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You searched for subject:(part time higher education). Showing records 1 – 30 of 230806 total matches.

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Liberty University

1. Purdum, Aletta Brook. Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study.

Degree: 2020, Liberty University

 The purpose of this qualitative case study was to understand the self-efficacy of adjunct faculty at Colonial State University (CSU; a pseudonym). The theories guiding… (more)

Subjects/Keywords: Higher Education; Self-efficacy; Adjunct Faculty; Part-time Faculty; Regional University; Education; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Purdum, A. B. (2020). Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2413

Chicago Manual of Style (16th Edition):

Purdum, Aletta Brook. “Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study.” 2020. Doctoral Dissertation, Liberty University. Accessed April 18, 2021. https://digitalcommons.liberty.edu/doctoral/2413.

MLA Handbook (7th Edition):

Purdum, Aletta Brook. “Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study.” 2020. Web. 18 Apr 2021.

Vancouver:

Purdum AB. Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2021 Apr 18]. Available from: https://digitalcommons.liberty.edu/doctoral/2413.

Council of Science Editors:

Purdum AB. Understanding Self-Efficacy of Regional University Adjunct Faculty: A Qualitative Case Study. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2413

2. Pons, Philip Eugene, Jr. A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges.

Degree: PhD, Educ Foundations & Leadership, 2015, Old Dominion University

  The purpose of this qualitative study was to discover the motivational factors influencing part-time faculty employment within the community college through the perspective of… (more)

Subjects/Keywords: Motivational factors; Part-time faculty; Part-time employment; Recognition; Working with students; Community College Education Administration; Community College Leadership; Higher Education

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APA (6th Edition):

Pons, Philip Eugene, J. (2015). A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369144499 ; https://digitalcommons.odu.edu/efl_etds/17

Chicago Manual of Style (16th Edition):

Pons, Philip Eugene, Jr. “A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges.” 2015. Doctoral Dissertation, Old Dominion University. Accessed April 18, 2021. 9781369144499 ; https://digitalcommons.odu.edu/efl_etds/17.

MLA Handbook (7th Edition):

Pons, Philip Eugene, Jr. “A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges.” 2015. Web. 18 Apr 2021.

Vancouver:

Pons, Philip Eugene J. A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2021 Apr 18]. Available from: 9781369144499 ; https://digitalcommons.odu.edu/efl_etds/17.

Council of Science Editors:

Pons, Philip Eugene J. A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781369144499 ; https://digitalcommons.odu.edu/efl_etds/17


University of South Florida

3. Ruiz, Claudia A. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.

Degree: 2015, University of South Florida

 The present study investigated the job satisfaction of 205 adjunct faculty teaching standardized online courses at a private university in the United States. The extent… (more)

Subjects/Keywords: online teaching; part-time faculty; higher education; instructional design; Educational Administration and Supervision; Other Education

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APA (6th Edition):

Ruiz, C. A. (2015). Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5770

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):

Ruiz, Claudia A. “Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.” 2015. Thesis, University of South Florida. Accessed April 18, 2021. https://scholarcommons.usf.edu/etd/5770.

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

MLA Handbook (7th Edition):

Ruiz, Claudia A. “Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.” 2015. Web. 18 Apr 2021.

Vancouver:

Ruiz CA. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. [Internet] [Thesis]. University of South Florida; 2015. [cited 2021 Apr 18]. Available from: https://scholarcommons.usf.edu/etd/5770.

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

Council of Science Editors:

Ruiz CA. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5770

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

4. Bingler, David Austin. Academic freedom, contingent faculty, and social rectitude.

Degree: 2012, James Madison University

 “If education is the cornerstone of the structure of society and if progress in scientific knowledge is essential to civilization, few things can be more… (more)

Subjects/Keywords: adjunct; contingent; part-time; faculty; collective bargaining; academic freedom; social justice; higher education; Education

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APA (6th Edition):

Bingler, D. A. (2012). Academic freedom, contingent faculty, and social rectitude. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/150

Chicago Manual of Style (16th Edition):

Bingler, David Austin. “Academic freedom, contingent faculty, and social rectitude.” 2012. Masters Thesis, James Madison University. Accessed April 18, 2021. https://commons.lib.jmu.edu/master201019/150.

