y. Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry.

Degree: PhD, Educational Leadership - Higher Education, 2017, Clemson University

 Known as "invisible faculty," (Gappa & Leslie, 1993), adjunct or part-time, contingent instructors play a vital role in meeting the needs of two-year colleges. Adjunct(more)

Subjects/Keywords: adjunct faculty; community colleges; faculty; part-time faculty; technical colleges

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APA (6th Edition):

Taylor, J. Y. (2017). Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2047

Chicago Manual of Style (16th Edition):

Taylor, Jacqueline Y. “Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry.” 2017. Doctoral Dissertation, Clemson University. Accessed July 21, 2019. https://tigerprints.clemson.edu/all_dissertations/2047.

MLA Handbook (7th Edition):

Taylor, Jacqueline Y. “Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry.” 2017. Web. 21 Jul 2019.

Vancouver:

Taylor JY. Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Jul 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/2047.

Council of Science Editors:

Taylor JY. Breaking Invisibility: Transforming Working Conditions of Adjunct Faculty in Technical Colleges through Critical Advocacy Inquiry. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/2047


Northeastern University

7. Ricci, Amy L. The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this basic quality study was to understand the role of institutional support in leading to job satisfaction and limiting turnover intentions among… (more)

Subjects/Keywords: institutional support; job satisfaction; adjunct faculty; faculty turnover

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APA (6th Edition):

Ricci, A. L. (2016). The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239025

Chicago Manual of Style (16th Edition):

Ricci, Amy L. “The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 21, 2019. http://hdl.handle.net/2047/D20239025.

MLA Handbook (7th Edition):

Ricci, Amy L. “The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines.” 2016. Web. 21 Jul 2019.

Vancouver:

Ricci AL. The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2047/D20239025.

Council of Science Editors:

Ricci AL. The role of institutional support in leading to job satisfaction and limiting turnover intentions of experienced online adjunct faculty in business-related disciplines. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239025


University of Georgia

8. Moyers, Steven Lee. The impact of faculty status on ems student success.

Degree: EdD, Higher Education, 2017, University of Georgia

 The use of part-time faculty members is substantial in the delivery of higher education instruction with the largest use occurring in the public two-year or… (more)

Subjects/Keywords: Faculty; adjunct faculty; impact of full-time faculty; EMS; EMS students; EMS instructors; EMS program

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APA (6th Edition):

Moyers, S. L. (2017). The impact of faculty status on ems student success. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37820

Chicago Manual of Style (16th Edition):

Moyers, Steven Lee. “The impact of faculty status on ems student success.” 2017. Doctoral Dissertation, University of Georgia. Accessed July 21, 2019. http://hdl.handle.net/10724/37820.

MLA Handbook (7th Edition):

Moyers, Steven Lee. “The impact of faculty status on ems student success.” 2017. Web. 21 Jul 2019.

Vancouver:

Moyers SL. The impact of faculty status on ems student success. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10724/37820.

Council of Science Editors:

Moyers SL. The impact of faculty status on ems student success. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37820


University of Florida

9. Marshall, Deborah J. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Registered Nurses are expected to behave professionally and ethically by the society who trusts that they are competent to provide care. Nursing education programs must… (more)

Subjects/Keywords: Adjunct faculty; Cheating; Classrooms; Honesty; Learning; Nurses; Nursing; Nursing education; Nursing students; Student behavior; adjunct  – dishonesty  – ethics  – faculty  – nursing  – training

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APA (6th Edition):

Marshall, D. J. (2013). Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045686

Chicago Manual of Style (16th Edition):

Marshall, Deborah J. “Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.” 2013. Doctoral Dissertation, University of Florida. Accessed July 21, 2019. http://ufdc.ufl.edu/UFE0045686.

MLA Handbook (7th Edition):

Marshall, Deborah J. “Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas.” 2013. Web. 21 Jul 2019.

Vancouver:

Marshall DJ. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Jul 21]. Available from: http://ufdc.ufl.edu/UFE0045686.

