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This is to certify that the

dissertation entitled

THE CAREER PERSPECTIVE 0F DEPENDENT PART-TIME FACULTY

presented by

Mary Ann Herbst

has been accepted towards fulfillment
of the requirements for

degree m Educational Administration

MS U is an Affirmative Action/Equal Opportunity Institution 0~ 12771

 

 

 

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THE CAREER PERSPECTIVE OF
DEPENDENT PART-TIME FACULTY

BY
Mary Ann Herbst

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1994

ABSTRACT
THE CAREER PERSPECTIVE OF
DEPENDENT PART-TIME FACULTY
BY
Mary Ann Herbst

The purpose of this study was to use the qualitative
research method respondent interview to examine the career
perspective of dependent part-time faculty. The equitable
employment of part-time faculty is an issue in higher
education that must be addressed.

All part-time faculty members are not alike. Part-timers
can generally be divided into two groups: independents and
dependents. Dependents, the focus of this study, are
committed to teaching as a career, consider their position as
their primary occupation, and hope to become full-time.

The researcher used individual interviews, rather than
traditional questionnaires, to examine the career perspective
of the part-timers in the study. Career perspective included
the respondent's attitude toward, level of satisfaction with,
and decision to remain in the part-time position. Using
interviews to gather data enabled this researcher to probe
deeply and to gain insight into the attitudes and needs of the

dependent part-timers. The sample included ten dependent

.A

part-timers employed by a private, four-year college on three
different campuses. One of the primary goals of the
researcher was to answer the question, Why do dependent part-
timers remain in their positions despite the inequities?
After reviewing the results of the study, the researcher
concluded that the dependent part—timers in this study are
generally satisfied with their part-time positions. The
elements of their work that cause minor dissatisfaction
include salary, office facilities, and lack of job security.
The part-timers choose to remain in their positions, despite
the inequities, because the intrinsic rewards they receive
from teaching far outweigh the frustrations and
dissatisfaction they experience. Part-time status also
affords the dependent part-timers the ability to combine the
two things which they value most at this point in their lives:

teaching and spending time with their families.

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DEDICATIOI '

 

To all dependent part-til: faculty .. .. ,
who have Mt ' *
' dedicate the-selves to their ““15, 4*.

 

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DEDICATION

To all dependent part-time faculty
who have chosen to
dedicate themselves to their profession
despite the inequities

 

ACKNOWLEDGMENTS

Foremost, I must thank Mr. Robert Jewell and the rest of
the College’s administration who have made such a profound
commitment to professional development. Without the
encouragement and financial support that the College provided,
fulfilling this educational goal would not have been possible
for me.

Personal thanks go to the closest and dearest people in
my life, my husband Bill and my children Bill, Tom, and Katie.
For their patience and understanding during the evenings I was
away at class and the endless hours I was occupied with
research, writing, and typing I am most grateful.

My sincere thanks go to Drs. Louis Hekhuis, Eldon
Nonnamaker, Marvin Grandstaff, and Fred Whims for not only
being an inspiration to me in the classroom but also for
supporting me and guiding me through the dissertation process.

Lastly, I must acknowledge the eleven remarkable part-
time faculty members who gave so generously of their time and
hearts to participate in my study. Without them, there would
be no study. I thank them for their courage, honesty, and

commitment.

vi

A

TABLE OF CONTENTS

List of Tables . . . . . . . . . . . . . . . . . . . . . x

[.1

CHAPTER I: THE PROBLEM . . . . . . . . . . . . . . . . .

Introduction . . .

Significance of the Study
Purpose of the Study . . .
The Research Questions . .
Summary . . . . . . . . .

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CHAPTER II: RELATED LITERATURE AND RESEARCH . . . . . . 10

Introduction . . . . . . . . . . . . . . . . . 10
The Use of Part- time Faculty . . . . . . . . . . . . 11
Benefits of Employing Part- timers . . . . . . . . . 12
Drawbacks of Employing Part-timers . . . . . . . . . 15
Realities of the Part- time Position . . . . . . . . 17
Who Are the Part- timers? . . . . . . . . . . . . 20
Satisfaction With Part- -Time Teaching . . . . . . . . 22
Why Part- timers Teach . . . . . . . . . . . 26
Recognizing the Value of Part- time Faculty . . . . . 27
Job Satisfaction Theories . . . . . . . . . . . . . 29
Need-fulfillment Theory . . . . . . . . . . . . 31
Value-based Theory . . . . . . . . . . . . . . 32
Discrepancy Theory . . . . . . . . . . . . . . 33 '
Equity Theory . . . . . . . . . . . . . . . . . 33
The Fit Hypothesis . . . . . . . . . . . . . . 33
The Meaning of Work . . . . . . . . . . . . . . . . 34
Reasons for Studying Job Satisfaction . . . . . . . 35
The Measurement of Job Satisfaction . . . . . . . . 37
Interviews . . . . . . . . . . . . . . . . . . . . . 38
Summary . . . . . . . . . . . . . . . . . . . . . . 40

CHAPTER III: METHODOLOGY . . . . . . . . . . . . . . . . 41

Introduction . . . . . . . . . . . . . . . . . . . . 41
Respondent Interviews . . . . . . . . . . . . . . . 41
Job Satisfaction Theory . . . . . . . . . . . . . . 44

 

The Research Questions .

Reliability and Validity . . . . . . . . . . . . . . 52
Sample . . . . . . . . . . . . . . . . . . . . 53
Researcher’ s Preparation for the Study . . . . . . . 56
The Pilot Interview . . . . . . . . . . . . . . . . 59
Field Procedures . . . . . . . . . . . . . . . . . 60
Analysis of the Data . . . . . . . . . . . . . . . . 63
Summary . . . . . . . . . . . . . . . . . . . . . . 64

CHAPTER IV: RESULTS OF THE STUDY . . . . . . . . . . . . 65

Introduction . . . . . . . . . . . . . . . . . . . . 65
Career Perspective . . . . . . . . . . . . . . . . 66
Attitude toward the part- -time position . . . . 66
Satisfaction and dissatisfaction
with the part-time position . . . . . . . . . 73
Reasons for remaining in the

part-time position . . . . . . 93
Application of Job Satisfaction Theory to
Study Results . . . . . . . . . . . . . . . . . 107
Fit hypothesis . . . . . . . . . . . . . 107
Need- fulfillment theory . . . . . . . . . . . 108
Value-based theory . . . . . . . . . . . . . 108
Discrepancy theory . . . . . . . . . . . . . 109
Equity theory . . . . . . . . . . . . . . . . 110
Summary . . . . . . . . . . . . . . . . . . . . . 111

CHAPTER V: CONCLUSIONS . . . . . . . . . . . . . . . . 113

Introduction . . . . . . . . . . . . . . . . . . . 113
Major Themes . . . . . . . . . . . . . . . . 114
Profile of the Dependent Part-timer . . . . . . 116
Conclusions . . . . . . . . . . . . . . . . . . . 118
Recommendations . . . . . . . . . . . . . . . . . 124
Reflections . . . . . . . . . . . . 127
Suggestions for Future Research . . . . . . . . . 128
Summary . . . . . . . . . . . . . . . . . . . . . 129

APPENDICES

Appendix A: Table 1 Demographics of Part—timers
in the Study . . . . . . . . . . . . . . . . . . 131

Appendix B: Application for Review of a
Project Involving Human Subjects . . . . . . . . 132

Appendix C: Interview Consent Form . . . . . . . 136

 

BIBLIOGRAPHY o o 0 o o I o o o o o o O o I o o o o o o 1 3 7

ix

 

1.

LIST OF TABLES

Demographics of Part-timers in the Sample . .

131

CHAPTER I
THE PROBLEM
IDLIQQEQLiQn

The use of part-time faculty in higher education has been
a common practice for at least 60 years. During the past two
decades, however, debate on the advantages and disadvantages
of this practice has increased and much has been written on
the subject.

The issues surrounding the use of part-time faculty will
continue to demand attention and will achieve even greater
significance as colleges attempt to provide more services to
more students with continually shrinking resources. Economic
necessity has fostered an increasing dependence on part-time
faculty on most campuses. From 1960 to 1984 the number of
part-time faculty members in higher education tripled (Gappa,
1984). This segment of the higher education faculty, although
frequently unrecognized and underappreciated, must be
understood and utilized effectively if the institution hopes
to achieve its purpose.

Many college administrators assume that part-time faculty
members are all alike, but this is far from the truth. It is
imperative that administrators recognize the differences.

Tuckman and Vogler (1978) and Leslie, Killams, & Gunne (1982)

2
report in their studies that there is a wide variety of
individuals working as part-time faculty for an equally varied
number of reasons. Using a common approach in the treatment
of such a heterogeneous group would seem to be inappropriate.

Although several detailed typologies have been developed,
part-time faculty can generally be divided into two
categories: independents and dependents. According to George
Vaughan (1986), the independents are not committed to teaching
as a career and are not interested in a full-time position.
Dependents, on the other hand, are committed to teaching as a
career and hope to pursue it full-time, although they have
been unable to secure a full-time position.

Even though they comprise no more than one-fifth of the
entire part-time faculty, the dependents frequently have more
complex concerns and needs than the independents. According
to Fryer (1977), the dependents appear to be the most
exploited group and thus deserve the most attention.
Understanding where and how an individual part-timer (or the
group he represents) fits, will enable the institution to
better meet the faculty member's personal and professional
needs. The employing institution has an obligation to deal
with these persons in a professional and fair manner.

For this study the researcher used the qualitative
research method respondent interview to examine the career
perspective of dependent part-time faculty. Career

perspective included the respondent's attitude toward, level

A

3
of satisfaction with, and decision to remain in the part-time
position.

The researcher found in the review of the literature that
nearly all reported data on the attitudes and satisfaction of
part-timers had been gathered using quantitative surveys and
questionnaires. Large samples of individuals can be queried
and volumes of data gathered from questionnaires. However, it
is difficult to get beyond internal defenses and possible
misconceptions with an impersonal, precoded questionnaire. As
reported by Taylor (1977) , it is difficult to obtain
information about an individual's values, concerns, fears, and
ambitions from a distance. A trusting, collaborative
relationship between the respondent and the interviewer
facilitates the sharing of such privileged information.
Therefore, face-to-face individual interviews were deemed more
appropriate for this study.

The researcher undertook a review of job satisfaction and
work motivation theories in conjunction with the qualitative
study of part-time faculty members. The researcher
ascertained that several cognitive approaches, which include
needs- and value-based motivation theories and discrepancy
and equity theories, most adequately explained the facets of
job satisfaction conveyed by the respondents in the study.
The reasons given by the respondents for remaining in their
current part-time positions can be explained by the "fit

hypothesis"--one of the central principles in much of the vast

A

4
literature on job satisfaction. According to this hypothesis,
the essential meaning of job satisfaction lies in the "fit" or

congruence of the worker and the job (Locke, 1976).

c c t S

A number of research studies have been conducted which
examine the numbers, demographics, credentials, involvement,
and frustrations of part-time faculty as a heterogeneous
group. No research was found which focused solely on one
classification--the dependent part-timer. These part-timers
traditionally account for only 16 to 20 percent of the entire
body of part-timers, yet their needs appear to be greater and
their frustrations more pronounced than the various types of
independent part-timers. Fryer (1977) suggests that even
though the dependent part-timer does not represent the
majority of part-time faculty, this group of individuals tends
to be more vocal and aggressive. In their studies, Russell
(1991), Kelly (1990), Twigg (1989), Gappa (1984), and zink
(1991) point out the major inequities and frustrations of
part-time teaching. Yet the underlying question, Why do part-
timers persist in view of the blatant inequities?, has yet to
be fully answered. Judith Gappa (1984) observes that although
part—timers are aware that full-time faculty and
administrators view them as second-class citizens, part-time
faculty are sufficiently satisfied to continue teaching. The

obvious question is why?

A

5

This researcher attempted to address that very question.
Researchers and educators concerned with the plight and future
of part-timers urge that research in this area continues.
Tuckman and Pickerill (1988) urge that the subject of part-
time faculty be researched because part-timers promise to be
a major labor market with impact on higher education about
which not much is known. Since there is such great diversity
in the conglomerate body of part-timers, it is not prudent to
make sweeping generalizations about the part-time faculty.
Diana K. Kelly (1991) recommends that institutional
researchers study the part-time faculty at their own
institutions to discover the unique characteristics as well as
the frustrations of their part-time faculty. The findings of
a specific campus-based study are more valuable than national
studies. With these findings, the institution has the
information necessary to break any stereotypes and
misconceptions about its own part-time faculty. Glenda Zink
(1991) also states that one of the biggest contributions of
her research is that it can be a beginning point for further

research in this area.

Purpose of the Study
The studies of part-time faculty reviewed by the

researcher were largely based on questionnaire surveys of
relatively large samples. Data from the questionnaires were
analyzed using quantitative tools. The purpose of this study

was to use a qualitative research method respondent interview

6
to examine the career perspective of just one segment of the
body of part-time faculty--dependent part-timers. The use of
a qualitative method to examine the issue and to gather data
enabled the researcher to probe more deeply and to gain
greater insight into the attitudes and needs of dependent
part-time college faculty.

Qualitative researchers have a special interest in the
perspective of the subjects of a study. These studies are
designed to explore what the participants in the study are
thinking and how their attitudes affect their actions.
Assumptions, motives, reasons, goals, and values are often the
focus of the researcher's questions. The researcher strives
to capture the thinking of the participant from the
participant's perspective (Fraenkel & Wallen, 1990).

The findings derived from the study were compared to the
general conclusions of the earlier studies in an effort to
clarify, confirm, or counter those conclusions. The ultimate
goal of the researcher' was to attempt to contribute new
knowledge and greater understanding about the career

perspective of dependent part-time faculty.

e e a c s s
The purpose of the study was to use a qualitative
research method respondent interview to examine the dependent
part-time faculty member’s career perspective which included
his or her attitude toward, satisfaction with, and reasons for

remaining in his/her current position. The following areas of

A

7

questioning were used to guide the researcher's interview'with

each respondent in the study:

1.

What were your career aspirations when you were hired by

the college? Have they changed since then?

How do you regard your status as a part-time faculty
member? How do you describe your employment status to

others outside the college? What terms do you use?

How would you describe the college’s perception of your
role? How would you describe the full-time faculty

members' perception of your role?

How much control do you feel you have over your career
and your future career possibilities? Have you thought
about doing or actually done anything to secure alternate

employment?

How satisfied or dissatisfied are you with your current
position? What positive factors are there? What
negative factors are there? What could the college do to

make your job better?

How do you explain your decision to remain in your
current position?

The questions were designed to explore the respondent's

current attitude toward his/her position. How did each

respondent feel about his/her role personally and how did the

respondent feel others perceived the part-time role?

8
Specifically, was the part-timer comfortable with or unhappy
with his/her status? Secondly, the interview questions were
constructed to discover precisely which aspects of the part-
time position were satisfying or dissatisfying to the
respondent and the overall level of job satisfaction.
Finally, the question of how the respondent explained his/her
decision to remain in the current part-time position was

explored.

Summarx

Part-time faculty are a major force in higher education
today. Many researchers have attempted to study the nature
and needs of the heterogeneous group of part-time faculty.
However, the unique characteristics and concerns of dependent
part-timers as a separate category have not been thoroughly
studied. Dependent part-timers devote all of their career
energy and interests to teaching and generally hope to acquire
a full-time faculty position. The goals, needs, and attitudes
of dependent part-timers differ significantly from other
categories of part-timers and warrant separate and in-depth
study.

By using the qualitative research method respondent
interview, the researcher was able to explore the attitudes,
perceptions, satisfactions, and frustrations of dependent

part-timers. The researcher was able to study the situation

A

9

more closely with individual interviews than would have been
possible with the traditional questionnaire research method.

Dependent part-timers fill an unquestionable and growing
need in higher education today. These individuals make an
unreciprocated commitment to the institutions that employ
them. Administrators of these colleges need to recognize the
significance of this contribution and learn as much as
possible about the characteristics and needs of this too often

neglected segment of the college faculty.

 

CHAPTER II
RELATED LITERATURE AND RESEARCH
mm

The use of part—time faculty in higher education has been
the topic of debate and conjecture throughout most of this
century. One element of the phenomenon widely agreed upon,
however, is that this segment of the faculty will continue to
expand and become an even more significant body. The
equitable employment and recognition of part-time faculty are
issues in higher education that must be addressed and
improved. Colleges that have grown to depend on part-time
faculty will find it increasingly difficult to disregard the
impact and needs of this neglected majority.