MLA Handbook (7th Edition):

Bingler, David Austin. “Academic freedom, contingent faculty, and social rectitude.” 2012. Web. 18 Apr 2021.

Vancouver:

Bingler DA. Academic freedom, contingent faculty, and social rectitude. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2021 Apr 18]. Available from: https://commons.lib.jmu.edu/master201019/150.

Council of Science Editors:

Bingler DA. Academic freedom, contingent faculty, and social rectitude. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/150


University of the Western Cape

5. Mohlakoana, Refiloe Moratuoa Cynthia. Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape .

Degree: 2015, University of the Western Cape

 This study does an in-depth exploration of how students experience full-time study and part-time employment, focusing on participants in the work-study programme of the University… (more)

Subjects/Keywords: Higher education; Student funding; University of the Western Cape; Part-time employment; Work-study programme

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APA (6th Edition):

Mohlakoana, R. M. C. (2015). Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5283

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):

Mohlakoana, Refiloe Moratuoa Cynthia. “Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape .” 2015. Thesis, University of the Western Cape. Accessed April 18, 2021. http://hdl.handle.net/11394/5283.

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

MLA Handbook (7th Edition):

Mohlakoana, Refiloe Moratuoa Cynthia. “Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape .” 2015. Web. 18 Apr 2021.

Vancouver:

Mohlakoana RMC. Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/11394/5283.

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

Council of Science Editors:

Mohlakoana RMC. Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5283

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


National University of Ireland – Galway

6. Hardiman, Deirdre. A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies .

Degree: 2018, National University of Ireland – Galway

 This research study examines the concept of the life course and why it may be considered an issue of critical importance in the context of… (more)

Subjects/Keywords: Life Course; Part-time Adult Learning; Higher Education; Evaluation; Political Science and Sociology

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APA (6th Edition):

Hardiman, D. (2018). A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/15135

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):

Hardiman, Deirdre. “A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies .” 2018. Thesis, National University of Ireland – Galway. Accessed April 18, 2021. http://hdl.handle.net/10379/15135.

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

MLA Handbook (7th Edition):

Hardiman, Deirdre. “A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies .” 2018. Web. 18 Apr 2021.

Vancouver:

Hardiman D. A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies . [Internet] [Thesis]. National University of Ireland – Galway; 2018. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10379/15135.

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

Council of Science Editors:

Hardiman D. A life course perspective: Life course learning for adult learners in Higher Education - an examination of the NUI Diploma in Applied Social Studies and the BA in Applied Social Studies . [Thesis]. National University of Ireland – Galway; 2018. Available from: http://hdl.handle.net/10379/15135

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

7. Hunt, Nuala. Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.

Degree: School of Natural Sciences. Discipline of Botany, 2020, Trinity College Dublin

Part-time flexible learning in Irish higher education has not been embedded within mainstream policy and was of marginal interest to policy makers and Higher Education(more)

Subjects/Keywords: Part-time, Flexible, Irish Higher Education,; lifelong learning; policy, practice and perspectives

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APA (6th Edition):

Hunt, N. (2020). Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/92837

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):

Hunt, Nuala. “Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.” 2020. Thesis, Trinity College Dublin. Accessed April 18, 2021. http://hdl.handle.net/2262/92837.

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

MLA Handbook (7th Edition):

Hunt, Nuala. “Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.” 2020. Web. 18 Apr 2021.

Vancouver:

Hunt N. Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. [Internet] [Thesis]. Trinity College Dublin; 2020. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2262/92837.

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

Council of Science Editors:

Hunt N. Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. [Thesis]. Trinity College Dublin; 2020. Available from: http://hdl.handle.net/2262/92837

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


University of South Florida

8. Navarro, Ashley M. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.

Degree: 2019, University of South Florida

 The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college.… (more)

Subjects/Keywords: community college; faculty development; part-time faculty; Educational Administration and Supervision; Higher Education and Teaching

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APA (6th Edition):

Navarro, A. M. (2019). An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7867

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):

Navarro, Ashley M. “An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.” 2019. Thesis, University of South Florida. Accessed April 18, 2021. https://scholarcommons.usf.edu/etd/7867.