Council of Science Editors:

Marshall DJ. Adjunct Nursing Faculty Perceptions of and Reactions to Unethical or Dishonest Nursing Student Behaviors in the Classroom and Clinical Areas. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045686

10. Bates, Michael Alan. UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES.

Degree: Doctor of Education (EdD), Community College Leadership, 2012, National-Louis University

  This mixed methods study explored the phenomenon of job burnout among adjunct faculty at two suburban Illinois community colleges. The Maslach Burnout Inventory –… (more)

Subjects/Keywords: burnout; adjunct faculty; community colleges; mixed methods; Community College Leadership

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APA (6th Edition):

Bates, M. A. (2012). UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/50

Chicago Manual of Style (16th Edition):

Bates, Michael Alan. “UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES.” 2012. Doctoral Dissertation, National-Louis University. Accessed July 21, 2019. http://digitalcommons.nl.edu/diss/50.

MLA Handbook (7th Edition):

Bates, Michael Alan. “UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES.” 2012. Web. 21 Jul 2019.

Vancouver:

Bates MA. UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES. [Internet] [Doctoral dissertation]. National-Louis University; 2012. [cited 2019 Jul 21]. Available from: http://digitalcommons.nl.edu/diss/50.

Council of Science Editors:

Bates MA. UNDERSTANDING BURNOUT AND PROMOTING ENGAGEMENT AMONG ADJUNCT FACULTY IN COMMUNITY COLLEGES. [Doctoral Dissertation]. National-Louis University; 2012. Available from: http://digitalcommons.nl.edu/diss/50


Iowa State University

11. Tomanek, Jody Kristine. Job satisfaction of community college adjunct faculty at Midwestern Community College.

Degree: 2010, Iowa State University

Adjunct faculty constitutes the majority of faculty in higher education. Their large numbers make them a force in community colleges and four-year universities. The role… (more)

Subjects/Keywords: adjunct faculty; community college; job satisfaction; Educational Administration and Supervision

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APA (6th Edition):

Tomanek, J. K. (2010). Job satisfaction of community college adjunct faculty at Midwestern Community College. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/11640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tomanek, Jody Kristine. “Job satisfaction of community college adjunct faculty at Midwestern Community College.” 2010. Thesis, Iowa State University. Accessed July 21, 2019. https://lib.dr.iastate.edu/etd/11640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tomanek, Jody Kristine. “Job satisfaction of community college adjunct faculty at Midwestern Community College.” 2010. Web. 21 Jul 2019.

Vancouver:

Tomanek JK. Job satisfaction of community college adjunct faculty at Midwestern Community College. [Internet] [Thesis]. Iowa State University; 2010. [cited 2019 Jul 21]. Available from: https://lib.dr.iastate.edu/etd/11640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tomanek JK. Job satisfaction of community college adjunct faculty at Midwestern Community College. [Thesis]. Iowa State University; 2010. Available from: https://lib.dr.iastate.edu/etd/11640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Iowa State University

12. Bakley, Amanda Lynn. Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges.

Degree: 2016, Iowa State University

 The purpose of this study was to describe the experiences of adjunct faculty who work at multi-campus community colleges, and who aspire to full-time positions… (more)

Subjects/Keywords: Adjunct faculty; Career Aspirations; Multi-campus community colleges; Education

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APA (6th Edition):

Bakley, A. L. (2016). Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bakley, Amanda Lynn. “Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges.” 2016. Thesis, Iowa State University. Accessed July 21, 2019. https://lib.dr.iastate.edu/etd/15873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bakley, Amanda Lynn. “Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges.” 2016. Web. 21 Jul 2019.

Vancouver:

Bakley AL. Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges. [Internet] [Thesis]. Iowa State University; 2016. [cited 2019 Jul 21]. Available from: https://lib.dr.iastate.edu/etd/15873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bakley AL. Waiting to become: A descriptive phenomenology of adjunct faculty experiences at multi-campus community colleges. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/15873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kansas State University

13. Ervin, Kathryn A. Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations.

Degree: EdD, Department of Educational Leadership, 2018, Kansas State University

 As higher education populations are changing, institutions are forced to find new ways to meet students’ needs and schools’ declining budgets. Institutions have found that… (more)

Subjects/Keywords: motivation; percieved organizational support; adjunct faculty; self determination theory; extended campus

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APA (6th Edition):

Ervin, K. A. (2018). Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38791

Chicago Manual of Style (16th Edition):

Ervin, Kathryn A. “Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations.” 2018. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/38791.

MLA Handbook (7th Edition):

Ervin, Kathryn A. “Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations.” 2018. Web. 21 Jul 2019.

Vancouver:

Ervin KA. Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/38791.