In Chapter II the researcher reviews the literature and
related research on part-time faculty in higher education.
The widespread use along with the benefits and drawbacks of
employing part-timers are presented first. A discussion of
who the part—timers are, why they teach, and how satisfied
they are is next. The literature on recognizing the value of
part-timers is reviewed. Job satisfaction theories, the
meaning of work, and the reasons and methods for studying job

satisfaction are also covered. Chapter II concludes with an

10

 

11
examination of the benefits of applying an interview approach

to the study of workers and their job satisfaction.

InE_Q§§.Q£.£§£L:Lifl§.£é§2l§¥

Just how widespread is the use of part-time faculty in
this country? Part-time faculty now make up 38 percent of the
teaching force in higher education and 52 percent of the
faculty in two-year colleges (American Association of
University Professors [AAUP], 1992). The Conference on
College Communication and Composition estimates that more than
half of the English faculty in two-year colleges and one-third
of the English faculty at four-year colleges and universities
work in part-time and/or temporary appointments (Pollington,
1991).

The researcher discovered several cogent arguments for
both sides of the issue in her review of the literature on the
use of part-time faculty. There is no question that part-time
faculty provide the college greater flexibility, and they
provide classroom coverage at a considerably lower cost than
full-time faculty. Gappa and Leslie (1993) report in their
latest book, "Budgets are balanced and classes assigned on the
assumption that 20, 30 or 50 percent of all undergraduate
sections will be taught by faculty members who are hired for
a temporary assignment" (p. 2).

At the same time, however, the hiring of significant
numbers of part-timers is often seen as detracting from the

collegiate nature of the institution, and filling vacancies

A

 

12
with part-timers is generally believed to weaken the power
base of the full-time faculty. At community colleges
throughout the country, the use of part-time faculty has grown
considerably since the 1970s. These percentages frequently
range from 60 to 70 percent and occasionally higher. In 1980
the 107 community colleges in the state of California had 70
percent of their faculty on temporary status. In some urban
areas this number reached 80 percent, and a few districts had
created colleges staffed entirely with part-timers. In the
California State University system (the nation’s largest)
temporary faculty comprised 40 percent of the total faculty

(Maitland, 1987).

Benefits of Employing Part-timers

Because it is such a widely accepted practice, it seems
logical to examine first the benefits that can be derived from
the proliferation of part-time faculty on today’s campuses.
Regular, full-time, tenure-track teachers are becoming a less
significant factor in the undergraduate teaching scene.
During the past 20 years, a new American faculty has emerged.
This faculty is comprised of many different segments. The
fastest growing and largest segment is made up of the part-
timers who teach at least 25 percent of the undergraduate
courses at numerous colleges and universities (Keller, 1991).

Part-timers are frequently hired because their
credentials meet minimum standards, because they are available

at various hours of the day, and because they generally accept

A

13
larger-than-normal student loads. They are the dream of many
administrators. In a nutshell, they come to class, teach, and
leave. They receive no benefits, put little pressure on
administrative or support staff, and raise no questions about
budget and management (Hartleb & Vilter, 1986).

The advantages accrued from hiring part-time faculty are
of considerable importance at the present time due to
increased funding cutbacks at the state and federal levels and
the difficulty of accurately predicting future enrollment
patterns. According to Munsey (1986), several notable
benefits of hiring part-time faculty were realized as early as
1931. Including part-timers in the faculty allowed colleges
to draw upon the expertise of professionals in the community,
to borrow full-time faculty from nearby universities, to hire
local high school teachers which provided continuity between
high school and junior college, and to establish considerable
variety in the curriculum.

Today, by far, the greatest benefit of employing part-
time faculty members is financial. A typical class taught by
a part-time teacher costs at most only 50 to 80 percent as
much as the same class taught by a full-timer, yet this class
generates the same tuition revenue and the same amount of
state funding per enrolled student. It is easy to see why the
part-time faculty have been the moneymakers for higher

education.

 

l4

Employing part-timers in healthy numbers also enables a
college to maintain a smaller and highly desirable
student/faculty ratio without a decrease in overall cost
effectiveness. Low student/faculty ratios have become
important selling points in the current competitive college
market.

As an additional benefit, part-timers allow the college
considerable flexibility in curriculum without undue costs
(Kuhns, 1971). Departments can offer courses in academic
areas in which enrollment is not large enough to justify
hiring a full-time instructor. Part-timers are often willing
to teach classes at off-campus locations and during odd time
slots such as evenings and weekends (Grymes, 1976). The
advantages of this flexibility to students are obvious and
considerable. The full-time faculty also benefit from the use
of part-timers. These adjunct faculty frequently will be
assigned the introductory-level courses with large enrollments
or the remedial or other less desirable courses in a
department, leaving the higher level or more desirable courses
for the full-timers.

Students further benefit from the employment of part-time
faculty who offer highly specialized expertise for a limited
expenditure. These professionals or retired professionals
enjoy being asked to offer instruction in their special
interest areas. Part-time teaching schedules complement their

other commitments and provide them with the opportunity to

A

15
drop in and out of teaching as their lives change. Salary
scales and institutional commitment are of secondary
importance to these instructors, and some of them even donate
their salaries back to the institution.

The use of part-time faculty also permits colleges to
adjust to rapid increases and decreases in enrollment. This
flexibility is especially important in basic skills such as
English and math, which tend to have large enrollments. Part-
timers are generally more cooperative, more willing to accept
last-minute changes, and less reluctant to accept large
student loads than full-timers--all traits which are
administratively desirable.

A less obvious benefit is that a substantial cadre of
part-timers can be used as an experienced pool of individuals
from which a college can select instructors for full—time
positions which become available. This factor presents a
potential savings in search and hiring costs and orientation

efforts.

ppawbacks of Employing Papt-timers
Despite the advantages, not everyone in higher education
considers this phenomenon desirable. The problems began to
surface not too many years ago. In the early 1970s, according
to Franklin, Laurence & Denham (1988), a concerted effort was
begun to replace full-time, tenure-track faculty with part-
timers. This practice was initially accepted because it was

seen as a temporary and reasonable hedge against an

 

16

anticipated decline in enrollment. It was assumed that the
part-timers would soon be phased out, leaving the regular
faculty appropriately reduced in size. This did not happen,
however, and the part-timers remained because the projected
enrollment decline never occurred. Just ten years later the
increased reliance on part—time teachers was regarded as one
of the major scandals of higher education.

In examing the downside of employing part-timers, one of
the most frequently mentioned concerns deals with the issue of
quality; The problem begins with finding enough properly
credentialed and capable people to staff the courses that need
to be taught--often times the introductory-level or remedial
courses. Tuckman (1981), in his studies, found that less than
70 percent of the part-time faculty held advanced degrees, and
approximately 20 percent had doctorates. A real danger lies
in the fact that this increasingly large, haphazardly gathered
faculty has now become a quasi—permanent part of the
instructional staff for a substantial portion of undergraduate
students (Franklin et al., 1988). This development has broad
implications for the future of college teaching and the
quality of higher education, yet it is being accepted with
little hesitancy or concern. Franklin et al. (1988) warn us
that:

No matter how dedicated and responsible part-

time teachers are, the practice of hiring year

after year large numbers of transient workers to

teach courses central to an undergraduate education

has already damaged higher education and will
continue to do so. If the practice is not

17

curtailed, it may define the teaching of

introductory courses as work appropriate only for

itinerant laborers. (p. 37)

A study to determine if there was a difference in the
teaching effectiveness and costs between part-time and full-
time instructors was conducted by Cruise, Furst, and Klimes
(1980). They concluded:

While there were some differences on
individual items on the three evaluation
instruments used, there were no statistically
significant differences between the two groups on
the evaluations as a whole. It was discovered,
however, that part-time teachers cost considerably
less than full-time teachers no matter which
measure of output was used. (p. 55)

The use of a large number of part-time faculty members
frequently leads to a divided faculty and a lack of coherence
within a program or department. The part-timers (or second-
class faculty) are assigned primarily the lower-division
courses leaving the teaching of graduate courses and upper-
level courses to the full-time faculty. What was created as
a temporary, expedient solution to a projected (but

unrealized) problem has itself become a problem.

a 't' e -t' e s'

The general consensus is that.most part-time faculty work
extremely hard and are dedicated teachers. They often bring
an enthusiasm and expertise that may be lacking in the
institution. But by definition, they are devoting only part
of their lives to this task. Many have other full-time

professional positions. Even worse, some make their living by

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18

teaching part-time at several institutions. Alice Roy is a
typical example. For five years she worked as a part-timer on
several different campuses. One semester she taught five
courses at three different colleges, driving as much as 80
miles a day to keep all her commitments. Her average salary
for such frantic devotion was only $15,000--less than one-
fourth the annual pay of a tenured full professor (Bowen,
1987). One of the most bitter ironies for some part-time
faculty is that they may teach at as many as three or four
different institutions in order to sustain a quasi-
professional life only to find that working part-time is taken
as a sign that they are not serious about their careers (AAUP,
1992)!

Part-timers rarely have the time to participate in
curriculum decisions, student advising, or governance
meetings. Formulas and pay scales that equate dollars for
credit hours taught fail to reflect the work that must be done
outside of the classroom to produce college-level instruction.
Last-minute teaching assignments make careful planning and
review difficult for part-timers. Because they frequently
move from one institution to another to find employment, many
part-timers find it expedient to simply adopt the department
syllabus and text and then somewhat mechanically present the
content of the course. The teacher and the course must appear
attractive, and what happens in the classroom must satisfy the

students by the end of the first week and be consistent with

19
the pedagogy of the department head from the first day.
Trying new approaches or establishing new goals for student
learning can mean financial suicide for the part-time teacher
(Hartleb & Vilter, 1986).

Administrators claim that they are only doing what they
have to do in the face of changing demands and tough
realities. Using part-time faculty to replace full-time
faculty does save money, but only a few benefit. Students
lose because contact with part-time faculty is limited to
class sessions. Part-timers have little incentive for
remaining current in their fields or making themselves
available to their students outside of class. Departments
also lose because part-timers are not active in departmental
governance, curriculum development, or student advising.
Consequently, all nonclassroom work is left to the full-time
faculty members. Thus the full-time faculty lose because now
they are required to do more but for the same pay. The
institution also loses when a part-time teacher quits on short
notice during the middle of the semester or' makes other
commitments for higher pay. Researchers have reported that
two-thirds of the part-time faculty members have full-time
jobs elsewhere, which means they arrive to teach at night
already tired after a full day’s work. It is not uncommon for
a department to have three or four part-timers quit in the
middle of the semester because of the demands of their full-

time positions.

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20
WW

Many administrators assume that part—time faculty members
are all alike, but it is important to recognize the
differences. A frequently cited typology was created by
Tuckman (1981) . This scheme divided the heterogeneous group
of part-timers into seven mutually exclusive categories:
1) semi-retired persons, 2) graduate students, 3) ”Hopeful
full—timers," 4) "Full-mooners" who work full-time elsewhere,
5) "Homeworkers" who take care of children at home, 6) "Part-
mooners" who teach part-time at several institutions,
7) "Part-unknowners" who do not fit into any of the first six
groups. (pp. 4-5)

Leslie et al. (1982) developed a less complex typology
from the results of their study of part-timers. The three
groups which make up this scheme are 1) "Education
Professionals," 2) "Noneducation Professionals," and
3) ”Permanent Part-timers." (pp 38-49)

George B. Vaughan (1986) believes that part-timers
generally can be divided into just two categories:
independents and dependents. According to Vaughan, the
independents are not committed to teaching as a career and are
not interested in a full-time position. They teach for
personal reasons: ego, civic duty, or to keep abreast of
current theories in their fields. Salary is incidental; some

teach for no pay or donate their pay to the college’ 3

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21
foundation. Independents usually teach in the evening and
generally accept the status quo of the college.

Dependents, on the other hand, are committed to teaching
as a career and wish to pursue it full-time eventually. Their
teaching salaries are a notable part of their family's income
or all of their income if they are single. Being connected
(if only loosely) with the institution fulfills their
professional needs. Dependents generally have flexible
schedules and are willing to teach anytime, anywhere, and
practically anything if it will advance their careers, i.e.,
their chances for a full-time position.

Both groups of part-timers have several common needs that
institutions need to recognize and satisfy. At the top of
this list are adequate desk or office space and respect and
recognition. The dependents as a group (although only 16 to
20 percent of all part-timers) have many more complex needs.
The dependents are usually somewhat frustrated; they often
feel cheated by the system and bitter or cynical toward the
institution that takes advantage of them. One such part-time
instructor at Michigan Technological Institute revealed these
feelings:

I share in the frustrations, anxieties, anger,
and humiliations of serving a complex bureaucracy
which frequently acts in its own self-interest
while masking itself as a concerned community with
shared humane values. To understand the nature of
one's own exploitation, moreover, does not
necessarily lessen the irritation. The
relationship with the institution is for the most

part alienating. Although financially the numbers
can’t be made to balance, we frequently hear that

 

 

22

we part-timers are expendable. The fact is that

the department could not meets its teaching

obligations within the present budget without part-

time faculty. (Flynn, Flynn, Grimm & Lockhart,

1986, p. 16)

Greater efforts need to be made to bring the dependents
into the mainstream--yet without falsely raising their hopes.
Because money is often important to them, dependents should be
provided with an enhanced pay scale, one that could be based
on workload and continuous service rather than teaching load

alone.

Satisfacpion With Pant-tine Teaching

Based on the sheer number of part-time faculty currently
employed, part-time teaching would appear to be rather
attractive work for which large numbers of applications are
filed. Yet it is hard to find in-print evidence of the
attractiveness of the role. Various terms have been used for
the position by part-timers themselves: cheap labor in
reserve, step-children, absentee faculty, casual laborer, or
field hand of academe. These are rather unattractive titles
for a job classification that currently has at least 311,000
people in its ranks. The reader might assume that the part-
timers use such metaphors to express a general unhappiness
with the academic environment in which they toil. It is a
complex environment of too many students, too few dollars,
overworked and underpaid faculty, and revenue-conscious

legislatures more interested in capital improvement budgets

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23
than with the quality of education within the state (Hartleb
& Vilter, 1986).

In her review of the literature on part-time faculty, the
researcher came across mixed indicators of the level of job
satisfaction experienced and/or reported by this segment of
the faculty. Based on the findings of its 1988 survey, the
NSOPF (National Society of Postsecondary Faculty) reports that
87 percent of all part-time faculty surveyed stated that they
were either somewhat or very satisfied with their jobs. Full-
time faculty responding to the same survey revealed almost the
identical level of satisfaction. The percentage of dependent
part—timers (or those hoping for a full-time position)
expressing overall job satisfaction fell to just 78 percent
(Gappa & Leslie, 1993).

A number of individuals who have completed research
studies in recent years, however, indicate that job
dissatisfaction for part-time faculty is a salient concern.
When questioned about specific facets of their employment such
as salary, fringe benefits, job security, status, recognition,
and office space, part-timers consistently expressed
dissatisfaction (Abel, 1976; Fryer, 1977; Gappa, 1987; Gappa
& Leslie, 1993; Kelly, 1990; Twigg, 1989; Zink, 1991). Van
Arsdale (1978) says it well:

Part-time faculty daily face a humiliating
absence of status, of normal amenities, of regard

as professionals as well as of even minimally

equitable compensation. . . I am convinced that

part-time faculty, sharing similar characteristics
as a class apart, disenfranchised, suffer similar

 

24

indignities and feel similar despair, outrage, and

discouragement all across the country. (pp. 195-

196)

The first and most often cited problem by part-time
teachers is the question of salary. Most are paid a per-
course amount which almost never represents a true pro-rata
proportion of a full-time salary. The AAUP (1992) reports the
basic salary for part-time faculty to be $6,302 per year, with
pay ranging from $900 to $3,000 per course at most colleges
and universities. A full-time faculty member has commented,
"I don’t work part-time because I don't want to be treated
like a slave" (Pollington, 1991, p. 2). Half-time teaching
frequently equals only one-fourth or one-fifth of a full-time
salary.

Another problem is that part-timers are not eligible for
health insurance or retirement programs. While benefits for
full-time faculty are almost universal, few institutions offer
benefits to part-timers.

The community expert with another full-time
position is not the part-time instructor hurt by
this. But the nearly full-time part-timer who is
using this job as his/her major avenue of
employment is left wanting. (Pollack & Breuder,
1982, p. 59)

A third complaint is lack of status within the department
and the academic community. Part-timers are excluded from
opportunities for professional growth and from possibilities
for recognition and reward. Not belonging is made clear in

many ways. Many full-time faculty members convey the attitude

that people who accept temporary assignments are somewhat

 

25
deficient or suspect academically. There is a general lack of
effort to get to know part-timers professionally or
personally. Most frustrating, according to Townsend (1986),
is being excluded from activities basic to the institutional
culture. Rarely are part-timers included in activities
involving departmental or institutional governance. Fryer
(1977) concludes:
When taken with what many part-time faculty

see to be their invidious wage situation, these

facts give rise to a kind of righteous indignation

in the new class of permanent part-time faculty.