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

MLA Handbook (7th Edition):

Navarro, Ashley M. “An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College.” 2019. Web. 18 Apr 2021.

Vancouver:

Navarro AM. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Apr 18]. Available from: https://scholarcommons.usf.edu/etd/7867.

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

Council of Science Editors:

Navarro AM. An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7867

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


University of Southern California

9. Allen, Veronica Vazquez. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Two thirds of the instructors at community colleges are part-time non-tenure track faculty. The growth of non-tenure track faculty in higher education has been documented… (more)

Subjects/Keywords: part-time non-tenure track faculty; adjuncts; community college; motivation; governance; departmental governance; higher education

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APA (6th Edition):

Allen, V. V. (2014). Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4936

Chicago Manual of Style (16th Edition):

Allen, Veronica Vazquez. “Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 18, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4936.

MLA Handbook (7th Edition):

Allen, Veronica Vazquez. “Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach.” 2014. Web. 18 Apr 2021.

Vancouver:

Allen VV. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Apr 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4936.

Council of Science Editors:

Allen VV. Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/509836/rec/4936


Drexel University

10. Dipietro, Nicolette. A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles.

Degree: 2018, Drexel University

The purpose of this qualitative study using the phenomenological approach was to explore students' lived experiences through their perceptions of the effectiveness of adjuncts' teaching… (more)

Subjects/Keywords: Education, Higher; College teachers, Part-time – Rating of; Teacher-student relationships; Community college students

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APA (6th Edition):

Dipietro, N. (2018). A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8068

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):

Dipietro, Nicolette. “A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles.” 2018. Thesis, Drexel University. Accessed April 18, 2021. https://idea.library.drexel.edu/islandora/object/idea%3A8068.

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

MLA Handbook (7th Edition):

Dipietro, Nicolette. “A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles.” 2018. Web. 18 Apr 2021.

Vancouver:

Dipietro N. A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles. [Internet] [Thesis]. Drexel University; 2018. [cited 2021 Apr 18]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8068.

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

Council of Science Editors:

Dipietro N. A Phenomenological Study: Exploring College Students' Experiences and Perceptions About Their Adjuncts' Teaching Styles. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8068

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


University of Arkansas

11. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 April 18, 2021. https://scholarworks.uark.edu/etd/623.

MLA Handbook (7th Edition):

Garner, Kristine A. “A Comparison of Student Success by Faculty Qualifications.” 2012. Web. 18 Apr 2021.

Vancouver:

Garner KA. A Comparison of Student Success by Faculty Qualifications. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2021 Apr 18]. 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


University of Florida

12. Yu, Hongwei. The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2013, University of Florida

 Featured as open access, low cost tuition and fees, geographical proximity, community college has become the largest sector in American higher education with diverse student… (more)

Subjects/Keywords: Academic degrees; College students; Colleges; Community colleges; Educational research; Full time students; High school students; Higher education; Part time faculty; Part time students; college  – community  – student  – success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yu, H. (2013). The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045831

Chicago Manual of Style (16th Edition):

Yu, Hongwei. “The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges.” 2013. Doctoral Dissertation, University of Florida. Accessed April 18, 2021. https://ufdc.ufl.edu/UFE0045831.

MLA Handbook (7th Edition):

Yu, Hongwei. “The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges.” 2013. Web. 18 Apr 2021.

Vancouver:

Yu H. The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2021 Apr 18]. Available from: https://ufdc.ufl.edu/UFE0045831.

Council of Science Editors:

Yu H. The Effect of Parttime Faculty on Student's Degree or Certificate Completion in Two Year Community Colleges. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0045831


Queensland University of Technology

13. Marsden, Brian S. Higher degree research as professional learning for teachers: A cohort perspective.

Degree: 2017, Queensland University of Technology

 This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in… (more)

Subjects/Keywords: Cohort; professional learning; threshold crossings; Higher Degree Research; liminality; Masters of Education; part-time research; praxis; reflexivity; time

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APA (6th Edition):

Marsden, B. S. (2017). Higher degree research as professional learning for teachers: A cohort perspective. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/108055/

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):

Marsden, Brian S. “Higher degree research as professional learning for teachers: A cohort perspective.” 2017. Thesis, Queensland University of Technology. Accessed April 18, 2021. https://eprints.qut.edu.au/108055/.