Council of Science Editors:

Ervin KA. Motivation and perceived organizational support of adjunct business faculty members teaching face-to-face at a private institution's off campus locations. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/38791


University of Arkansas

14. Garner, Kristine A. A Comparison of Student Success by Faculty Qualifications.

Degree: Doctor of Education in Workforce Development Education (EdD), Workforce Development Education (EdD), 2012, University of Arkansas

  Providing the best qualified faculty to ensure the most successful student outcomes is a priority in higher education. The use of adjunct faculty in… (more)

Subjects/Keywords: Education; Adjunct faculty; Faculty effectiveness; Faculty qualifications; Part-time faculty; Student success; Higher Education; Higher Education and Teaching

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APA (6th Edition):

Garner, K. A. (2012). A Comparison of Student Success by Faculty Qualifications. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/623

Chicago Manual of Style (16th Edition):

Garner, Kristine A. “A Comparison of Student Success by Faculty Qualifications.” 2012. Doctoral Dissertation, University of Arkansas. Accessed July 21, 2019. https://scholarworks.uark.edu/etd/623.

MLA Handbook (7th Edition):

Garner, Kristine A. “A Comparison of Student Success by Faculty Qualifications.” 2012. Web. 21 Jul 2019.

Vancouver:

Garner KA. A Comparison of Student Success by Faculty Qualifications. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Jul 21]. Available from: https://scholarworks.uark.edu/etd/623.

Council of Science Editors:

Garner KA. A Comparison of Student Success by Faculty Qualifications. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/623

15. Smith, Molly A. Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  This phenomenological study explores the meaning that those who feel called to teach make out of their adjunct teaching experience in higher education. In… (more)

Subjects/Keywords: Adjunct faculty; Calling; Contingent faculty; Professional calling; Professional identity; Education; Higher Education

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APA (6th Edition):

Smith, M. A. (2018). Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1489

Chicago Manual of Style (16th Edition):

Smith, Molly A. “Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty.” 2018. Doctoral Dissertation, U of Denver. Accessed July 21, 2019. https://digitalcommons.du.edu/etd/1489.

MLA Handbook (7th Edition):

Smith, Molly A. “Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty.” 2018. Web. 21 Jul 2019.

Vancouver:

Smith MA. Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Jul 21]. Available from: https://digitalcommons.du.edu/etd/1489.

Council of Science Editors:

Smith MA. Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1489

16. Shattuck, Julie. Training higher education adjunct faculty to teach online: A design-based research study.

Degree: 2013, Athabasca University

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching… (more)

Subjects/Keywords: Online Teaching; Adjunct Faculty; Design-Based Research; Faculty Training; Online Teaching Professional Development

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APA (6th Edition):

Shattuck, J. (2013). Training higher education adjunct faculty to teach online: A design-based research study. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/27

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Thesis, Athabasca University. Accessed July 21, 2019. http://hdl.handle.net/10791/27.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shattuck, Julie. “Training higher education adjunct faculty to teach online: A design-based research study.” 2013. Web. 21 Jul 2019.

Vancouver:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Internet] [Thesis]. Athabasca University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10791/27.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shattuck J. Training higher education adjunct faculty to teach online: A design-based research study. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/27

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – San Diego

17. Tener, Andrea M. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 There is a growing awareness of the issues facing part-time faculty in higher education. However, it is difficult to find equity among the faculty of… (more)

Subjects/Keywords: Educational leadership; English as a second language; Adjunct Faculty; Contingent Faculty; Contingent faculty voice; English as a Second Language; ESL

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APA (6th Edition):

Tener, A. M. (2017). A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/78w8t1x1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tener, Andrea M. “A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.” 2017. Thesis, University of California – San Diego. Accessed July 21, 2019. http://www.escholarship.org/uc/item/78w8t1x1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tener, Andrea M. “A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.” 2017. Web. 21 Jul 2019.

Vancouver:

Tener AM. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/78w8t1x1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tener AM. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/78w8t1x1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

18. Stout, Sherry A. A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia.

Degree: PhD, Higher Education (Education), 2008, Ohio University

  Part-time faculty is important to the instructional mission of community colleges. Community colleges rely on part-time faculty for a majority of their instruction and… (more)

Subjects/Keywords: Community Colleges; Education; Higher Education; Teaching; Part-time Faculty; Adjunct Faculty; Contingent Faculty; Community Colleges: Appalachian Region

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APA (6th Edition):

Stout, S. A. (2008). A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218847191

Chicago Manual of Style (16th Edition):

Stout, Sherry A. “A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia.” 2008. Doctoral Dissertation, Ohio University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218847191.