(P- 19)

Thus, temporary faculty members remain on the outside feeling
frustrated and deprived. Unfortunately, the academic
community is also deprived of the talent and energies it fails
to tap in its part-time faculty.

A final area of considerable dissatisfaction reported by
part-timers is the absence of any degree of job security.
Lundy and Warme (1985) state:

Job satisfaction for part-timers is tempered

by the awareness that their contributions to the

institution and to the discipline are only

marginally related to job security. (p. 15)
Part-timers suffer recurring term-end anxiety knowing that
their reappointment or contract renewal depends more on
enrollment and budget figures than experience and performance.

Among the greatest frustrations suffered by
part-time faculty are the disappointments
occasioned by their perception of broken promises,

such as "You’ll get the next full-time job that

opens up in the department"--a promise which never

should have been made or implied in the first
place. (Fryer, 1977, p. 21)

 

 

26
Gappa and Leslie (1993) write that one interviewee
expressed her frustration with insecurity perfectly, "If you
fall in love you want a commitment. The institution won't
make a commitment [to me]. Thus, as a part-timer I am

vulnerable" (p. 42).

Why Pant-timgns Teagh

Why do part-timers (especially dependents) persist in
view of the inequities previously mentioned? According to
Gappa and Leslie (1993), part-timers must rationalize why they
allow themselves to be the victims of such obviously
exploitative practices. In a survey of full-time and part-
time faculty, 70 percent of the part-time faculty members said
that they work for the money, compared with 6 percent of full-
time. However, when the full-timers were asked why they work
full-time instead of part-time, the financial factor went up
to 60 percent. But money is not the Number 1 reason why part-
timers teach. Ninety percent do so (in spite of the
frustrations) because they love teaching. Thirty percent
teach because they like being part of the academic community
(Pollington, 1991). Leslie et al. (1982) discovered several
major intrinsic motivators for part-time faculty. The leading
motivators included personal satisfaction, personal enjoyment,
fulfillment, and accomplishment. Prestige, status, and career
aspirations were also indicated. Gappa and Leslie (1993) also
reveal that intrinsic motives are very strong. Economic

reasons, although essential for some part-timers, are not the

 

 

27
primary motive for pursuing part-time teaching. Most part-
time teachers work in higher education, in spite of inequities
in pay, benefits, and status, for much the same reasons that
full-timers do--because they love teaching and are good at it
and because they enjoy being part, however small, of the

academic community.

ggcggnizing the Vgiue pf Earn-ting Eacnity

The importance of the issue is supported by the
literature. Keller (1991) states, "The time has definitely
arrived to acknowledge the wonderful work that most of
America's other faculty provide year after year" (p. 54). Yet
Franklin et al. (1988) caution that efforts must go beyond
mere acknowledgment. They warn that "if all we do is attempt
to improve the lot of part-time instructors, we only
institutionalize a practice that consigns them to permanent
membership in a marginal labor pool" (p. 39). Vaughan (1986)
agrees when he says:

To continue to treat part-timers as if they

are simply a part of some amorphous mass is to do a

disservice to the college and to the great and

irreplaceable asset, part-time faculty members. To

fail to give special attention to part-timers who

want to join the teaching profession full time is

to fail the individual and the teaching

profession--a failure higher education cannot

afford. (p. 29)

Elizabeth Flynn et al. (1986) suggest:

If we are going to hire part-time faculty
members, we must allow them to identify with the
institution and we must invite them into our

community . . . paying them generously for their
contribution and providing fringe benefits. A

28

department is a complex system of interdependent

members who have definite roles to play. If one

part of the system breaks down, the entire system

is affected. The "part-time" problem is a systemic

one; its solution must also be systemic.

Discontent is an indication of mistreatment, of a

malfunction of the system. We often don’t

recognize the talents of part—timers until they

have demonstrated their value in a different

context, after they have joined a different

community. (p. 14)

In 1985 the Modern Language Association recommended that
in order to correct the current injustices inflicted upon
part-timers, colleges establish a cadre of permanent part-time
teachers who receive appropriate fringe benefits and
incentives that foster professional development. In 1988 the
National Education Association also spoke out in support of
part-timers. This organization believes that part—time
faculty should receive pro-rata salaries and benefits. Salary
levels should be based on credentials, experience, and quality
of professional activities. The NBA believes that part-time
faculty members should enjoy most of the fringe benefits
offered to regular full-time faculty (Pollington, 1991).
Committee G of the AAUP (1992) takes a strong stand when it
accuses institutions which rely heavily on part-timers of
marginalizing the faculty as a whole. The status of the
entire faculty is undermined by the degree of exploitation the
profession tolerates for such a large segment of the
profession.

Gappa (1987) offers five suggestions for colleges which

would improve the working conditions of part-time faculty:

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29

1) integrate part-time faculty more fully with the full-time
faculty to give them a sense of worth and belonging,
2) provide equitable (not necessarily equal) compensation,
3) develop a clear evaluation system which aims to improve
teaching effectiveness, 4) provide opportunities for part-
timers to participate more fully in departmental decision-
making, 5) provide some job security for different categories
of part-time faculty.

According to Kelly (1990), part-time faculty simply want
to be treated with more respect and recognized as individuals
who contribute their expertise to the department and to the
college. One solution might be to confer associate faculty
status on those dependent part—time faculty members who do
almost the same work as full-time faculty but without tenure.
Kelly suggests that they receive pro-rata pay and benefits
depending on the percentage of a full-time load being taught.

Gappa and Leslie (1993) sum up the current literature on
part-timers when they state:

. . . part-timers are treated as an invisible,
indistinguishable mass and dealt with arbitrarily.

. . . There is a whole new category of
permanent part-time faculty who need to be treated
better than an academic underclass. (pp. 64, 106)

W

Job satisfaction is one of the most researched areas in
industrial and organizational psychology. One well-known
writer on the topic Locke (1976) estimated that more than

3,000 articles had been written on the topic, and that figure

 

30
has surely been exceeded in the last two decades. Interest in
job satisfaction research has endured because a fundamental
tenet of American tradition is that everyone has a right to a
rewarding, satisfying job.

Many theories have been proposed to explain why people do
or do not experience some degree of job satisfaction. Each
theory seems to explain just a piece of the puzzle, and none
has realized significant empirical support (Muchinsky, 1990).
Although no one theory has been able to cover the entire scope
of this complex phenomenon, many of the theories which have
been proffered do present viable substance for rational
consideration and a limited degree of application.

The four job satisfaction theories which appear most
often in the literature are need-fulfillment, value-based,
equity, and discrepancy theory. Versions of these basic
theories have evolved since the 19305, and the names of
prominent theorists have frequently been associated with each
theory.

Early job satisfaction research began in the 1930s with
the Hawthorne studies. These studies documented the effect of
worker attitudes on worker behavior. In 1935 Hoppock
demonstrated that occupation level affected individuals’
attitudes toward work. Schaffer (1953) emphasized in his
research that variables or needs within the individual were
important considerations in the attainment of job

satisfaction. Schaffer determined that the overall job

31

satisfaction of an individual could be predicted from
information concerning the two most important needs of that
individual. Brayfield and Crockett (1955), as well as others,
reported that there was no appreciable relationship between
satisfaction and performance, although there was a positive
correlation between job dissatisfaction and absenteeism and
turnover. Herzberg is well known for his Two-Factor Theory,
which divided work facets into either Motivators or Hygiene
Factors (Herzberg, Mausner, & Snyderman, 1959). Although
there have been criticisms of this theory, Herzberg's
conclusion that job content features appear to be more
important to most people than job context features has
validity (Landy & Trumbo, 1976). Maslow developed a needs
hierarchy to explain man's actions and motivations. Despite
its intuitive appeal, there has been little firm support for
Maslow's theory (Locke, 1976).

The earlier generations of industrial social
psychologists paid very little attention to the intrinsic
features of work such as achievement and recognition (Argyle,
1972). However, in their more contemporary writings, Herzberg
and Maslow focus attention on some of the ideal conditions of

work.

Needzfulfillmenflhm
A number of theorists (e.g. Porter, 1962; Schaffer, 1953;
Morse, 1953; and Maslow, 1970) have argued that the level of

job satisfaction is determined by the degree to which an

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32
individual’s job fulfills or allows for the fulfillment of
his/her' needs. Two interrelated, categories of needs are
physical needs and psychological needs. Locke (1976) explains
that needs are objective requirements of an organism's
survival and exist whether the organism consciously desires
them or not. The reader can conclude from the need models
that humans are complex beings and that there is no single

motive or need that forces them to work or not work.

yging-bgsed Theory

Other theorists point out that the concept of need must
be distinguished from the concept of value. Values are what
a person desires or seeks to attain and are acquired over
time. According to Muchinsky (1990), all people have similar
basic needs but differ in what they value. Value—based
theories, thus, are more flexible than need—fulfillment
theories. Values determine the choices people make and their
emotional responses to those choices. "A satisfying job would
then provide an opportunity to attain valued outcomes" (p.
307). According to Locke (1976), "Job satisfaction results
from the perception that one's job fulfills or allows the
fulfillment of one’s important job values, providing and to
the degree that those values are congruent with one's needs"

(p. 1307).

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33

W

Two additional job satisfaction theories are closely
related to the needs- and value-based theories. First, the
discrepancy theory contends that an individual has
expectations about what a job should provide in the way of
tangible and psychological rewards. When a job fails to meet
the expectations, a discrepancy occurs, which leads to job

dissatisfaction (Franken, 1982).

W

Second, according ‘to equity ‘theory, job satisfaction
depends on an individual receiving what is perceived to be an
equitable return for his/her effort and skills. The equity
model according to Adams (1965) assumes that all perceptions
dealing with equity are based on a comparison with the input
and rewards of others. Workers want to be paid fairly for
their services. When a person perceives (whether true or not)
that he/she is not being paid in an equitable manner compared
to other workers, job dissatisfaction will occur. Conversely,
a worker might exhibit job satisfaction when effort is high
even though payment is low as long as other workers are in the

same situation (Franken, 1982).

't H othes's
What has frequently been called the "fit hypothesis"
seems to be a central principle running through much of the

literature and many of the theories on job satisfaction. It

 

 

 

34
seems plausible to conclude that job satisfaction is derived
from the "fit" or compatibility of the worker and the job.
And "fit” is based on that individual’s needs, values, and
his/her perceptions of equity. According to Mortimer and
Barman (1988), individuals will respond differently to their
jobs depending on their particular needs and prior experiences
and expectations. Satisfaction can also be seen as a
consequence of one's ability to adapt to a given work
situation. Taylor (1977) states that ". . . workers may
report satisfaction with a job to which they have adapted
their needs or requirements, irrespective of the real quality

of that job or their working life" (p. 130).

The Meaning of Wonk

Is work more important to some people than to others?
Does the value or importance of work in an individual’s life
have any bearing on his/her proclivity to achieve some degree
of job satisfaction? Just why do people work? Answers to
these questions may help the reader to understand the subject
of job satisfaction.

Work is one of the primary activities of daily living.
Dubin (1956) believed that people who considered work a
central life interest would have a personal high evaluation of
work and would tend to score highly on job satisfaction
measures. Conversely, non job-oriented individuals would.have

other central life interests. These individuals would have a

 

35
lower personal evaluation of work and would report a lesser
degree of job satisfaction.

Job satisfaction is frequently correlated with a belief
that the actual work done is important or useful. It is often
helpful to ask a worker, What does your job mean to you?
Logically, the meaning or importance that work, or a facet of
a job, holds for a person will affect the degree of
satisfaction experienced. For example, if having a private
office is not important to a worker, it is not likely that
he/she will be either satisfied or dissatisfied with that
aspect of the job. However, if salary is very important or
meaningful to the worker, he/she will experience some feeling
of satisfaction or dissatisfaction with his/her pay. Just
what aspects of a job hold meaning or are considered important
vary greatly from individual to individual and complicate the
study of job satisfaction (Landy & Trumbo, 1976). Herzberg et
al. (1959) sum up how important and pervasive work can be:

Work is one of the most absorbing things men

can think and talk about. It fills the greater

part of the working day for most of us. For the

fortunate it is the source of great satisfaction;

for many others it is the cause of grief. (p. 3)

Egasons for Stndying Job Satisfaction

Should employers be concerned about the job satisfaction
of their workers? For many years it was believed that there
was a positive correlation between a high degree of job
satisfaction and high performance on the job. This alone was

ample reason to spur interest in the study of job

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36

satisfaction. However, a damper was put on the belief that
job satisfaction causes good performance by two influential
reviews of earlier research conducted by Victor Vroom and
Herzberg. These two men concluded that the relationship
between job satisfaction and performance was not very
significant. In actuality, good performance probably leads to
job satisfaction, rather than vice versa; and any observed
associations are probably explained in terms of both having
been produced by the same conditions.

Nonetheless, since many people generally spend over one
third of each day working, it is still important that they
enjoy or derive some degree of satisfaction from their work.
Continued research on the nature of work can be valuable.
According to Taylor (1977), "satisfaction data can, and
should, be used for improving the quality of working life
rather than merely establishing its absence or presence" (p.
132) .

Many researchers who have studied college faculty, both
full- and part-time, have concluded that faculty members are
generally satisfied with their jobs when their jobs are
interesting and challenging, when they feel they have
accomplished something, and‘when their efforts are recognized.
Based on the findings of faculty research studies and job
satisfaction studies in general, there is much that college
administrators can do to improve or sustain the satisfying

aspects of college teaching.

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37
a e e at 3 act' n

Job satisfaction is generally measured as an attitude,
and the self-reporting rating scale has been a commonly used
tool. The best documented and most widely used instrument is
the Job Descriptive Index (JDI) which was developed by Smith,
Kendall, and Hulin. This index measures five broad areas or
facets: work itself, supervision, pay, promotions, and co-
workers. Other well-known measurement devices are the
Minnesota Satisfaction Questionnaire and the Faces Scale.
These three scales for measuring job satisfaction have been
used_many times; however, some researchers have been unwilling
to use a previously created questionnaire or scale and have
designed new questionnaires for each study. It is generally
believed that there is no single best instrument for measuring
job satisfaction, and comparing the data from so many
different instruments has been confusing.

Several problems are associated with the use of self-
reporting scales. Scoring can be difficult and unreliable
unless an individual’s value standard is known or unless there
are no individual differences or variables for a particular
attribute. Locke (1976) indicates that these inventories rely
on two rarely valid assumptions:

1. The individual rating himself/herself has

perfect self-insight (the capacity and
willingness to introspect).

2. There is a common core of meaning for all

individuals in interpreting the scale or
items.

 

 

38

Many workers frequently adopt a defensive posture when
confronted with questions about job satisfaction. Workers may
fear that the researcher is trying to uncover deeper, more
personal things about him/her. Because he/she is unwilling to
reveal that a poor occupational choice may have been made or
that little has been done personally to alleviate a poor
working situation, the respondent may bias his/her answers in
the direction of appearing more satisfied with the job than
he/she truly is. Workers’ answers may also reflect an attempt
to rationalize any problems with the job. They may exaggerate
the good points and may have actually lowered their previous
expectations to reduce their own feelings of dissatisfaction

or frustration.

M

It is disappointing that interviews have not been used
more widely to assess job satisfaction. Locke (1976) reports
three primary obstacles that have hampered their use:
objectivity, disagreement among interviewers, and man hours
required. However, several likely advantages to using the
interview method to gather data about job satisfaction are
listed below:

The meaning of responses can be determined.

Contradictions can be explained or corrected.

Individuals with poor self-insight can be assessed
more accurately.

The interviewer can probe more deeply.

 

39

The approach to questioning can be adapted to best

suit each individual based on his/her knowledge,

education, and perspective (p. 1336).

Another shortcoming in job satisfaction research has been
the prevailing tendency to sacrifice depth for scope. Rather
superficial measures (questionnaires) are used with a large
number of individuals in a study rather than conducting an in-
depth study (interviews) and pursuing much deeper
understanding of a select group of individuals.

Locke (1976) offers further convincing rationale for
using the interview method and for conducting case studies of
job satisfaction:

1. Questionnaires do not easily tap the more basic
(fundamental) and less verbalized (and/or
repressed) values of the individual. Case studies
using interviews are ideal for this.

2. Interviews allow for the identification of
individual differences in question interpretation
as well as in the specific meaning of the answers.

3. Case studies can be valuable as a source of
hypotheses about the psychodynamics of job
satisfaction.

4. Case studies can be used to test certain
hypotheses, since it only takes one case to
disprove the generality of a theory.