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

MLA Handbook (7th Edition):

Marsden, Brian S. “Higher degree research as professional learning for teachers: A cohort perspective.” 2017. Web. 18 Apr 2021.

Vancouver:

Marsden BS. Higher degree research as professional learning for teachers: A cohort perspective. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2021 Apr 18]. Available from: https://eprints.qut.edu.au/108055/.

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

Council of Science Editors:

Marsden BS. Higher degree research as professional learning for teachers: A cohort perspective. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/108055/

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


University of Wisconsin – Milwaukee

14. Marlier, Ann Marie. An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges.

Degree: PhD, Urban Education, 2014, University of Wisconsin – Milwaukee

  Even though proprietary colleges and universities continue to gain market share in the higher education landscape, negative perceptions about proprietary institutions remain including reliance… (more)

Subjects/Keywords: Contingent Faculty; Higher Education; Part-Time Faculty; Proprietary Education; Psychological Contract; Urban Education; Adult and Continuing Education and Teaching; Higher Education Administration; Higher Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marlier, A. M. (2014). An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/470

Chicago Manual of Style (16th Edition):

Marlier, Ann Marie. “An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges.” 2014. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed April 18, 2021. https://dc.uwm.edu/etd/470.

MLA Handbook (7th Edition):

Marlier, Ann Marie. “An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges.” 2014. Web. 18 Apr 2021.

Vancouver:

Marlier AM. An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2014. [cited 2021 Apr 18]. Available from: https://dc.uwm.edu/etd/470.

Council of Science Editors:

Marlier AM. An Examination of the Psychological Contracts of Contingent Faculty Teaching at Urban, Proprietary Colleges. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2014. Available from: https://dc.uwm.edu/etd/470


Northeastern University

15. Williamson, Jennifer Louise. Adjunct faculty: perceptions of motivation and challenges of teaching adult learners.

Degree: EdD, School of Education, 2014, 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… (more)

Subjects/Keywords: Adjunct Faculty; Expectancy-value theory of motivation; Motivation; Non-traditional learners; Post-secondary education; Adult and Continuing Education Administration; Higher Education; Higher Education Administration; College teachers, Part-time; Adult education teachers, Part-time; Adult college students; Education (Higher); Motivation in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williamson, J. L. (2014). Adjunct faculty: perceptions of motivation and challenges of teaching adult learners. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005059

Chicago Manual of Style (16th Edition):

Williamson, Jennifer Louise. “Adjunct faculty: perceptions of motivation and challenges of teaching adult learners.” 2014. Masters Thesis, Northeastern University. Accessed April 18, 2021. http://hdl.handle.net/2047/d20005059.

MLA Handbook (7th Edition):

Williamson, Jennifer Louise. “Adjunct faculty: perceptions of motivation and challenges of teaching adult learners.” 2014. Web. 18 Apr 2021.

Vancouver:

Williamson JL. Adjunct faculty: perceptions of motivation and challenges of teaching adult learners. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2047/d20005059.

Council of Science Editors:

Williamson JL. Adjunct faculty: perceptions of motivation and challenges of teaching adult learners. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005059


University of California – Riverside

16. Lopez Damian, Ariadna Isabel. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.

Degree: Education, 2017, University of California – Riverside

 In recent decades, due to both contextual (e.g., resource scarcity) and internal organizational conditions (e.g., increased enrollment), universities have increased the number of nontenure-track faculty… (more)

Subjects/Keywords: Community college education; Educational administration; Higher education; Academic Work; Content Analysis; Part-time faculty; Public university; Qualitative research; Work engagement theory

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APA (6th Edition):

Lopez Damian, A. I. (2017). Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/2fc886pk

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):

Lopez Damian, Ariadna Isabel. “Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.” 2017. Thesis, University of California – Riverside. Accessed April 18, 2021. http://www.escholarship.org/uc/item/2fc886pk.

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

MLA Handbook (7th Edition):

Lopez Damian, Ariadna Isabel. “Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California.” 2017. Web. 18 Apr 2021.

Vancouver:

Lopez Damian AI. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. [Internet] [Thesis]. University of California – Riverside; 2017. [cited 2021 Apr 18]. Available from: http://www.escholarship.org/uc/item/2fc886pk.