MLA Handbook (7th Edition):

Stout, Sherry A. “A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia.” 2008. Web. 21 Jul 2019.

Vancouver:

Stout SA. A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia. [Internet] [Doctoral dissertation]. Ohio University; 2008. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218847191.

Council of Science Editors:

Stout SA. A Survey of Chief Academic Offices and Academic Department Heads about Part-time Faculty Issues at Community Colleges in the Appalachian Regions of Kentucky, Ohio, and West Virginia. [Doctoral Dissertation]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218847191


Northeastern University

19. Sheridan, Maureen Elizabeth. How adjunct faculty at community colleges describe their sustained motivation to teach.

Degree: EdD, School of Education, 2016, Northeastern University

 There is mounting concern over the influence that hiring larger percentages of adjunct faculty has had on the quality of instruction delivered in higher education.… (more)

Subjects/Keywords: adjunct faculty; adjunct faculty hiring practices; adjunct movement; adjunct parity; community college; hygiene-motivation theory; College teachers, Part-time; Job satisfaction; College teachers, Part-time; Recruiting; Community college teachers; Job satisfaction; Teacher morale; Motivation in education

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APA (6th Edition):

Sheridan, M. E. (2016). How adjunct faculty at community colleges describe their sustained motivation to teach. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20223208

Chicago Manual of Style (16th Edition):

Sheridan, Maureen Elizabeth. “How adjunct faculty at community colleges describe their sustained motivation to teach.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 21, 2019. http://hdl.handle.net/2047/D20223208.

MLA Handbook (7th Edition):

Sheridan, Maureen Elizabeth. “How adjunct faculty at community colleges describe their sustained motivation to teach.” 2016. Web. 21 Jul 2019.

Vancouver:

Sheridan ME. How adjunct faculty at community colleges describe their sustained motivation to teach. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2047/D20223208.

Council of Science Editors:

Sheridan ME. How adjunct faculty at community colleges describe their sustained motivation to teach. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20223208


Penn State University

20. Taylor, Ann. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.

Degree: 2017, Penn State University

 The purpose of this study was to examine the relationship between the attraction of a given type of adjunct faculty to teach online via Penn… (more)

Subjects/Keywords: higher education; adjunct faculty; distance learning; online; faculty motivation; online faculty; part time faculty; online teaching; incentives; online instruction; faculty retention; hiring practices

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APA (6th Edition):

Taylor, A. (2017). Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13781atb3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Ann. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Thesis, Penn State University. Accessed July 21, 2019. https://etda.libraries.psu.edu/catalog/13781atb3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Ann. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Web. 21 Jul 2019.

Vancouver:

Taylor A. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Jul 21]. Available from: https://etda.libraries.psu.edu/catalog/13781atb3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor A. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13781atb3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

21. Vance, Lindsay Marie Armstrong. New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion.

Degree: Education, 2018, UCLA

 There is an emerging need to better understand how orientation practices and strategies affect a sense of belonging for new faculty members, especially the growing… (more)

Subjects/Keywords: Educational leadership; Community college education; Adjunct Faculty; Case Studies; Community Colleges; Culture; Inclusion; Orientation

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APA (6th Edition):

Vance, L. M. A. (2018). New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2d10c53h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vance, Lindsay Marie Armstrong. “New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion.” 2018. Thesis, UCLA. Accessed July 21, 2019. http://www.escholarship.org/uc/item/2d10c53h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vance, Lindsay Marie Armstrong. “New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion.” 2018. Web. 21 Jul 2019.

Vancouver:

Vance LMA. New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/2d10c53h.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vance LMA. New Adjunct Faculty Orientation Practices at Community Colleges: Creating a Culture of Inclusion. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/2d10c53h

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

22. Hyland, Cheryl. A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S.… (more)

Subjects/Keywords: community college; adjunct faculty; part-time; full-time; Community College Leadership; Educational Leadership

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APA (6th Edition):

Hyland, C. (2016). A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3008

Chicago Manual of Style (16th Edition):

Hyland, Cheryl. “A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed July 21, 2019. https://dc.etsu.edu/etd/3008.