5. Case studies give one a much fuller and more
integrated picture of the whole individual than is
possible in large scale studies using pencil and
paper measures.

6. Case studies encourage the use of the longitudinal
method (p. 1339-1340).

A

40
EBEEQI!

The literature on part-time faculty was reviewed in this
chapter. The use of part-time faculty in higher education is
widespread and will continue to be an important issue. Much
has been written on the advantages and disadvantages of
employing part-time faculty. There are significant benefits
such as flexibility and cost savings to be realized from this
practice. A decrease in instructional quality and a divisive
split between the full- and part-time faculty are frequently
cited as potential drawbacks of employing large numbers of
part-time faculty.

The individuals who fill the ranks of the part-time
faculty are a diverse group. Researchers have developed
several typologies to describe them. Vaughan’s typology which
categorizes the part-timers as dependents or independents is
straight-forward and easy to use.

Although they receive and enjoy the intrinsic rewards of
teaching, the dependent part-timers are confronted with
frequent obstacles and inequities. A review of the
literature on job satisfaction theories and the use of the
interview research methodology will be helpful to the
researcher who seeks a better understanding of the needs and

career perspective of part-time faculty members.

CHAPTER III
METHODOLOGY

W
This chapter includes a description of the methodology

employed. Respondent interview methodology is explained along
with the application of job satisfaction theory to this study.
The research questions, reliability and validity, and the
selection of a sample are discussed. The researcher's
preparation for the study is outlined. The chapter also
describes the pilot interview process and the actual field
procedures used. Chapter III concludes with a review of how

the research data were analyzed.

W

The purpose of this study was to use a qualitative
research method respondent interview to examine the dependent
part-time faculty member’s career perspective, including
attitude toward his/her part-time position, degree of job
satisfaction, and the decision to remain in the current
position. How people make sense out of their lives is a major
concern to qualitative researchers. Qualitative researchers
have a special interest in the perspective of the subjects
they study. Studies are conducted to explore what the
participants in a study are thinking and how their attitudes

41

42
affect their actions. The researcher strives to capture the
thinking of the participant from the participant’s perspective
(Fraenkel 8 Wallen, 1990).

The primary research method used for this study was
respondent interview. All of the studies of part-time faculty
previously reviewed (except for Gappa and Leslie's 1993 study)
were based on questionnaire surveys of relatively large
samples. Data from these questionnaires were analyzed using
quantitative tools.

A qualitative approach using the interview method was
selected and deemed preferable for this study for several
reasons:

1. A select and well-defined category of part-timers,
namely, those defined as dependent part-timers, was the

focus of the study.

2. Individual, private interviews offered the advantage of
permitting better understanding of the research questions
and greater expansion of responses, which facilitated the

collection of in-depth, revealing, and valid data.

3. A description and explanation of attitudes and
perceptions of job satisfaction, rather than numerical
data, were sought.

According to Kanter (1979), most people are unwilling or

unlikely to admit on surveys that they themselves have made a

bad choice or are doing something that they don't find

43

satisfying. These people will report a relatively high degree
of satisfaction with their job when surveyed, but when asked
how satisfied the average person is in that job, satisfaction
rates drop considerably. Thus the researcher concluded that
the respondents would be more willing and more likely to
express their genuine feelings if the interview method were
used.

The interview method is a well-accepted field research
method. It allows for face-to-face interaction with
respondents, and it provides a thoroughness and personal touch
unattainable with impersonal questionnaires. Gordan (1969)
identified five advantages of the personal interview over the
questionnaire:

1. The interview provides more opportunity to motivate the
respondent to supply accurate and complete information

immediately.

2. The interview provides more opportunity to guide the

respondent in his interpretation of the questions.

3. The interview allows a greater flexibility in questioning

the respondent.

4. The interview allows greater control over the interview

situation.

5. The interview'provides a greater opportunity to evaluate

the validity of the information by observing the

44

respondent’s nonverbal manifestation of his/her attitude

toward supplying the information.

Each of these advantages was considered important by the
researcher. The'use of interviews allowed the researcher to
have greater control over the amount, type, and relevance of
the data obtained. For example, when a respondent appeared to
be unsure of or uneasy with a question, the researcher
explained or reworded the question for the respondent. The
researcher also was free to customize the sequence of the
questions to enhance the respondent's discussion of a
particular topic or to probe more deeply when necessary. By
having the ability to control the interview situation and the
organization and direction of the questions, the researcher
was able toiensure that all the essential research topics were
addressed and that the respondents' responses were complete

and pertinent.

W
One difference between qualitative and quantitative

studies rests on when and how the researcher collects data.
In quantitative studies the conceptualizing and forming of
hypotheses have been finalized when the data gathering begins.
In qualitative studies, however, the conceptual framework is
unveiled and gradually constructed as the data are being
collected. Thus, the researcher was studying the construct of
job satisfaction and the associated job satisfaction theories

while the series of interviews was underway.

45

The researcher decided that the cognitive theories, which
include need-fulfillment, value-based, equity, and discrepancy
theories, could be used to provide the necessary framework and
plausible rationale to describe and explain the data resulting
from the interviews. The researcher became involved in an on-
going process of searching for and applying those theoretical
propositions which seemed to be plausible and consistent in
explaining the attitudes and behaviors being exhibited by the
interview respondents. As Bogdan and Biklen (1982) suggest,
qualitative researchers are not putting together a puzzle
whose picture or solution they already know. They are
constructing a picture or explanation that takes shape as they
collect and examine the parts.

Need-fulfillment and value-based job satisfaction
theories were found to do the best job of justifying or
explaining the part-timers' satisfaction with the intrinsic
factors of their positions. Equity theory and discrepancy
theory provided additional support for the mixed expressions
of satisfaction and dissatisfaction revealed by the
respondents regarding extrinsic factors such as pay, fringe
benefits, and job security.

No single theory was complete enough to be used
exclusively to explain the findings of the study. The
researcher further concluded from her review of the literature
on job satisfaction that none of the early or even the more

recent theories have received sufficient study or empirical

46
support to be deemed the ultimate or definitive theory of job
satisfaction. However, it is the consensus of experts in the
field of industrial and organizational psychology that the
various theories do provide bits and pieces of knowledge and
support that can be used to explain or describe the wide
range of job satisfaction and dissatisfaction reported by

workers today.

WM

Six lines of questioning were used to guide the
interviews in this study. unlike hypotheses which will be
accepted or rejected by the data collected, these research
questions‘were.developed.toidirect the search for an answer to
the question, What is the career perspective of dependent
part-time faculty members? The researcher constructed the
research questions to elicit responses which reflected on the
three principal elements of career perspective:
1. What was the respondent's attitude toward the part-time

role?

2. What. was the :respondent’s level of satisfaction. or

dissatisfaction with the current position?

3. How did the respondent explain the decision to remain in
the part-time position?
In an effort to generate the responses needed to provide
data for these major areas.of investigation, the following six

lines of questioning were used in each individual interview.

47
The first two sets of questions (Nos. 1, 2) focused on the

respondent’s attitude toward his/her part-time status.

1. How do you regard your status as a part-time faculty
member? How do you describe your employment status to
others outside the college? What terms do you use?

The intent of these initial questions was to reveal how the

part-timer regarded his/her status. Did he/ she readily report

it to others, or did he/she conceal his/her part-time status
from others? Exactly what terms or expressions were used to

describe employment status? Did these terms connote a

negative or a positive personal regard for part-time status?

2. How would you describe the college's perception of your
role? wa would you describe the full-time faculty's
perception of your role?

The goal of these questions was to elicit the respondent's

feelings about whether he/ she felt appreciated or exploited by

the employing institution. How the respondent perceived the
college’s regard. of the jpart-timer’s worth. would be an
important component of the part-timer's attitude about his/her
current status. The interaction with and feedback from full-
time faculty members would also contribute to the formation of
an individual's attitude toward his part-time status.

The second and most extensive area of questioning

canvassed the various facets of the position which were

48
perceived to be satisfying or dissatisfying to the part-timer.
The third line of questioning (No. 3) included

3. How satisfied or dissatisfied are you with your current
position? What positive factors are there? What
negative factors are there?

To ensure that the respondents made a comprehensive evaluation

of the broad parameters of the job, the researcher had an

index card ready which listed 15 facets of the job which could
be addressed, ‘The card was offered to each respondent, but it
was stressed that use of the card was optional. Respondents

‘were told that they could systematically work their way down

the list of facets discussing their satisfaction or

dissatisfaction with each item. They also had the option of
not being guided by the list but merely reviewing'it.when they
were finished with their own personal agenda of items. Each
respondent did choose to refer to the list as he/ she discussed
areas of satisfaction and dissatisfaction. When each
respondent had finished reacting to the final item, the
interviewer asked each respondent if there was anything about
the part-time position that was not on the list that should be
mentioned. The respondents generally felt that all pertinent
areas had been addressed and that they were comfortable with
the topics covered. The interviewer again reminded the
respondents that if any other items occurred to them, they
were encouraged to include these items in the interview'at any

point. Several respondents did recall one or two additional

49
areas which they brought up near the conclusion of the
interview.

The index card contained the following question and list
of items: How satisfied or dissatisfied are you with your
current position overall? Areas to consider:

workload

job security

selection of courses

support services and equipment
salary

benefits

office space/file cabinets
reputation of institution

college mission or philosophy
quality of leadership]administrators
colleagues in department or program
spirit of cooperation among faculty
students

calendar

relationship between administration and faculty

The final area of inquiry included questions dealing with
the respondents’ career goals and the decision to remain in
the part-time position. Three lines of questioning were used

(Nos. 4, 5, 6).

4. What were your career aspirations when you were hired by

the college? Have they changed since then?

50
These questions were included to provide insight on whether
the respondent's career goals were being meet with the part-
time position; whether the part-timer had originally been
seeking a full-time position but had settled for a part-time
position; or whether the respondent had initially sought part-
time work but had since revised his/her aspirations, now

hoping for a full-time position.

5. How much control do you feel you have over your career
and your future employment possibilities? Have you
thought about or actually done anything to secure
alternate employment?

These areas were pursued to learn how much freedom the

respondent felt he/she had in his/her career choice. Did the

respondents feel "trapped” or did they have the training,
talents, and experience which would enable them to pursue
other fields of employment? The researcher also felt that
learning what each respondent had considered or actually done
to seek other employment would indicate how satisfied the
individual was overall with his/her current position.
Respondents were also questioned about their short- and long-

term career goals.

6. How would you explain your decision to remain in your
current position?
This question was designed to get to the basic motivation or

reason why part-timers remain in positions which frequently

51

are referred to as inequitable or second-class. If part-
timers believe that there are other employment options
available to them, why do they choose to remain in this
somewhat marginal one? It was hoped by the researcher that
this.question, better than any of the others, would.explain or
describe the career perspective of dependent part-time faculty
members.

These six lines of questioning comprised the major
framework of each interview. Several other questions were
included, however, which allowed the respondents to provide
data which contributed to a better understanding of their
overall job satisfaction. Examples of these questions are
0 How important a part does work play in your life as a

whole? What are your reasons for working?

0 How close does your position come to meeting your

personal and professional needs?

0 If a friend asked your advice about becoming a part-time

faculty member at the college, how would you answer?

0 If you were to leave this position for another, what

features of that new position would be important to you?

0 What could the college do to make your position as a
part-time faculty member better?
At the outset of each interview, a set of introductory

questions was used to gather demographic data about each

52
respondent. This set included questions about age, marital
status, number of years employed by the college, previous
types of work experience, total years of teaching experience,
educational background and degrees held, principal field of
teaching, and a description of a typical teaching schedule,
i.e. , how many classes taught per term or year. These

demographic data are included in Table 1 in Appendix A.

Elllill! lill'l'!

Reliability, which is the consistency or repeatability of
the study, is ensured by the interview method. Careful study
of the interview methodology and a well-planned strategy and
protocol for the interview enhance reliability. The practice
of tape recording and then transcribing each interview before
the next interview was conducted provided adequate reliability
for the purposes of this study.

Validity answers the question, Is the explanation
plausible? According to Okey (1990) , the field researcher
formulates his tentative conclusions or propositions as he
gathers his data. Validity is strengthened when these
conclusions or propositions are tested in the field. The
researcher must take all reasonable steps to exhaust his
sample and to describe negative instances of the thesis as
well as positive.

Cusick (1983) addressed any objections that might be
raised regarding the validity and reliability of field

research :

53

As one lives close to a situation, his
description and explanation of it have a first-
person quality which other methodologies lack. As
he continues to live close to and.moves deeper into
that situation, his perceptions have a validity
that is simply unapproachable by any so-called
standardized method. Likewise, as his validity
becomes better, so his reliability, which is an
extension of his validity, becomes better. As the
researcher is the actual instrument, as he becomes
more aware, more valid, so he must of necessity
become more reliable. (p. 232)

finals

The purpose of this field study was to use a qualitative
research method respondent interview to examine the career
perspective of dependent part-time faculty. The goal of the
researcher was to produce a description or explanation that
would provide new knowledge about the needs and attitudes of
this group of individuals. This type of field study required
a sampling technique compatible with its emergent nature.
Glaser and Strauss' (1967) method of theoretical sampling was
used. According to Glaser and Strauss:

Theoretical sampling is the process of data
collection for generating theory whereby the
analyst jointly collects, codes, and analyzes his
data and decides what data to collect next and
where to find them in order to develop his theory
as it emerges. . . . The initial decisions for
theoretical collection of data are based on a
general sociological perspective and on a general
subject or problem area. . . . The initial
decisions are not based on a preconceived
theoretical framework. (p. 105)

As the study progressed, the criterion for selecting the
next sample (a dependent part-time faculty member) was that it

was an instance of the case. Each new addition to the sample

54
had the potential to revise, extend, or otherwise alter the
explanation. A second quote from Glaser and Strauss states:
The adequate theoretical sample is judged on

the basis of how widely and diversely the analyst

chooses his groups for saturating categories. . . .

The inadequate theoretical sample is easily

spotted, since the theory associated with it is

usually thin and not well integrated, and has too

many obvious unexplained exceptions. (p. 106)

In essence the researcher sought an answer or explanation
for this question: ‘What is the career perspective of
dependent part-time faculty? More specifically,

0 What is the part-timer’s attitude toward his/her part-
time position?

0 How satisfied or dissatisfied are part-timers with their
jobs?

0 How do dependent part-timers explain their decision to
remain in their positions despite the inequities?

The sample for the study was drawn from the population of
dependent part—time faculty employed by a seven-campus,
private, four-year career-oriented college. The seven
distinct campuses which comprise this particular college
system stretch from the west to the east coasts of the state.
Although the selection of the sample was based on the
principles of theoretical sampling, practical limitations also
had to be considered. The sample was limited to dependent
part-timers teaching at the three campuses which were within

two hours' driving time from the researcher's home. Each

interview was conducted at the college campus of the

 

55
participant, often times shortly after he/she had finished
teaching classes for the day.

To compile a list of possible interviewees, the
researcher contacted an administrator at each of the campuses.
Serving as what Gorden ( 1987) calls "special respondents,”
each administrator prepared a list of names of the individuals
on his/her campus who fit the definition of a dependent part-
timer. Each potential interviewee was then contacted by the
administrator. The administrator briefly described the
purpose and format of the research study to each potential
interviewee. The administrator then asked for permission to
submit the individual's name to the researcher for possible
inclusion in the study. Each of the administrators reported
to the researcher that every dependent part-timer who was
approached agreed to participate in the study if selected.
The name, address, and telephone number of each part-timer was
forwarded to the researcher by the administrator on each
campus. It should be noted at this point that the researcher
herself is an administrator at one of the three campuses
included in the study. The researcher followed the steps
outlined above in selecting and contacting potential
respondents on her campus as well. Each part-timer contacted
by the researcher on her own campus also gave permission to be
included in the study.

The ten individuals included in the study were not chosen

randomly. According to Okey ( 1990) , ”in the absence of a

56

theory to be tested, such sampling is illogical” (p. 81).
Since the researcher's purpose was to use the interview method
to examine the career perspective of the dependent part-time
faculty, all that were needed for the sample were individuals
who met the definition of a dependent part-timer. Each
respondent became an instance of the case. The technique of
theoretical sampling was used to add each of the ten part-
timers to the sample. Each new addition either confirmed or
challenged the previous findings. The explanation was
reformed and enlarged with the addition of each new subject.
Although each subject was a distinct individual with a unique
history and experience, a uniform story began to unfold (Okey,
1990).

Part-time faculty members from three campuses were
included in the study to increase objectivity and to preclude
any suggestion of bias that might have risen if just the
researcher’s home campus was sampled. The multi-campus
sampling did produce responses and results which were
consistent across the three campuses. No campus-specific

deviations in the data were noted.