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

Council of Science Editors:

Lopez Damian AI. Long-Term Part-Time Faculty’s Professional Life at Public Comprehensive Master’s Universities in California. [Thesis]. University of California – Riverside; 2017. Available from: http://www.escholarship.org/uc/item/2fc886pk

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


Seton Hall University

17. 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 https://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 April 18, 2021. https://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. 18 Apr 2021.

Vancouver:

Deutsch SR. The Relationship Between Adjunct Faculty Staffing and College Student Retention and Graduation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2021 Apr 18]. Available from: https://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: https://scholarship.shu.edu/dissertations/2120

18. Grzeszczuk, Katarzyna. Maintaining Institutional Identity in the Age of Part-time Faculty.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this study was to examine how religiously affiliated institutions of higher learning sponsored by congregations of Catholic women religious in the… (more)

Subjects/Keywords: institutional identity; part-time faculty; survey; brand equity; employee-based brand-equity model; mission integration; Higher Education

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APA (6th Edition):

Grzeszczuk, K. (2018). Maintaining Institutional Identity in the Age of Part-time Faculty. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2507

Chicago Manual of Style (16th Edition):

Grzeszczuk, Katarzyna. “Maintaining Institutional Identity in the Age of Part-time Faculty.” 2018. Doctoral Dissertation, Seton Hall University. Accessed April 18, 2021. https://scholarship.shu.edu/dissertations/2507.

MLA Handbook (7th Edition):

Grzeszczuk, Katarzyna. “Maintaining Institutional Identity in the Age of Part-time Faculty.” 2018. Web. 18 Apr 2021.

Vancouver:

Grzeszczuk K. Maintaining Institutional Identity in the Age of Part-time Faculty. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2021 Apr 18]. Available from: https://scholarship.shu.edu/dissertations/2507.

Council of Science Editors:

Grzeszczuk K. Maintaining Institutional Identity in the Age of Part-time Faculty. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2507


Oklahoma State University

19. 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 April 18, 2021. 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. 18 Apr 2021.

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 2021 Apr 18]. 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


Northeastern University

20. Gould, Mark A. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.

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

 The purpose of this paper is to present the findings of a qualitative research study, which sought to explore how adjunct faculty members from a… (more)

Subjects/Keywords: adjunct faculty; work-life balance; private college; College teachers, Part-time; Work and family; Catholic universities and colleges; Education, Higher; Computer-assisted instruction; Time management; Communication in education

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APA (6th Edition):

Gould, M. A. (2016). Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222052

Chicago Manual of Style (16th Edition):

Gould, Mark A. “Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed April 18, 2021. http://hdl.handle.net/2047/D20222052.

MLA Handbook (7th Edition):

Gould, Mark A. “Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.” 2016. Web. 18 Apr 2021.

Vancouver:

Gould MA. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2047/D20222052.

Council of Science Editors:

Gould MA. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222052


University of Arkansas

21. Dunagan, Marion M. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.

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

  Using the framework of boundary theory as applied to the work-life-school construct, the study focused on part-time MBA students who worked full-time, their tendency… (more)

Subjects/Keywords: Education; Adult students; Boundary theory; Graduate students; Mba; Part-time MBA students; Work-family; Work-life; Adult and Continuing Education and Teaching; Higher Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dunagan, M. M. (2012). Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/334

Chicago Manual of Style (16th Edition):

Dunagan, Marion M. “Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.” 2012. Doctoral Dissertation, University of Arkansas. Accessed April 18, 2021. https://scholarworks.uark.edu/etd/334.

MLA Handbook (7th Edition):

Dunagan, Marion M. “Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.” 2012. Web. 18 Apr 2021.

Vancouver:

Dunagan MM. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2021 Apr 18]. Available from: https://scholarworks.uark.edu/etd/334.

Council of Science Editors:

Dunagan MM. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/334


University of Alabama

22. Speer, Charlotte A. Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges.

Degree: 2013, University of Alabama

 Based on Yackee's (2000) study of the perceptions of chief instructional officers (CIOs) at community colleges accredited by North Central Association of Colleges and Schools… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Higher education administration; Education policy; accreditation; associate's college; community college; part-time faculty; Southern Association of Colleges and Schools; STEM disciplines

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Speer, C. A. (2013). Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/97225

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):

Speer, Charlotte A. “Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges.” 2013. Thesis, University of Alabama. Accessed April 18, 2021. http://purl.lib.ua.edu/97225.