MLA Handbook (7th Edition):

Hyland, Cheryl. “A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College.” 2016. Web. 21 Jul 2019.

Vancouver:

Hyland C. A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Jul 21]. Available from: https://dc.etsu.edu/etd/3008.

Council of Science Editors:

Hyland C. A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3008


Oklahoma State University

23. Lewis, Vance Johnson. Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 The purpose of this study was to examine the job satisfaction of adjuncts in the curriculum area of business at four-year universities and to determine… (more)

Subjects/Keywords: adjunct; busines faculty; four-year university; intrinsic satisfaction; job satisfaction; organizational behavior

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APA (6th Edition):

Lewis, V. J. (2012). Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lewis, Vance Johnson. “Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities.” 2012. Thesis, Oklahoma State University. Accessed July 21, 2019. http://hdl.handle.net/11244/7482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lewis, Vance Johnson. “Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities.” 2012. Web. 21 Jul 2019.

Vancouver:

Lewis VJ. Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11244/7482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lewis VJ. Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-year Universities. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Iowa State University

24. Schulz, Steven Dwight. Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory.

Degree: 2009, Iowa State University

 Over the past few decades, institutions of higher education have increased their dependence on part-time faculty members (Gappa & Leslie, 1993). Factors influencing this trend… (more)

Subjects/Keywords: Adjunct; Community College; Faculty; Iowa; Job Satisfaction; Part-time; Educational Administration and Supervision

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APA (6th Edition):

Schulz, S. D. (2009). Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10994

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schulz, Steven Dwight. “Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory.” 2009. Thesis, Iowa State University. Accessed July 21, 2019. https://lib.dr.iastate.edu/etd/10994.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schulz, Steven Dwight. “Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory.” 2009. Web. 21 Jul 2019.

Vancouver:

Schulz SD. Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory. [Internet] [Thesis]. Iowa State University; 2009. [cited 2019 Jul 21]. Available from: https://lib.dr.iastate.edu/etd/10994.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schulz SD. Predicting job satisfaction among Iowa community college adjunct faculty members: Use and application of Herzberg's motivation-hygiene theory. [Thesis]. Iowa State University; 2009. Available from: https://lib.dr.iastate.edu/etd/10994

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Seton Hall University

25. Deutsch, Stephen R. The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  The rise of non-tenure track, part-time faculty, referred to as adjuncts, has brought a significant shift to the academic workforce. The count of part-time… (more)

Subjects/Keywords: adjunct faculty; part-time faculty; student outcomes; retention rates; graduation rates; panel data analysis; Higher Education

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APA (6th Edition):

Deutsch, S. R. (2015). The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2120

Chicago Manual of Style (16th Edition):

Deutsch, Stephen R. “The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation.” 2015. Doctoral Dissertation, Seton Hall University. Accessed July 21, 2019. http://scholarship.shu.edu/dissertations/2120.

MLA Handbook (7th Edition):

Deutsch, Stephen R. “The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation.” 2015. Web. 21 Jul 2019.

Vancouver:

Deutsch SR. The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jul 21]. Available from: http://scholarship.shu.edu/dissertations/2120.

Council of Science Editors:

Deutsch SR. The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2120


Oklahoma State University

26. Fisher, Deena K. Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio.

Degree: School of Teaching and Curriculum Leadership, 2004, Oklahoma State University

 The purpose of this study was to explore and gain insight into part-time/adjunct faculty integration within the hierarchical organizational structure of higher education. Multiple perspectives… (more)

Subjects/Keywords: adjunct faculty; hierarchical organization; higher education; part-time faculty

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APA (6th Edition):

Fisher, D. K. (2004). Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fisher, Deena K. “Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio.” 2004. Thesis, Oklahoma State University. Accessed July 21, 2019. http://hdl.handle.net/11244/7395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fisher, Deena K. “Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio.” 2004. Web. 21 Jul 2019.