Besear2herLa_2renaratien_fer_the_fitudx
The researcher undertook considerable preparation before
the actual field work commenced. Before the collection of
data could begin, the researcher was required to receive
permission from the University Committee on Research Involving

Human Subjects (UCRIHS) at Michigan State University. In the

 

 

57

application for approval, the researcher had to state the
purpose of the study, describe the population, detail the
procedures, address the risks and benefits involved, and
describe the safeguards that would be employed to ensure
confidentiality and/or anonymity of the subjects. A copy of
the approved UCRIHS form and a copy of the respondent consent
form are included in the Appendices of this dissertation.

A lengthy process of personal preparation was also
required of the researcher. First, a term-long independent
study on part-time faculty was completed. The independent
study began with a preliminary review of the literature and
interviews with the administrators who oversee the hiring of
faculty at two local colleges. A research paper discussing
the history, current practices, advantages, disadvantages,
needs, and frustrations of part-time college faculty members
was then prepared and submitted to the researcher's major
professor.

Second, the researcher completed a graduate-level course
in field research methods. Class activities included the
reading and analysis of several books based on actual field

studies: Weiss (1984). mm (1985). and The
(1983).

 

Designing and conducting a mini-participant-observer field
study was also a course requirement.
Third, the researcher read several published

dissertations to learn more about the subject of part-time

58

faculty as well as field research methods. Three of the

dissertations were quantitative studies about part-time

faculty and/or job satisfaction, and one was an example of a

field study using the taped interview methodology.

Lastly, the researcher did extensive reading on interview
methodology. Interview strategies and techniques as informed
by Gorden (1987) were discussed with members of the
researcher’s guidance committee, and helpful suggestions were
offered.

When the researcher felt that sufficient study of the
interview methodology and subject area had been completed,
preparations for the pilot study were made.

0 An initial list of interview questions was written and
revised.

0 The researcher purchased a small, portable tape recorder
with built-in microphone.

o Ninety-minute tapes were purchased, and the operation of
the recorder was reviewed and practiced.

0 A consent form describing the purpose of the study, the
time commitment required, the rights of the interviewee,
and the promise of anonymity was prepared.

0 An appropriate, quiet site on each campus was selected
for the interviews.

0 The pilot interview respondent was selected from the list

of possible respondents on the researcher’s home campus.

59
0 The pilot interview respondent was contacted by the
researcher and asked to participate in the pilot
interview and a follow-up discussion.

0 The date and time of the pilot interview were set.

W

The pilot interview was conducted in an empty classroom
after classes for the day had been completed. The hallways
and other classrooms were empty, and the possibility of
interruption was negligible. After an opening greeting and
ice-breaking comments, the researcher began by giving a brief
overview of the purpose of the study and just what would be
involved. The respondent was then given a copy of the consent
form and asked to read it and sign it. At this point, the
tape recorder was turned on. The researcher had previously
recorded the date and the name of the interviewee onto the
tape.

The researcher proceeded to conduct the interview using
the list of prepared questions as a guide. The respondent was
encouraged to speak freely, to interject at any time ideas
that may' have been overlooked earlier, and to ask for
clarification of any questions if needed. The actual
interview lasted approximately one hour.

Because this was a pilot interview, the researcher then
asked the respondent for feedback on the content, wording, and
sequencing of the questions and the overall interview

experience. The interviewee and researcher discussed how

‘73

IT"—

60

several questions could be reworded and how the sequence of
questions could be improved. It was also the interviewee's
suggestion to provide the interviewees with a card listing
the job factors which may be satisfying or dissatisfying. The
respondent was asked if the consent form was clear and if the
physical setting, seating arrangement, tone of the questions,
and demeanor of the researcher were appropriate and non-
threatening. The discussion of the above items lasted
approximately one hour.

Following the pilot interview, several revisions were
made to the wording and sequencing of the interview questions.
The researcher listened to the interview tape and typed the
interview transcript. The tape was transcribed verbatim, and
the researcher estimated that it would take approximately
three to four hours to transcribe the tape from each of the

succeeding interviews.

We

All the interviews were conducted during a two-month
period from August through September 1993. To make the
initial contact, the researcher telephoned each respondent at
his/her home. After a brief personal introduction, the
Purpose of the study was explained to each potential
interviewee. Each potential interviewee expressed interest in
participating; and a date, time, and classroom location for
the interview were established. A follow-up telephone call

was made to each interviewee the evening before the scheduled

61
appointment time to confirm the respondent's plans to attend.
(Since the researcher had a two-hour drive to two of the
campuses, she wanted to avoid being stood up.)

The first six interviews were conducted at the distant
campuses, while the final four interviews were conducted on
the researcher's home campus. Each interview followed the
same basic format. The researcher greeted the respondent at
the appointed time and location. Following brief
introductions and pleasantries, the purpose of the study and
the format of the interview were briefly described by the
researcher. Each respondent was given a copy of the consent
form to read and sign. The tape recorder was started at this
point, and the interview began with a series of introductory
questions about the respondent's work history, teaching field,
schedule, age, and. marital statues 'The research study
questions were then asked. The researcher employed a variety
of techniques and tactics to elicit accurate, thoughtful, and
complete responses to each question. The researcher's
techniques included active listening and reflective responses.
The length of the interview sessions ranged from approximately
45 minutes to just over one hour. At the conclusion of the
final question and response, the tape recorder was turned off.

All of the respondents lingered for a short time
following the actual interview to converse informally with the
researcher on a variety of subjects. Conversations centered

around curriculum issues, college policies, graduate studies,

62
and personal topics. These conversations led the researcher
to believe that a comfortable rapport and trust had been
achieved between the researcher and the respondents.

The researcher reminded the respondents that telephone
calls would be used to contact them if any clarification or
follow-up questions were needed. The initial interviews
proved to be comprehensive, and no follow-up with any of the
respondents was needed.

After the respondent left the classroom, the researcher
jotted down informal notes which consisted of her personal
reflections and observations about the disposition and conduct
of each interviewee during the interview. Review of these
notes revealed that several interviewees seemed to be slightly
reserved and cautious at the outset of the interview, but each
of then appeared to relax and become more comfortable with the
process as the interview progressed. It was apparent to the
researcher that all of the respondents were very interested in
being a part of the study, that each individual felt that
he/she had important information to share, and that each one
appreciated having someone take the time to listen to him/her.
The researcher's impression was that each of the respondents
was mature, sincere, and forthright in his/her responses.

A verbatim transcript of each tape was typed by the
researcher within a few days of each interview. Similar
patterns of responses began to emerge as more and more tapes

were transcribed. After completing the transcript of the

63
tenth interview tape, the researcher determined that the data
collected were becoming repetitive and that an ample cross-
section of campus locations, ages, teaching areas, years of
experience, and educational backgrounds had been included in
the sample. The ten interviews and two months of field work
convinced the researcher that the saturation point had been

reached.

MW

The rereading and analysis of the transcripts was the
next step. Data were categorized by research question.
Frequency tables were used to categorize the responses to
several of the questions. With all of the responses to each
question compiled, the researcher was able to detect trends
and pinpoint occasional exceptions. After all of the
questions and responses were closely examined individually,
the researcher approached the data from a broader perspective
to see if any themes could be found running throughout the
data.

The writing of Chapter IV, which presents and analyzes
the data, was then begun. This chapter is written in essay
form. The chapter is divided into four major sections. Each
of the first three sections centers on one of the research
areas:

1. What is the attitude of the dependent part-timers

toward their part-time role?

64
2. What is their level of job satisfaction or
dissatisfaction?

3. How'do dependent.part-timers explain their decision

to remain in their current position?
In the fourth and final section of the chapter, the
researcher describes the relationship between the four
selected job satisfaction theories and the results of the

study.

§BEEQ£¥
This chapter has described the methodology used. The

interview method of data collection has been explained along
with the selection of appropriate job satisfaction theory.
The research questions and interview questions have been
explained. Strategies employed by the researcher to prepare
herself for field work have been summarized. A discussion of
the sampling technique and the sample is followed by a
narrative of the actual field. proceduresn The chapter

concludes with a brief overview of the data analysis process.

CHAPTER IV
RESULTS OF THE STUDY

W
The purpose of this study was to use the qualitative

research method respondent interview to examine the career
perspective of dependent part-time faculty. By conducting an
extensive, private interview with each research participant,
the researcher was able to obtain the quantity and type of
data needed to describe and explain the career perspective of
this segment of part-time faculty.

The term career perspective as it was used in this study
included three distinct dimensions of the participant's
perceptions and feelings about his/her part-time faculty
position. These three dimensions included

1. What was the part-timer's attitude toward the part-time
position?

2. What. was the jpart-timer's level of satisfaction. or
disaatisfaction with the part-time position?

3. How did the part-timer explain the decision to remain in
the part-time position?

Six main areas or lines of questioning which focused on these
aspects of career perspective were used to guide the interview

with each respondent in the study.

65

66

This chapter presents the results of the study. The
first three sections of the chapter focus on the findings as
they relate to the three dimensions of career perspective.
The repetitiveness of the responses as well as numerous quotes
provide evidence of the respondents' attitudes and affirm.the
validity and objectivity of the researcher’s conclusions. The
final section of Chapter IV describes the correlation between
the research findings and the four selected job satisfaction

theories which were described in Chapter III.

Wire
WWW-Wen
The first. two lines. of questioning focused on 'the
respondent's attitude toward his/her part-time status. To
begin, the interviewees were asked how they described their
employment status to others outside the college. This
question generated lengthy responses and was instrumental in
revealing the respondents’ personal attitudes toward their
positions. Generally, the part-timers deal with their status
in one of two ways. Five of the respondents describe their
employment status to others as part-time, but include an
explanation of what this actually entails. The other five
respondents usually describe their employment status without
revealing that they are part-time, unless they are asked
specifically if they are full- or part-time.
Two of the individuals who don’t openly admit that they

are part-time feel that despite their official part-time

67
status, they are basically working full-time or teaching a
full load and making a significant contribution. The
revelation that they are part-time often surprises outsiders.
One respondent explained how she describes her status this
way:

I usually say that I am an instructor at this
college; and if they question me further, I tell
them I am.part-time. But what's interesting is, if
I say I teach three or four classes, they say,
"that’s part-time?" But usually if they don't ask,
I don't say I am part-time. I think that being a
part-time instructor at this college is almost a
full-time job, and I guess that is why I don't make
a big deal out of saying part-time. By the time
you teach your classes and you go to your meetings
and you do your preparation and you get involved at
all, you are working almost 40 hours a week. So I
don’t bother to say part-time because I regard it
as an important position.

A second respondent who doesn't reveal his part-time
status also emphasized the importance of the part-time
position. When asked how he describes his status he replied:

Instructor, that’s about it. I don't qualify

it. Personally, my status doesn't bother me. . .

I feel I contribute as much or more than any of the

faculty. I don’t feel my position is subservient.

I really take exception to the use of the word

"adjunct," which translates to "secondary” or

”added-on" because in the (subject) areas I work,

I’m the only one.

The part-timers who readily admit their part-time status
usually make an effort to supplement their answer with an
explanation. None of them want to give the impression that
they work only part-time in the literal meaning of the term.

Again, they feel that their work and their contribution are

68
important" Despite the enormous amount of time she devotes to
her teaching, one part-timer was positive when she replied:

I describe that I am a clinical instructor at
this college, and I teach part-time plus. I say
that because I spend a lot of time (working) at
home. I think any faculty member that is concerned
about doing a good job, a good presentation, spends
a tremendous amount more time (working) at home
than they ever do in the classroom. I get
favorable feedback; people are impressed. I regard
my status as favorable.

Another respondent feels compelled to define what part-
time really means. This is how she describes her work
schedule to outsiders:

I am.a part-time teacher teaching as much as a
full-time person. (laughter) I begin by telling
them all the different things I do. I teach in
this little high school for an hour a day, then I
leave and go to the college and teach, and then I
go back two nights a week. Then they sit back and
say, ”You’re right, you are on the road all the
time." They do understand once I explain, plus the
fact that there is a lot of preparation because the
courses that we have to teach change frequently.

Like many of the other participants in the study, this
individual views her position as extremely important. Over 20
years of teaching experience both part-time and full-time at
the secondary and post-secondary levels has given this
respondent insight into the employment trends in higher
education and their consequences. She continues:

I feel that I am.a very important part of this
program here. I think it is sad that there has
been a trend in the last years, and not just in
this particular school, to have less full-time and
more part-time (faculty). I think it is sad in two
ways. Number 1, it takes away the accountability
to a certain extent of the part-time instructor
because we are paid to just come in and teach
class. Therefore, I don't think there is the

69

loyalty that you have as a full-time instructor.
At the same time, I also feel that it is a burden
on the full-time faculty when there are so few
instructors who are full-time to pick up the extra
writing of the syllabi . . . when new courses come
up. But as far as the way I look at my job and
what I do, I feel that it is very important. I
contribute as much as a full-time person does even
though I realize that they have other obligations
and meetings and responsibilities.

The common sentiment detected throughout the interviews
was that dependent part-timers view their roles as very
similar or equal to full-time positions--regardless of whether
they receive the title, status, or rewards that come with a
full-time contract. The final interviewee perhaps was the
most forthright when she depicted how she describes her
position to others:

I say part-time faculty; but with family and
relatives, to be perfectly honest, I say I teach a
full-time schedule with part-time pay. I mean,
you use the same syllabus, you do the same hours
the same paperwork, and you attend the same
meetings and lab hours at part-time pay. Some
people are surprised to find that there is that
much difference in the part-time and full-time
(pay), and that there are so many part-timers
compared to full-time staff. When I am teaching my
classes, I try to do it without really thinking of
being part-time. I guess I consider myself full-
time because of the hours and everything else, but

at the same time, realizing that I don't have the
contract and the extra pay.

The researcher concluded from the responses to this
question that overall the part-timers have a positive personal
regard for their part-time status, even though several
respondents expressed dissatisfaction with their salary and
contract. Although half of the respondents do not readily

reveal their part-time status to outsiders, they do not regard

 

 

 

70
it as a stigma and they do not feel like they are ”second-
class." It was evident that.they feel their role is important
and that they are contributing as much to the college as the
full-time faculty members.

A second way of approaching the dependent part-timer's
attitude toward his/her position was to discuss the
respondent's view of the college's regard for the part-timers’
role and contribution. Whether the respondent felt
appreciated or exploited by the employing institution could be
a vital component of his/her attitude toward part-time status.
Each of the ten respondents stated that he/ she is either
respected, valued, or supported by the college. The college’s
expression of appreciation for part-timers is most evident at
the local campus level. Two respondents specifically
mentioned this idea:

The local administration shows a lot of
respect for their faculty. They make a distinction
between those of us that are what you call
dependent part-time and the ones that just come and
go and teach a few classes. I don' t have any
problems there. I think on a system-wide level, we
are all lumped together. I don't feel that I am
treated in any way any less than the other faculty.

The second. respondent. has a jpragmatic ‘view' of“ his
employment situation yet is still able to detect a sense of
appreciation:

Like many part-timers, I think there is a
general attitude that there are two different kinds
of part—time people. The independent, who teach a
class or two sort of for the fun of it, and those
who look to the school as their primary source of

income. I think there is an attitude that part-
timers are sort of expendable. It’s a buyer’s

71

market. There is a surplus of faculty. And the
pragmatic realities are that part-time people can
come and go, and they cost less. So I perceive
that as just a basic business fact of life with the
administration that's in a position to make
decisions. .Among the lower-level administrators, I
sense a very strong loyalty or appreciation of a
number of the so-called dependent faculty and that
expresses itself in terms of finding them plenty of
classes, as many classes to teach as is permitted.

Several of the part-timers also referred to the fact that
the college regards them as easily replaceable and tends to
hold them to a higher standard than full-time faculty members.
Even though they know they are important to the college, there
is some feeling that the college could do more to demonstrate
this fact to the part-timers. One interviewee spoke at length
on this concern:

I feel that I an important to them, but I
don't think that it is always shown as much as it
should be. That is probably the mindset of a lot
of people who are part-time. For someone like
myself who uses this as a job situation, I think
that we need a little bit more, I don't know if the
word is encouragement or recognition, to be made to
feel that we are a little more a part of the school
itself. I know that we are. I know that we
contribute a lot; but at the same time I don’t feel
that is always given back to us or shown to us in a
tangible way, whether that be somebody patting you
on the back, or an increase in pay, or an
opportunity to get into the health program or the
insurance program or the retirement program. If I
were as a part-time person allowed to participate
at least in some way in that retirement program, I
would feel that I was appreciated by the school
since I have given many years to the school.