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

MLA Handbook (7th Edition):

Speer, Charlotte A. “Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges.” 2013. Web. 18 Apr 2021.

Vancouver:

Speer CA. Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Apr 18]. Available from: http://purl.lib.ua.edu/97225.

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

Council of Science Editors:

Speer CA. Perceptions of employment and use of part-time faculty among chief instructional officers at Southern Association of Colleges and schools-accredited public associate's colleges. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/97225

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


Penn State University

23. Taylor, Ann Hamilton. 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. H. (2017). Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. (Thesis). Penn State University. Retrieved from https://submit-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 Hamilton. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Thesis, Penn State University. Accessed April 18, 2021. https://submit-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 Hamilton. “Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State.” 2017. Web. 18 Apr 2021.

Vancouver:

Taylor AH. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Apr 18]. Available from: https://submit-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 AH. Intrinsic and Extrinsic Motivators that Attract and Retain Part-time Online Teaching Faculty at Penn State. [Thesis]. Penn State University; 2017. Available from: https://submit-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


University of New Orleans

24. Scafide, Kyle. Part-time University Faculty Members: The Relationship between Environment and Satisfaction.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2005, University of New Orleans

 The purpose of this study was to explore the relationship between the environment and the satisfaction of certain part-time university faculty members. A web-based, confidential… (more)

Subjects/Keywords: Faculty; Part-time; Adjunct; Satisfaction; Environment; College; University; Higher education

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APA (6th Edition):

Scafide, K. (2005). Part-time University Faculty Members: The Relationship between Environment and Satisfaction. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/273

Chicago Manual of Style (16th Edition):

Scafide, Kyle. “Part-time University Faculty Members: The Relationship between Environment and Satisfaction.” 2005. Doctoral Dissertation, University of New Orleans. Accessed April 18, 2021. https://scholarworks.uno.edu/td/273.

MLA Handbook (7th Edition):

Scafide, Kyle. “Part-time University Faculty Members: The Relationship between Environment and Satisfaction.” 2005. Web. 18 Apr 2021.

Vancouver:

Scafide K. Part-time University Faculty Members: The Relationship between Environment and Satisfaction. [Internet] [Doctoral dissertation]. University of New Orleans; 2005. [cited 2021 Apr 18]. Available from: https://scholarworks.uno.edu/td/273.

Council of Science Editors:

Scafide K. Part-time University Faculty Members: The Relationship between Environment and Satisfaction. [Doctoral Dissertation]. University of New Orleans; 2005. Available from: https://scholarworks.uno.edu/td/273


University of Kentucky

25. 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 April 18, 2021. 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. 18 Apr 2021.

Vancouver:

Casto AC. REDRESSING THE ADJUNCT STAFFING MODEL IN AMERICAN HIGHER EDUCATION. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2021 Apr 18]. 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


Kent State University

26. Inderhees, Joan. Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2018, Kent State University

 Adjunct instructors teach a significant number of the college courses offered across the country. Many adjuncts have no prior teaching experience, but bring valuable professional… (more)

Subjects/Keywords: Higher Education Administration; Design; Adjunct; Part-time; Faculty; Studio; Design; Teaching; Orientation; Development; Mentor; Transformative Learning; Transition Theory; Situated Learning; Adult Learning Theory

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APA (6th Edition):

Inderhees, J. (2018). Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329

Chicago Manual of Style (16th Edition):

Inderhees, Joan. “Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses.” 2018. Doctoral Dissertation, Kent State University. Accessed April 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329.

MLA Handbook (7th Edition):

Inderhees, Joan. “Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses.” 2018. Web. 18 Apr 2021.

Vancouver:

Inderhees J. Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2021 Apr 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329.