Vancouver:

Fisher DK. Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio. [Internet] [Thesis]. Oklahoma State University; 2004. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11244/7395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher DK. Proper Care and Feeding of Adjunct Faculty. a Qualitative Multi-site Case Study: the Integration of Part-time Adjunct Faculty Within the Hierarchical Organization of Higher Educatio. [Thesis]. Oklahoma State University; 2004. Available from: http://hdl.handle.net/11244/7395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kentucky

27. Casto, Andrew C. REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION.

Degree: 2017, University of Kentucky

 Since their advent as supplemental staff at community colleges four decades ago, part-time instructors, or adjuncts, have since been employed with increasing frequency and in… (more)

Subjects/Keywords: Adjunct faculty; College teachers; Part-Time—United States; Nontenured faculty; Teaching conditions; Universities and colleges—United States—Faculty; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Casto, A. C. (2017). REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/english_etds/63

Chicago Manual of Style (16th Edition):

Casto, Andrew C. “REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION.” 2017. Doctoral Dissertation, University of Kentucky. Accessed July 21, 2019. https://uknowledge.uky.edu/english_etds/63.

MLA Handbook (7th Edition):

Casto, Andrew C. “REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION.” 2017. Web. 21 Jul 2019.

Vancouver:

Casto AC. REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2019 Jul 21]. Available from: https://uknowledge.uky.edu/english_etds/63.

Council of Science Editors:

Casto AC. REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/english_etds/63


University of Arkansas

28. Johnson, Kelly Vowell. Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2014, University of Arkansas

  Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but… (more)

Subjects/Keywords: Adjunct Nursing Instructors; Clinical Evaluation; Faculty Development; Student Assessment; Health and Physical Education; Higher Education; Nursing

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APA (6th Edition):

Johnson, K. V. (2014). Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2233

Chicago Manual of Style (16th Edition):

Johnson, Kelly Vowell. “Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses.” 2014. Doctoral Dissertation, University of Arkansas. Accessed July 21, 2019. https://scholarworks.uark.edu/etd/2233.

MLA Handbook (7th Edition):

Johnson, Kelly Vowell. “Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses.” 2014. Web. 21 Jul 2019.

Vancouver:

Johnson KV. Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Jul 21]. Available from: https://scholarworks.uark.edu/etd/2233.

Council of Science Editors:

Johnson KV. Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2233


Mississippi State University

29. Webb Jr., Donald E. ADJUNCT FACULTY: A BOON OR BURDEN?.

Degree: PhD, Community College Leadership, 2007, Mississippi State University

 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… (more)

Subjects/Keywords: KCTCS; full-time; part-time; adjunct faculty; instructor; Kentucky

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APA (6th Edition):

Webb Jr., D. E. (2007). ADJUNCT FACULTY: A BOON OR BURDEN?. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262007-164338/ ;

Chicago Manual of Style (16th Edition):

Webb Jr., Donald E. “ADJUNCT FACULTY: A BOON OR BURDEN?.” 2007. Doctoral Dissertation, Mississippi State University. Accessed July 21, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262007-164338/ ;.

MLA Handbook (7th Edition):

Webb Jr., Donald E. “ADJUNCT FACULTY: A BOON OR BURDEN?.” 2007. Web. 21 Jul 2019.

Vancouver:

Webb Jr. DE. ADJUNCT FACULTY: A BOON OR BURDEN?. [Internet] [Doctoral dissertation]. Mississippi State University; 2007. [cited 2019 Jul 21]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262007-164338/ ;.

Council of Science Editors:

Webb Jr. DE. ADJUNCT FACULTY: A BOON OR BURDEN?. [Doctoral Dissertation]. Mississippi State University; 2007. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262007-164338/ ;


University of Cincinnati

30. Ritchie, Katelyn. To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience.

Degree: MA, Arts and Sciences: Communication, 2018, University of Cincinnati

 This study explores how adjunct faculty and staff use social media among a converged mixed audience. With social networking sites (SNSs) serving as digital spaces… (more)

Subjects/Keywords: Communication; Self-Presentation; Social Networking Sites; Context Collapse; Self-Withdrawal; Audience Segmentation; Adjunct Faculty and Staff

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APA (6th Edition):

Ritchie, K. (2018). To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269223303294

Chicago Manual of Style (16th Edition):

Ritchie, Katelyn. “To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience.” 2018. Masters Thesis, University of Cincinnati. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269223303294.

MLA Handbook (7th Edition):

Ritchie, Katelyn. “To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience.” 2018. Web. 21 Jul 2019.

Vancouver:

Ritchie K. To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience. [Internet] [Masters thesis]. University of Cincinnati; 2018. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269223303294.

Council of Science Editors:

Ritchie K. To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience. [Masters Thesis]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269223303294

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