Later in her interview, this same respondent disclosed
her feelings that the administration was beginning to take
more interest in the feelings and needs of the part-time

faculty. She continued:

 

 

72

I don't feel that they (the administration)
are ignoring us or not considering us in decisions
that are being made. I think it is becoming
better. Overall, I think that they are opening up
more, in fact. Because much of the faculty is
part-time, they have to address the issues that
involve the part-time people, and I think that is
coming. I think it is coming slowly.

Interaction with and feedback from full-time faculty
members also contribute to the formation of an individual’s
assessment of his/her status. Eight of the interviewees
indicated that their full-time colleagues treat them as equals
and consider them important members of the faculty. Comments
like "I don't think that they have any negative feelings. I
think they look at us as equals," were common. However, it
was disclosed that the working relationship between the part-
time and the full-time faculty on«one of the three campuses is
somewhat strained. The full-time faculty, who are part of a
contract bargaining unit, had been working without a contract
for the past year. (None of the faculty on the other two
campuses are unionized.) Undoubtedly, this situation had
tainted the feelings between the full-time (unionized) and the
part-time (non-unionized) faculty. One respondent spoke at
length regarding her encounters with the full-time faculty on
this particular campus. She remarked:

Sometimes I don’t think they like us very
much. They tend to think that we are sort of brown
nose. I have had several full-time faculty sit me
down and say, "Don't answer the phone when it's
ringing. That's not your job. Don't do anything
extra. Nobody appreciates it.” I get a little
irritated with that response. It is probably more

true than not that they think we are sort of
suckers. There are definitely two groups of

 

 

73

faculty, and.the faculty that I am.comfortable with

includes a very small part of the full-time

faculty. The full-time faculty has made that
division.

A co-worker on this same campus was less critical of the
full-time faculty. In fact, his impression was that locally
things were pretty good; it was away from his home campus that
he sensed a disregard for part-time faculty.

Outside of this campus or away from the
immediate vicinity is where I get the feeling that
there is a class difference. That feeling comes
from the other faculty, the other administration.

1“. o, .110, e :s.‘ : ._ o. ‘ Q g‘ o. - '.'.'— as; o.

The second and most extensive area of questioning covered
the many facets of the position which were perceived to be
either satisfying or dissatisfying to the part-timers. The
opening question was, How satisfied or dissatisfied are you
with your current position overall? Although not all
respondents gave an overall or comprehensive impression at
this point in the interview, those who did were quite positive
and not hesitant to say so. Even though dissatisfaction with
individual facets of the job was discussed eventually, the
initial comments from these individuals included:

I am definitely satisfied with the college's
approach. I've meshed with a school that shares my
philosophy toward education. I am proud of the
faculty and what we are doing here.

I would say that I am satisfied in most areas.

Overall, basically, I am satisfied with my
position. I am happy with my job. I don't have

any big problems with it. If I weren't happy, I
wouldn’t be here.

74
I am doing what I want to do, and I couldn't

be more content from that aspect. If you want to

look for job satisfaction, I have ‘that. The

institution can' t really give me much more to

promote that because I feel comfortable.

Each.of the ten respondents chose to refer to the list of
”areas to consider" which was provided by the researcher.
This enabled each part-timer to reflect on and discuss a wide
range of job factors and to address them in a systematic way.
Data collection and analysis were also facilitated for the
researcher by using this organizational technique. Thus, the
resulting data are presented in the same order in which the
items were discussed by the respondents.

flpphipng. Without any hesitation, all ten respondents
indicated that they are satisfied with their workload or the
number of classes they are assigned to teach. Although many
of them desired to or appreciated being able to teach nearly
full-time or a full classload, several did.point out with some
degree of concern how much work and/or time this required of
them. (A.full-time teaching load at this college is five
classes or 20 credit hours per term for three consecutive
terms, or 15 classes from September through June.) One
respondent stated:

I am satisfied with my workload. I teach four
classes a day, but it is a lot more than just four
50-minute sessions. I don’t like to bring my job

home, but I do every day because there are papers
to grade and things to do.

75
Two respondents voiced concern about keeping their
workload manageable and their apprehension about taking on a
full or 20-credit teaching load. The first one commented:

I think the workload is fine; 12 to 16 credits
has been ideal for me. The college asked me to
teach 20 credits in the spring, and I was a little
reluctant to do that. I'm glad I didn’t because I
would have had to really rearrange my life in order
to accommodate that.

Her peer on another campus concurred:

Part-time work is not part-time work. To tell
you the truth, the thing that scares me the most
about being a full-time faculty member is handling
five classes and keeping all the papers graded and
keeping myself sane. That’s a concern to me
because when I teach four classes, I'm working 40
hours a week or more. But I don't mind that. I
enjoy my work, and I put a lot into it so that's
okay.

Although they admit they are satisfied with their current
workload, there are aspects of a part-timer’s assignment which
are less than ideal. A disparity with the full-timers’
workload privileges was one concern that surfaced:

I have no problem with my workload. In fact,
I teach as much as I can. If you interviewed a lot
(of part-timers), you would find there is a
disproportionate amount that is put on us compared
to full-time. There are full-time people that
choose to teach classes when it is convenient, but
if it is a new prep, new book, new syllabus, or
whatever, they choose not to. They have this
ability to choose what they do and what they don’t
do. Consequently, it is left to us part-timers who
want classes to keep the place going.

A second irritant that came to light is the necessity of
teaching a wide array of infrequently offered classes. It
often is not the number of courses but the nature of the

courses which determines what is a manageable workload. But

76
again, this concern appeared to detract only slightly from the
general feeling of satisfaction. One respondent put it this
way:

I am satisfied with my workload at this point.
I don't feel that I could handle any more and do a
good job. This comes with the territory of being a
part-time instructor. I don't like to have to
teach a class and then not teach it for a couple of
years and then have it change. I don't get to
perfect anything in the class that way. I don't
like that. I do it because it comes with the
territory. I don't resent the fact that I have to
do it because I can always say, "No, I am not going
to teach this particular class." At the same time,
I realize that I must be flexible and, therefore, I
need to teach as much in the other areas as I can
so I have another class to fall back on.

Qph__§ggnpi;y. Although the ten interviewees were
satisfied.*with. their’ workload, their feelings about job
security were not nearly as positive nor as uniform. One
individual who had relatively short-term experience with the
college spoke in great detail about his desire and need for an
indication or projection of his future career prospects with
the college:

I have some dissatisfaction in that if there
is a larger picture for the future, that picture
isn't shared with me. I would like to see, as a
campus and a system, the administration share the
enrollment targets and specific teacher plans and
sit down with me and say, "Here are some plans that
we have. It may be two or three years, but we can
see how you fit in here for us; so consider us in
your career planning.” As long as I am in a part-
time capacity, I will have the personal feeling
that I need to do more; and down the road, I see
that being a primary reason why I would sever my
relationship with the college. Not because I
didn’t like it, but probably because as a male
figure, you feel this need that if you are not
full-time employed, that you are not reaching

77

societal expectations of yourself. That drives me
somewhat.

A female respondent reported at several different times
throughout her interview that she, too, desired a greater
commitment from the college. In discussing job security, she
responded:

Obviously, I am not satisfied with that. I
would like at least a one-year contract with a
minimum number of classes per year.

Several respondents who had taught at the college for
many years also expressed.aidesire for a greater degree of job
security. Yet they admitted that they actually did possess a
type of ”unofficial job security” or priority in class
assignments due to their longevity with the college. One
long-term part-timer said it well:

I would like more job security. I think
probably all of us who are really dependent part-
time instructors would like that--the financial
security and the security of knowing that I can do
what I like to do and pretty well be assured that I
will have a position to do that for the next 12,
13, 14 or whatever years are left for me to work.
I feel that I do have some degree of security here.
I feel that I am treated very, very well. I am one
of the primary part-time instructors. I am very
happy with that idea, and I am given my choice in
many cases. I am never asked to do anything that I
an uncomfortable with; therefore, I have it pretty
good, really, as a part-time instructor.

The extremes of this hoped-for yet unofficial job
security were revealed by two additional respondents. A
relative newcomer was honest in expressing her anxiety:

I feel like I have no job security, zero,
because I don’t know what my schedule will be from

one term to the next. I suppose if I'd been here a
while, I would feel that I would have more

78

security. I think there probably is some, but I

don't feel it. It’s just that I haven't been here

long enough to feel it.

At the same time, any anxiety over lack of job security
had nearly subsided for a veteran part-timer who confided:

I feel fairly secure now because I’ ve been
here so long, and I also have a person that in the
past has looked out after my work schedule. In
general, I feel fairly secure in the job.

The absence of job security is one of the most
dissatisfying aspects of their job for the part-timers. Even
though many admit that they are fairly confident of being
rehired term after term and year after year, the absence of a
yearly contract or a formal commitment from the institution
remains unsettling for them. Only one interviewee was
cavalier enough to respond:

I do feel secure here. Right now I totally
choose to teach part-time, and if a term came
across where there was only one class to teach,
then that's what I would do. Would I be

disappointed? Perhaps yes. But it would not be a
major hindrance.

MW. On the topic of selection of
courses to teach, the part-timers were quite satisfied across
the board. They frequently mentioned that as dependent part-
timers they were given priority over the independent part-
timers. Although the process of assigning or choosing classes
varies somewhat from campus to campus, the respondents felt
that the procedures now being used were quite equitable and
had improved in recent years. Part-timers always have a

choice or the option of not teaching a class that is offered

79
to them, and several respondents pointed out that this is one
benefit or a real advantage of being part-time. One woman
expressed a common feeling when she stated:

One of the benefits of being part-time is if
there is a class they ask me to teach and I don’t
want to teach it, I don't feel that I have to. Or
if something is going on in my life, I can say,

"No, thank you.”

The part-timers seem to possess a somewhat remarkable
spirit that enables them to accept the situation as it is, to
devote their energies to attacking whatever it is they have
to, and to make the best of it. Examples of this willingness
to meet the challenge were provided by two respondents:

I’m.usually satisfied. Occasionally, I end up
with courses that aren't a whole lot of fun, but
that just comes with the turf.

His counterpart on another campus has developed the
ability to adapt to the challenges of an ever-changing class
schedule and delights in her ability to succeed. She
explained:

I teach what’s left over, I always have. I’m
never bored because I have taught every class in my
primary field except two. Right now I am third in
line (behind two full-timers) , and I am always
asked "What do you want to teach? Do you think you
can handle this?" Occasionally, I have been handed
a list and told that this is all that is left, so
that’s what I teach. But I get a lot of variety.

I’m pretty good at staying two weeks ahead. I am

definitely one of the priority part-time people,

and I know that.

One footnote to this area needs toibetmentioned. Several
respondents expressed notable dissatisfaction with the short

notice they occasionally received regarding their teaching

 

80
assignments. Getting a class assignment just one or two weeks
prior to the start of the term was distressing and frustrating
for some of the part—timers. It is easy to sympathize with
the part-timer who recalled:

I really get frustrated. when my teaching
schedule gets changed at the last minute--like
getting called on Monday morning and hearing, "Can
you be here for a 9:30 class?"

Another respondent offered a suggestion for improving the
morale of the part-timers who may occasionally be disappointed
with their class schedule. She explained the importance of
communicating with the part-timers:

The biggest thing that the college can do to
make all part—time faculty’s positions better is to
keep talking to them, to understand when the part-
timer says, ”I really can’t teach this class or I
can't teach this class at this time," and work.with
them. A lot of times it seems like the college’s
attitude is ”Well, this is what we need; and if you
can't do it, then we don't need you.” I understand
that there is a lot of demand placed on having
classes at a particular time and space becomes a
problem, but the college should keep talking to
these people so they understand why. A lot of hurt
feelings and a lot of the ”Gee, I guess nobody
wants me here," have to do with not understanding
the bigger picture. There is no way someone on the
part-time faculty can see all of the demands that
are being made on the college. Keeping lines of
communications open is important, and it has to
come from the college and not from the faculty.

W. The ten respondents were
almost unanimous in their praise of the equipment and support
services that are available to them. Secretarial and
custodial support was well regarded on all three campuses.
Several instructors who teach courses which require rather

expensive computer, electronic, or medical equipment were

 

81
pleased with the college's dedication to providing and
replacing needed equipment on a timely basis.

Negative responses to this item were given by only two
individuals, and both comments centered on dissatisfaction
with the number of library materials and the availability of
audio visual equipment and resources on their campus.
Overall, it is reasonable to conclude that the part-timers are
fairly well satisfied with the support services and equipment
that they encounter in their jobs.

Salary. Similar to the discussion on job security, each
of the ten respondents had much to say about his/her
satisfaction or dissatisfaction with the part-time salary.
Opinions stretched from a very negative criticism to a sincere
appreciation of the positive ramifications of part-time
status. The most disgruntled interviewee verbalized her
discontent with her salary:

The one thing that really bothers me about
part-time status is monetary compensation. I
basically do this on a volunteer basis. That's how
I feel. I don’t do it for the money whatsoever. I
don't think I make minimum wage if you counted all
the hours. This is the only thing that really
bothers me. I guess for so many years I have been
independent, and now I am totally dependent and
nothing in my life is secure.

Her dissatisfaction is echoed, although in a different
way, from a part-timer on another campus:

Obviously, salary is too low. If you look at
it this way, I get about $30 an hour for a 50-
minute hour in the classroom. I can't really
complain about that. It's just that when you get

to the end of the year and add it all up, it
doesn't come to a very big lump.

82
Another male respondent concurred:

It is adequate for a part-time person. It is
inadequate for me to live on.

Several other respondents had strong, yet quite
different, feelings about their salary. Indisputable feelings
of satisfaction were revealed in the following comments. One
simply said:

I feel that I am adequately and fairly
compensated by the school.

A female. instructor on another campus expressed her

satisfaction.with her salary and explained in greater detail:
I am happy with my salary. I don' t have a

problem with that. It is satisfactory. We put a

lot of hours in for it because we do so much of it

outside of class; but at the same time, where can

you work and spend the time at home with the

family. I feel that working here has given me the

best of both worlds for what I want. I think that

is worth a lot more than money..

Mixed reactions were expressed by several of the
respondents. On one hand, the salary received was regarded as
very good pay for part-time work. But when the actual amount
of money earned for the work performed by the dependent part-
timers was compared with the salary of the full-time faculty
for almost the same amount of work, the inequities became too
blatant to overlook. One participant commented on how she
tries to deal with this disturbing aspect of her job:

Everybody wants more money. When I look at my
salary relative to full-time people and I know the

difference between what they do and what I do, if I

let myself think about it, I get upset. But if I

think about the fact that I’m part-time and for a
part-time job this is good pay, then I feel better

83

about it. If I don’t think about it too much, I’m
fairly satisfied. I don't think about it too much.

A second respondent was also well aware of the
discrepancies between full-time and part-time compensation yet
was able to rationalize her acceptance of the situation:

My goal for coming here to teach is not from a
monetary standpoint. It is not to say that I don't
appreciate the return; and for as much work as we
do, I feel we are entitled to it from that
perspective. But if you compare a part-time
employee to a full-time, there is a major
discrepancy with salary. If you teach one class
and this is your first year of teaching here, I
think you receive something like $900 per class.
If you were hired as full-time faculty for that
first year, I think you come in at a wage of about
$23,000. Technically, I can teach 14 classes. I’m
still considered part-time, and I would make
something like $13,000. There’s a $10,000
discrepancy, and I can do all that a full-timer
does in regard to teaching. I feel like I fall
through the cracks. I don't know how many other
faculty teach 13-14 classes and make that great a
difference in salary. I would gladly take more
money, but that's not my priority here. That's not
my goal.

The final respondent in the study reiterated these same
feelings:

To be honest, I guess it is good pay for part-
time. I can’t argue with it. It's good per-hour
wages, but because it is part-time, you can’t
really plan on it from quarter to quarter. It is a
little dissatisfying. You feel like you are trying
to do the best job and feel that you are doing
everything that the full-time people do, and yet
they (the college) figure you are worth
approximately half as much salary-wise.

Salary is, no doubt, one of the most dissatisfying facets
of their employment for almost half of the respondents in this
study. The researcher concluded that the negative responses

were similar to the indications of dissatisfaction with salary

84

found in the literature on part-time faculty. It cannot be
overlooked, however, that an equal number of respondents in
this study expressed satisfaction with their salary.

W. As is typical of many part—time faculty
positions, no benefits are provided for the dependent part-
timers at this institution other than the opportunity to
participate in a variety of professional development and
social activities. All of the respondents are married, and
most of them indicated that their spouse’s employment provides
health insurance and the other benefits needed by a typical
family. Six of the respondents did express an interest in
having a cafeteria-style benefit program made available to
them. This was seen as a reasonable request by the dependent
part-timers due to their extended commitment and contribution
to the college. The most frequently mentioned benefit option
was participation in the faculty retirement program. One
respondent voiced the feelings of several of the other part-
timers when she replied:

I do feel there should be some way that we
could be in the retirement program, a percentage or
something that we could be building over the years.