Council of Science Editors:

Inderhees J. Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329


University of Wisconsin-Stout

27. Cibulka, Rose M. Recommendations for certifying adjunct faculty at WITC.

Degree: 2020, University of Wisconsin-Stout

 The purpose of this paper was to determine best practices for supporting adjunct faculty in completing course requirements toward instructor certification at the Wisconsin Indianhead… (more)

Subjects/Keywords: College teachers, Part-time; Technical education teachers; Communication in technical education

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APA (6th Edition):

Cibulka, R. M. (2020). Recommendations for certifying adjunct faculty at WITC. (Thesis). University of Wisconsin-Stout. Retrieved from http://digital.library.wisc.edu/1793/81384

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):

Cibulka, Rose M. “Recommendations for certifying adjunct faculty at WITC.” 2020. Thesis, University of Wisconsin-Stout. Accessed April 18, 2021. http://digital.library.wisc.edu/1793/81384.

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

MLA Handbook (7th Edition):

Cibulka, Rose M. “Recommendations for certifying adjunct faculty at WITC.” 2020. Web. 18 Apr 2021.

Vancouver:

Cibulka RM. Recommendations for certifying adjunct faculty at WITC. [Internet] [Thesis]. University of Wisconsin-Stout; 2020. [cited 2021 Apr 18]. Available from: http://digital.library.wisc.edu/1793/81384.

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

Council of Science Editors:

Cibulka RM. Recommendations for certifying adjunct faculty at WITC. [Thesis]. University of Wisconsin-Stout; 2020. Available from: http://digital.library.wisc.edu/1793/81384

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


Oregon State University

28. Gray, Sylvia. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.

Degree: EdD, 2017, Oregon State University

 This dissertation was a qualitative case study focused on part-time faculty teaching developmental mathematics courses in one large Pacific Northwest community college. The college was… (more)

Subjects/Keywords: part-time faculty

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APA (6th Edition):

Gray, S. (2017). Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61736

Chicago Manual of Style (16th Edition):

Gray, Sylvia. “Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.” 2017. Doctoral Dissertation, Oregon State University. Accessed April 18, 2021. http://hdl.handle.net/1957/61736.

MLA Handbook (7th Edition):

Gray, Sylvia. “Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics.” 2017. Web. 18 Apr 2021.

Vancouver:

Gray S. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1957/61736.

Council of Science Editors:

Gray S. Organizational Integration of Part-Time Faculty Teaching Developmental Mathematics. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61736


University of Oklahoma

29. Marshall, Karla J. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.

Degree: PhD, 2012, University of Oklahoma

 Although this study was not able to confirm or disconfirm the effectiveness of using the online venue for PLC for adjunct faculty, it did result… (more)

Subjects/Keywords: College teachers, Part-time – In-service training; Internet in education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marshall, K. J. (2012). EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319140

Chicago Manual of Style (16th Edition):

Marshall, Karla J. “EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed April 18, 2021. http://hdl.handle.net/11244/319140.

MLA Handbook (7th Edition):

Marshall, Karla J. “EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.” 2012. Web. 18 Apr 2021.

Vancouver:

Marshall KJ. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/11244/319140.

Council of Science Editors:

Marshall KJ. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319140


University of North Texas

30. Grishkevich, Hanna H. Accelerated Degree Program Faculty: Motivation to Teach.

Degree: 2016, University of North Texas

 Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles… (more)

Subjects/Keywords: adult education; adult educators; accelerated degrees; motivation; role in classroom; adjunct faculty; adult degree programs; Education, Higher; Education, Adult and Continuing; Education, Teacher Training; Adult education teachers  – United States.; Motivation (Psychology); College teachers, Part-time  – United States.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grishkevich, H. H. (2016). Accelerated Degree Program Faculty: Motivation to Teach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849699/

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):

Grishkevich, Hanna H. “Accelerated Degree Program Faculty: Motivation to Teach.” 2016. Thesis, University of North Texas. Accessed April 18, 2021. https://digital.library.unt.edu/ark:/67531/metadc849699/.

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

MLA Handbook (7th Edition):

Grishkevich, Hanna H. “Accelerated Degree Program Faculty: Motivation to Teach.” 2016. Web. 18 Apr 2021.

Vancouver:

Grishkevich HH. Accelerated Degree Program Faculty: Motivation to Teach. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Apr 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849699/.

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

Council of Science Editors:

Grishkevich HH. Accelerated Degree Program Faculty: Motivation to Teach. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849699/

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

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