This should be available only to people who have

been here for a certain length of time. For those

of us who have been here for a long period of time,

I think that is important. It is something that
ought to be addressed.

For this particular sample of dependent part-timers, the

absence of fringe benefits appeared to be a minor concern. No

one spoke negatively about the situation; and if anyone

 

85
commented at any length, it was usually to make suggestions of
options that could be offered.

SKEW- The facilities for
office space and storage equipment for part-timers differ
considerably among the three campuses. Yet the attitude of
the part-timers regarding this aspect of their employment was
quite consistent. One campus recently renovated its faculty
work area which has allowed for some improvement, but the
respondents still expressed a need for a private, personal
work area. A response from this particular campus began with
a question:

What office space or file cabinets? I had a
file drawer for the first time last year, and I’ve
been here since 1988. I usually carry everything
in the back of my car. I now have a file drawer
since we enlarged the office space here. So that
is improved. Not perfect, but improved. We have a
lot more work space. I do wish we had a private
place to meet with students when we have to talk to
them.

A co-worker on the same campus emphasized the
difficulties that inadequate faculty office space posed for
him and his students:

We need the facilities to deal with students
individualLy. We need facilities so you are not
working out of your trunk all the time, so you
don't have half your materials at home. This
requires a major transfer from one term to the
next. If there’s anything they (the college) could
do, it would not be for our convenience; they
should do it for the effectiveness of the job.

On another campus where facilities are much more limited,

dissatisfaction was also apparent. The physical inconvenience

. -t r :V'

124.
I

 

86
of having to keep materials off campus and carry them to class
for each session was recounted by one instructor:

I have no office space and filing cabinets.
It is a problem because I have taken three trips
into the building to get all my stuff. Three trips
to the car is ridiculous. It would be nice to have
my own filing cabinet.

Another individual does not expect that the situation
will improve and agrees with his peers:

I don’ t see the school as giving us a good
work area. This is dissatisfying. Of course, you
can't expect the college to provide office space
for the part-time staff, but still it is
frustrating to me to not have a place where I can
say, ”This is my filing cabinet, my corner; and my
stuff is there for as long as I am here."

At the third campus, the instructors have access to file
drawers, yet not designated office space. One respondent
reflected on previous experiences yet was philosophical about
the present situation:

I have my own file cabinet so I don't have a
problem with that. I don't have an office, but I
don’t have long to sit in it anyway. So that is
not a big deal either. At all of the jobs I had
before, I always had an office. Even for one
class, I had a little office. That was just kind
of nice. It did make you feel that "They provided
this place for me, I am part of this situation.”
At the same time with my schedule as a part-time
person, I don't have the time; I mean, I don't need
it. When I am here, I am busy the whole time. I
am not sitting in one spot and trying to work. So
it doesn't bother me.

Just two»of the ten respondents in the study replied that
they were satisfied with.their access to»office space and file
cabinets. This extrinsic element is dissatisfying to the

majority of the dependent part-timers because it hinders them

87
in the daily performance of their job. Not only is it an
inconvenience, it also is a reminder to them of their marginal
status.

Bepgtat19n_gf_§ng_1n§t1tgtign, The ten respondents were
unanimous in their satisfaction with the college's reputation.
Many felt that their individual campus was highly regarded.and
a real asset to its community. The part-timers stated that
they were comfortable with the mission of the college. They
agreed that the college fulfills an important role in training
and educating people in the various communities it serves.

One response was indicative of many of the others:

I am proud to be here. I like working here.
I feel that it is a very good institution to work
for. The people who operate it are very reputable.
I am proud to say that I work at this college. I
think it is a good school, and I am thankful for
the opportunity to work here.

There was

 

consensus among the respondents that they are pleased or

satisfied with the administrators and the leadership at their
individual campuses. The respondents at one of the three
campuses remarked. how' things. have improved since a few
ineffective administrators have been replaced by much more
competent people. One man referred to the administrator on
his campus as a very positive mentor. Another part-timer
praised the administrator on her campus for establishing an
”incredible feeling of family." One interviewee expressed his
amazement at a seeming disparity between the amount of

responsibility and authority delegated to the administrators

“in! ,r

 

88
on his campus. But he did not refrain from reporting that
this management style was definitely successful on his campus.
The administrators on each of the campuses appear to be
in touch with and responsive to the faculty and the day-to-day
operations of the college. A positive evaluation of the
administrators by one respondent emphasized this attribute:

I think that administrators need to be
reachable or touchable. I feel that I can talk to
anybody (any administrator) that I want to. I have
not always worked where that has been the
situation. I measure the quality of the leadership
here based on that. They look ahead; they are
constantly searching out new programs, new waves,
new ways to benefit the students as well as the
teachers. I am very pleased with that part.

The

 

majority feeling among the dependent part-timers was that they
were pleased with the professional quality of their colleagues
and the general willingness of the faculty to work together
and help one another. The only negative comments of any
significance were reported by two instructors with rather
short-term experience with the college. One lamented that she
knew only a handful of her peers well enough to call or talk
to when she sought help with a class. Another individual on
the same campus was disappointed that some of her fellow part-
time teachers did not seem to have an interest in meeting
occasionally or working together to better coordinate their
efforts. This instructor had not been successful in her

attempts to solicit guidance and information regarding

 

89
teaching strategies from an instructor who had previously
taught a particular course:

I was real frustrated; she was not interested
in cooperating for whatever reason. I was very
surprised at her reluctance to even spend a half
hour, but she did not want to and did not return my
call.

The prevailing opinion among the other respondents was
much more positive, indicating a high degree of satisfaction
with their colleagues. One man emphasized the professionalism

of his peers:

I feel good about the staff that I work with.
They dress professionally and carry themselves
professionally, so I feel like I am working with
other professionals. Overall, from what I have
seen, what I have heard, what I hear students
saying, and from my own interaction with other
staff, they are a highly professional group of
people to work with.

Despite some minor difficulties in getting together
because of schedule variations, one respondent spoke highly of
her colleagues and how much they mean to her:

I work with some really good people, some of
them part-time, a couple of them full-time. If
you've never taught a particular course before,
most people are more than willing to share. I am
very impressed with some of the part-time people.
They are just excellent. We have a couple people I
just can't believe are only working part-time.
They are very impressive, very good with students.
I think that is one of the things that really keeps
me going. There are a lot of excellent people
around here. But time to get together is
difficult. I have talked to people on the phone
sometimes more than I see them in person. There
are terms that go by where there are people that I
see every day. Then the next term, I won't see
them at all because our schedules will be opposite.

 

90
The spirit of cooperation among faculty was reported to
be high by eight of the respondents. In reflecting on this
cooperation, one individual expressed the same opinion as many
of her peers:

I think that it is excellent. I have had
teachers from other areas ask me for help with a
new class, and I have given them help. And I feel
comfortable going to most of them. Not every one
of them, but 99 percent of them. I think that is
cooperation, being able to work among yourselves.
Host of the people that I have worked with have
been very, very willing to share and to help and to
give input or opinion. I think that we have a
really good spirit here.

students. The bulk of the instructors' time on campus is
spent working with students. Consequently, each instructor’s
opinion of and attitude toward his/her students will impact
his/her level of job satisfaction. The ten respondents were
consistent throughout the interviews in their attitude toward
this aspect of their jobs. The following comments from four
of the part-timers describe the high degree of satisfaction
the dependent part-timers derive from working with their
students and the reasons why they find it so rewarding:

The students are great. There is an open
admission policy here, so they are not the caliber
that I remember my fellow classmates being, but
they really want to be here. Most of them are very
committed. They are like sponges. They are just
soaking up all of the information, and it's very
rewarding.

The students are very ’interesting.
Cheerleading along with teaching is one of the big,
important parts of our job because we get people
here who are in transition. They are all in some
sort of transition and turmoil. You have to know
that going in, and you have to find a way to
connect with these people. I enjoy our students.

 

91

I love to go to graduation to watch all those
people go by and remember where they came from.
That's the part that I enjoy the most.

I enjoy them. We have a good group of
students from the very young just getting out of

high school to the mature student returning. Often

the mature student is a more challenging student.

They are seeking' more answersw They are not

hesitant to ask. They keep the faculty on their

toes. And, of course, we have some students that

are not sure where they are and why they’re here.

They are all a challenge. I guess my

involvement with the students has shown me that I

am really amazed that they are here. Most of them

have such difficult backgrounds. But because of

that, I guess they endear themselves to you, and I

like having the communication. I enjoy that, and I

enjoy encouraging them. Motivation is the most

important thing.

The respondents' comments regarding their interaction
with the students reveal that this is one of the most
satisfying aspects of their job as faculty members. Watching
the students overcome obstacles, grow in their knowledge, and
finally succeed by graduating from their programs provides an
intrinsic form of reward that is highly’ valued by' the
dependent part-timers.

gglgnggn. .All but one of the interviewees felt that the
college calendar was satisfactory. Several minor objections
were mentioned, but it was obvious that they were more
inconveniences than real obstacles.

Several respondents mentioned that it would be nice to
have the college run on the same calendar as the local

schools. Respondents with children indicated that often the

92
spring break and the start of summer break do not coincide
with their children’s schedules.

Enthusiasm for the ten-week term was expressed by two
individuals. Because they often teach a varied schedule with
frequent new classes, the shorter ten-week term is preferred.
One spirited part-timer remarked:

Actually, the calendar is pretty good. We
always say around here that you can do anything for
ten weeks. At the end of the ten weeks, it's gone,
and we have a new challenge. I like the term. I
don’t know if it's possible to do anything for 16
weeks!

The only true complaint with the calendar dealt with the
school year extending from late September through early June.
This respondent explained the rationale behind his complaint:

The calendar has a terrible flaw in it, but.we
can't fix that. I think we should start in August
and get done in May. I think there is so much dead
time in September. Everybody is geared up to go
back to school except us. I think as far as our
students go, it really starts to show up the middle
of May. Everybody else is out taking the summer
jobs, and our students are here.

 

respondents in the study had mixed responses about their
perceptions of the relationship on their own campus between
the administration and the faculty. Five of the respondents
indicated that the relationship was good, that the
administration was supportive, and that communication was
good. The other five respondents reported that they detected
some tension between the administration and the faculty.

Several comments referred to the belief that occasional

93
problems between boss and employee are normal in any
organization and that the college was typical in this regard:

I think there are always problems between boss
and employee, the supervisor and the employee. But
there isn't anything that is out of the ordinary.
Wherever you work, you have tense moments
sometimes.

Another respondent on a different campus concurred:

I have noticed some (administrators and
faculty) that get along well and some that don't,
but I think that is natural anywhere. The
difference is in people, not so much administrator
and faculty.

Although he did not personally express dissatisfaction
with the administrator and faculty relationship, one
individual spoke candidly about the situation on his campus:

There is an animosity between the full-time
faculty and the administration that is not healthy.

I think the administration and the part-time get

along better than the administration and the full-

time. That is one of the benefits of part-time,
because most of us that are here for the long-term
either have the attitude of charging ahead for the
betterment of all or you are gone. I think that
without job security, the ones that have been here

for a while do a better job. We are our own job
security.

Overall, the administrator and faculty relationship did
not appear to be a major obstacle or dissatisfying element for

the respondents in this study.

E E I i . ll l'li °!i

The final area of questioning focused on the third
dimension of career perspective--how the part-timers explain
their decision to remain in the part-time position. Present

and future career goals were also examined.

 

 

94

The first set of questions in this area was designed to
explore the respondent's career goals or aspirations at the
time of hire. Was the individual originally seeking part-time
employment or was a full-time position initially desired?
Whether the individual's original goals had been met or not
could have an effect on his/her career perspective.

The researcher learned from the responses that six of the
ten individuals were interested in and satisfied with part-
time employment when they were hired by the college. Two
basic reasons for desiring part-time employment were mentioned
by the respondents. The primary motivation was to allow the
respondent to have more time to be at home with children.
These instructors valued the fact that the time on campus, or
away from home, was minimal and that much of their preparation
work could be done at home. Having a chance to try teaching
or to gain experience in teaching was the second reason that
was mentioned for desiring part-time employment. Several
respondents had previously worked in other professions and
viewed their part-time positions as an opportunity to explore
a field they had someday hoped to enter.

The remaining four respondents were originally seeking
full-time employment but accepted part-time positions. These
respondents did not elaborate other than to state that they
desired a full-time teaching position, preferably at the

college level.

95

The ten respondents were subsequently asked if their
career aspirations had changed since they were originally
hired by the college. The number of part-timers now desiring
full-time positions doubled, from four to eight. Only two of
the respondents remain content with their part-time employment
status, and one of the two is pleased that her classload has
been increasing so that she is moving closer to full-time.

Several interviewees indicated that since their children
were now older, there was less need for them to be at home.
One such woman indicated how her career goals had changed
since being hired:

Let's put it this way, my goals are changing.
My daughter will be starting school in another
year. At that time, I will be looking for full-
time work with the college or with someone else,
and I want to stay in teaching. I have given up
doing any other thing because this is what I do
best, and this is what I enjoy.

Other respondents emphasized their desire to remain in
teaching and their hopes of becoming full-time. One stated:

I love to teach, and I have thought about
doing other things” I have thought about trying to
branch out into counseling and other areas that
‘would go long with education, but I don’t feel that
they would give me the satisfaction that teaching
does. There are frustrations with teaching, but I
also feel that I could not be happy at another type
of job. I have tried other things. I worked in a
word processing area, but I couldn't wait to get
out of there. I want to stay in the classroom. I
would like to be a full-time teacher. I would like
the permanence that would come with that kind of a
job.

 

96
Frustration with their ability to move from part-time to
full-time positions was revealed by two of the respondents.
One man lamented:

The dilemma I have is that on a number of
occasions, it has been said, ”If so-and-so happens
or if you're around for X period of time, you'll be
the first person we'll hire. Or if we didn't have
a quota limitation on full-time people, you'd be
the first person we'd hire." Aside from the quota
limitation, everything else has fallen into place,
and the job still isn’t there. It is pretty easy
to see that. I drive an old car for economic
reasons. It wouldn' t be too hard to figure out
that a few'more thousand dollars would make my life
a lot simpler. Somebody has got to understand
that. Whether these considerations are relevant to
the whole process is another question.

A co-worker on the same campus who also originally sought
a full-time position also expressed some discouragement about
becoming full-time:

I'd hopefully like to be able to be full-time
someday. But I don't know'what the possibility for

that is. The longer it takes, the more you wonder

if they are ever’ going to *want any full-time

people. I wouldn' t say they (my goals) have

changed, maybe I'm just less optimistic about them
working out.

The second line of questioning in this area focused on
how much control the respondent felt he/she had over career
choices. Did the respondents feel "trapped" in their part-
time roles, or did they have the training, talents, and
experience that would enable them to pursue other employment?
Responses to this questions were lengthy and varied. A number
of the respondents were clear and staunch in their belief that

they were in control of their careers, that they were in their

present positions by choice, and that securing other

97
employment would not be a problem. A sampling of these

responses includes:

I know that with my experience and my
education I can obtain employment elsewhere if I
choose to. I'm not choosing to right now.

I feel like I have control over my career. I
feel very confident that I could find another job.

I have total control. I am here by choice. I
came here by choice, and I stay here by choice.

I am not stuck here. There are other places
to teach. I do like living here, but I think the
strong possibility exists of employment elsewhere,
possibly the community college. There are a lot of
other things I can do. I am not stuck here; I like
it here. I have control with the limited exception
of the full-time contract.

One respondent was less convinced about her amount of
control. She spoke of the elements of her job which she did
have control over but was willing to admit that the college
was ultimately' in control of her' attaining' a full-time
position there. She explained:

I'd like to think that I have a considerable
amount of control; but on the other hand when you
get right down to it, the only way I will get a
full-time job.here is if it is absolutely essential
that the college needs a full-time person when I
need a full-time job. I know that there are a lot
of people who want full-time jobs. Some of them
have more seniority than I do; some of them don't.
So the way I have control is by being the best
instructor that I can be and by being a person who
is concerned with the education of my students. I
have control over my attitude, and I really try to
have a very positive attitude about my job and
about working here because I do enjoy it. But when
you come right down to it, I don't have a lot of
control over my career at this college. I will be
looking outside the college when my daughter goes
to school and when I have my master's degree. I
will look around, yes.

98

Another respondent was also quite realistic about his
career possibilities within and outside the college. Although
he has control, there are some limitations:

In general, I would say that I have good
control, but I would probably have to be willing to
relocate. I don' t see my area of expertise or
training being an area that the college is ever
going to need full-time. So in this area, I have
some uncertainty as to what the future will hold.

But as far as employment opportunities, I think

that I won't have a problem getting jobs.

Two other respondents were much less positive about the
amount of control they have over their careers. One
attributed this dilemma to her geographic location, while the
other blamed it on the surplus of part-time faculty. When
asked how much control she had, one woman exclaimed:

Zero. Here at the college, zero. I feel
trapped. I don't like feeling trapped. I like to
be independent, and I feel totally dependent on my
husband now. I guess I worked full-time for too
long. There are only three large employers in this
area, so if they don't have any vacancies in my
area of expertise and if I don't want to drive an
hour each way for employment, I am trapped.

The researcher also felt that questioning each respondent
about what he/ she had considered or actually done to seek
other employment would reveal how satisfied the individual
really was with the current part-time position. The answers
to this question were very similar among the respondents and
consistent with the overall findings of much of the study.
Seven, or a majority, of the interviewees indicated that they

had made no earnest attempt to find another job.

99

Just three of the individuals indicated that they had
even attempted to pursue other positions while being employed
by the college. One individual stated that he had applied for
and interviewed for practically every teaching job that had
come along within a reasonable distance. But he tempered his
answer by stating:

I really am not on a schedule. I don't search
diligently for them. I guess if I was less happy,

I would.

This lack of real enthusiasm and desire to find alternate
employment was mirrored by two other respondents. One female
admitted:

I have sent out resumes, and I have gone on a
couple interviews, but not really very seriously.

The ones I actually interviewed for were

administrative positions here at the college.

A male instructor on another campus concurred:

Not as much as I should have. I have talked

to some people, but I really haven't banged on

doors, not the same way I did when I made the

decision to get into teaching. And I should do
that again. I know that.

The fact that the respondents had done little to find
alternate employment was consistent with the short-term (two-
to three-year) career goals that they expressed. Many of the
respondents voiced a desire to remain in teaching, preferably
at this college. Just one indicated that she would continue
to be content with her current workload. The remaining nine
respondents expressed a desire to move into full-time

positions. Several individuals also verbalized an interest in

beginning graduate degree programs as well.

100

When asked about their long-term career goals, nine of
the ten respondents indicated their desire to procure full-
time teaching positions. The tenth respondent desired a full-
time position*with.a public service organization--rather than
a teaching position. The comments of two respondents
illustrate the desire to remain in teaching that was expressed
by nine of the ten part-timers:

Because my talent is in the teaching area,
ultimately, all I want to do is to make an impact
in the classroom. My goal at this point, and I am
47 years old, is to have a permanent position. I
would like to be in the classroom teaching.

I want to continue to teach--in a full-time
position. I would not mind some administrative
duties, but I really don't want to be so far
removed from the classroom that I forget why we are
here. What I enjoy most is teaching.

A third and final set of questions was used to explore
the third aspect of the dependent part-timers' career
perspective-~how do they explain their decision to remain in
the current part-time position? The researcher began by
asking each respondent how important work was in his/her life.
Knowing why a person works or chooses to work can help to
explain the career choices that he/she makes.

Of the ten respondents, just one admitted that working
was an economic necessity. But he went on to explain that
there were other equally important reasons for his working:

I would like to think that there are other
reasons for it (my working) than just money. But
money is kind of critical. I really can't envision
myself not working. I need something to do, and if

I don' t have something to do, I get virtually
nothing done. Busy people get stuff done. So I

101

enjoy this thing. I enjoy the human relationship
with the other faculty, the administration.
Working with students who learn how to think and
then end up helping other students, those are fun
people to work with. It is satisfying.

The other respondents explained that they work because
they choose to and because they enjoy it. Working helps fill
the need for self-esteem, the need for structure, and.the need
to be busy. For these individuals, meeting these needs is an
important element in their lives. A father of several young
children explained his motivation for working:

My career is very important to my self-esteem.
The interaction I have with the staff and the
students makes me who I am. When I first came here
to work, money wasn't a motivator at all. I didn't
need this job to make ends meet so to speak. The
primary drive for me is the self-esteem and need I
have to teach and to be with these people.

.A woman on another campus agreed that self-esteem was
important in her decision to work:

I work because I like to work. We could get
by on my husband' s salary. A lot of what I get
from work is not about money. It is about self-
esteem and about feeling like you are doing
something worthwhile, and it's about just feeling
important.

Another woman on a different campus gave two reasons for
choosing to work:

I work for two reasons. I work because I
enjoy the teaching. The second reason is I feel
that I contribute here and I contribute at home.
My family comes first, and my job is right up there
because I am very conscientious. Work is a very
important part, and I work because I want to, not
because I have to.

Having structure in his life, rather than the money, is

the reason another man gave for working:

102

I don't have to work to survive. Maybe that
is why I work for peanuts. I guess it somewhat
structures your life. That's why I don't take the
summer off. The money is nice; it's a little extra
coming in. But it is a long time from June until
the end of September. I'm not ready to retire
because that is what I see as being on retirement,
having no place to go, no schedules to meet, none
of that kind of structure. So, yes, I work because
I enjoy it. I think I would have trouble
justifying to myself being nonproductive. Work is
an important part of my life.

A second way of examining a part-timer's career choices
is to explore how that individual would respond to a friend
who asked for advice about becoming a part-time faculty member
at this college. The respondent would likely share with the
inquirer his/her own reasons for choosing this career. Each
of the ten respondents indicated that he/she would encourage
a friend to become a part-time teacher. Six of the
respondents admitted that they had already done so. All ten
respondents explained how they are or would be very realistic
about describing part-time teaching, revealing the advantages
and disadvantages, to their friend. For example, respondents
were quick to point out how much work is involved, the level
of compensation, and the unlikely prospect of working into a
full-time position. In her answer, one respondent emphasized
the amount of work involved:

I have recommended it (part-time teaching) to
several friends. I think it's great for someone

who wants just a part-time job. A friend of mine

taught last year, and she thought the workload was

terrible. But I tell people that the first time

you teach a class is always going to be a lot more

work, a lot more than just four hours' work. I
tell that to people who ask me about my job. I

103

teach four classes a day, but it is a lot.more work
than just four SO-minute sessions.

Another respondent answered the question by referring to

the monetary compensation:

I would indicate very truthfully how rewarding
it is personally; but, yet, if they are doing it
from the compensation standpoint, don't bother.
Look elsewhere.

A third respondent stated that she would be honest about
the chances for an eventual full-time position:

I would tell them I enjoy it, and I think they
would already be aware of the problems with being
part-time. For somebody that only wants to be
part-time, it is ideal. To somebody that does
eventually want to be full-time, I don't know if I
can honestly say that I would be optimistic. There
is not much chance of that too soon.

Several of the respondents made a point of stressing the
intrinsic rewards of teaching part-time. One veteran was

positive and encouraging. She indicated that she would tell
a friend:

Oh, do it. It's great. I really do enjoy it.
It opens up real worlds to you. If you have a goal
of being a full-time instructor, you may or may not
ever reach that goal, so you need to be sure that
you investigate and know what you want and what
fits you right now with your life. But as far as
the actual position, I have been here all these
years, and I wouldn't keep coming back if I didn't
like it.

A second respondent on the same campus stressed the
rewards and enjoyment he gets from working with students. He
would tell a friend:

I strongly encourage you to do it. In

teaching, you end up learning. So that might be a

plus. Most of the students are here to learn. As
long as you treat the students with respect, which

104

is critical, and are approachable, you can really
enjoy it, the interaction.

The final question used by the researcher was to ask each
dependent part-timer how he/she explained his/her decision to
remain in the part-time position. The researcher hoped that
this very direct question would explain or describe this final
component. of career perspective. better than. any of the
previous questions. If part-timers feel that they are treated
less fairly than the full-timers and if they believe there are
other employment options available to them, why do they choose
to remain in this somewhat marginal position?

The most frequent response to this question was "because
it fits my needs and lifestyle right now." Seven of the
respondents replied that they choose to remain in their part-
time positions because it "works for me now."

The desire to spend time at home ‘with family’ was
specifically mentioned by male as well as female respondents.
The first respondent explained his decision this way:

I rationalize that I am a father and a husband

and a professional person. I have to balance all

three of those aspects of my life, and the job at

the college helps me do that right now. This job

provides me the flexibility to do that--teaching

nights and teaching days just enough so that
everything is well taken care of. So I continue to
rationalize it that way. Once my youngest child is

in school, that rationalization process will be

gone, but I will stay in teaching. That's the love

that I have.

A co-worker on the same campus also noted how her part-

time position was right for her at this point in her life.

She concurred:

105

It satisfies my personal and professional and
lifestyle needs at this time. I am very content
with the challenges that I have right now. I don't
know if this is something I'll be doing in 30
years, but with my lifestyle the way it is, it's
perfect.

Similar feelings were expressed by still another part-
timer on the same campus. Although she had previously cited
feelings of discontent over compensation and career options,
her answer to this question was more positive. She, too,

remarked how well her position worked for her at this time in

her life:

Right now, it is very convenient. The college
is very closely located to my home. The hours that
I have to spend on campus are limited, so I can do
the majority of my work at home which makes it very
convenient and desirable for me. Right now, I
don't have the need for more financial security, so
that, too, is convenient. I like being able to be
home more, taking care of my family and so forth.

Four of the respondents based their decision to remain in
their position on the fact that they like what they are‘doing.
One male respondent emphasized that he likes what he has

chosen to do. He also values how it affords him time to enjoy

his family. He explained:

I like it. How many people do you know who
like what they are doing? Part of the reason is
time. The reason I came to the college to begin
with and part of the reason I stay is my time.
When I was working 65 or 70 hours a week and my
wife was working full-time and we had young
children, it just seemed like there was no real
time. So now I am available for my daughters. I
have no problem with the fact that my wife makes
more than twice as much as I do. I’m a better cook
than she is! She likes it a lot better that way.

106
A second respondent also underscored how much she likes
her job and the loyalty that she has for the college:

I really like it. Sometimes when you get into
something that you want to do, you get comfortable.
It is real hard to make a change. I could have at
any point tried for something else. But I don't.
That’s not what I want. I am happy. Why should I
make a change? More money? Yes, it is probably
out there, but I have loyalty. There is a loyalty
here that I have developed toward the school and
that's part of it. I have never been one to just
leave a job just to get more money. I have always
been treated well here, and I think I need to give
that back.

Just one respondent admitted that he was staying in his
current position primarily because he had not yet been offered
a teaching position which paid more. His loyalty was not
nearly as strong as the previous respondent's. His belief
that eventually he will receive full-time status at the
college and the fact that he likes what he is doing allow him
to justify his decision to remain. He explained why he
remains in his current position this way:

Simply because I haven't been offered another
teaching position that pays more money. I mean
that really is the bottom of it. I like to be
loyal to my employer, but if another teaching
position came along where I could take home $35,000
instead of the approximate $20,000 that I am making
now, I'd have to do that. It wouldn't be any
emotional thing, just hard pragmatics. I need the
money. But I haven't actively sought other
teaching positions because I like teaching here and
the carrot keeps getting strung out. I wouldn't be
here if I didn't think there was a chance that I'll
get what I want here.

Based on the respondents' answers to this final and most
direct of all the questions, the researcher concluded that

this sample of dependent part-timers choose to remain in their

 

 

107
present positions for three basic reasons. First, part-time
employment meets their personal, professional, and family
needs right now; second, the part-timers truly enjoy their
work; and third, the respondents have developed a loyalty

toward their employer.

i.. a ., . .. _=_ .-= . ,-. . _ -d ;-;_ .
Four theories of job satisfaction were selected by the
researcher to construct a theoretical framework for the study.
Need-fulfillment, value-based, discrepancy, and.equity theory
can each be used to explain some aspect of the attitudes,
reflections, and career choices of the dependent part-timers

interviewed in this study.

Wis
The "fit hypothesis" is a central principle which

underscores most of the theories on job satisfaction. Simply
put, this hypothesis claims that job satisfaction is derived
from the "fit" or compatibility of the worker and the job.
Ample backing for the fit hypothesis was found in the research
data. When asked why they chose to remain in their current
positions, many of the respondents voiced reasons such as
"because it fits my personal needs" or "it works for me" or
"it meets my needs at this point in my life" or "it satisfies
my personal and professional and lifestyle needs at this
time." No single theory is simpler or does a better job of

explaining the career choices made by these individuals.

 

 

108

MW

Need fulfillment theory can also be associated with the
explanations or rationale offered by several of the
respondents. Respondents frequently mentioned their need to
nourish their self-esteem, their need to make a contribution,
and their need to be engaged in important or meaningful work.
The basis of need-fulfillment theory is that job satisfaction
is realized when an individual's job fulfills or allows for
the fulfillment of his/her psychological as well as physical
needs. Not surprisingly, the areas of their jobs which were
most satisfying to the respondents were those elements which
were intrinsic in nature and which attended to their
psychological needs. Working with students, being valued as
part of the college faculty, interacting with other
professionals, and having the opportunity to teach met their

needs and were clearly satisfying to the respondents.

W

The use of value-based theory is also appropriate to
explain the responses and choices of the study respondents.
According to this theory, values determine the choices people
make and their emotional responses to those choices. It is
apparent from the responses recorded that many of the
respondents have placed a high value on their family
commitments, their ability to allocate their time as they
desire between home and work, and their preference for

teaching over other career options they have. Although they

109
long for a more permanent employment arrangement with the
college, merely attaining some other type of full-time work
with higher pay and benefits is not highly valued by these
individuals. As long as their current positions allow the
part-timers to combine the things that they value most, time
with family and the opportunity to teach, they experience a
level of job satisfaction which placates them enough to remain

in their current positions.

W

Discrepancy theory provides a relatively uncomplicated
explanation for the dissatisfaction which was expressed by a
number of respondents. The discrepancy theory proposes that
an individual has fundamental expectations about what a job
should provide in the way of tangible and psychological
rewards. When a job fails to meet one or a number of these
expectations, a discrepancy occurs which can lead to
dissatisfaction. This phenomenon is clearly illustrated by
the respondents' reported dissatisfaction with some of the
extrinsic aspects of their jobs; namely, office space, file
cabinets, and job security.

A reasonable expectation of these employees is that they
will be provided a suitable work area to carry out their job
and suitable space for their’materials. Since this was.deemed
insufficient or lacking on all three campuses, it is easy to
see why discrepancies occurred which led to dissatisfaction

for the part-timers.

110

A second basic expectation of the respondents is that
they should be granted some degree of tangible job security
from their employer. Many of them believe that in return for
the commitment they have made to the college over the years,
it is not unreasonable to expect that the college would make
a similar if not equal commitment to them. Again, the lack of
anything longer than a ten-week contract from the college
creates a discrepancy and thus dissatisfaction for those

individuals who expect greater job security.

W

Another area of dissatisfaction for many of the dependent
part-timers can be explained by equity theory. Equity theory
states that job satisfaction is experienced when an individual
receives what is perceived to be an equitable return for
his/her effort and skills. The individual's perceptions of
equity are based on a comparison of his/her own input and
rewards with the input and rewards of others. .A number of the
respondents who expressed dissatisfaction with their salary
made a point of comparing their workload and salary with a
full-timer's workload and salary. Because part-timers make
approximately half the salary of full-timers for almost the
same classload, the part-timers perceive this return as
inequitable and, therefore, dissatisfying. When they consider
their salary in comparison to other types of part-time
employment, the part-timers generally agree that the rate is

more than adequate. It is when they compare their salary to

111
the salary of the full-timers that their part-time salary
becomes less acceptable.

It is true that no one theory of job satisfaction is
broad enough or flexible enough to explain the entire range of
feelings expressed by the participants in this study. Yet
exploring the different principles that underscore the various
theories does provide some insight into the formation of an
individual's career perspective. This insight allowed the
researcher to develop a greater understanding of how and why
dependent part-timers make the career choices they do. Need-
fulfillment, value-based, discrepancy, and equity theory were
relevant and, therefore, helpful in explaining the findings of
this study.

Summary
Chapter IV has presented the data gathered via the

respondent interview method. The data were organized around
the three major dimensions of career perspective. The first
section presented the respondents' responses to the questions
about their attitude toward their part-time status. The
second section of the chapter summarized the responses
relative to job satisfaction and dissatisfaction. The third
section related the dependent part-timers' explanations of why
they have remained in their part-time positions. Chapter IV
concluded with a review of the relationship between the four
selected job satisfaction theories and the results of the

research study.

 

112

It was found that the dependent part-timers choose to
remain in their current teaching positions because part-time
status allows them to combine the two things in their lives
which they value most highly: teaching and family. A part-
time position allows them the flexibility to allocate the
amount of time to each of these priorities which they feel is
appropriate. The intrinsic rewards which they realize from
this arrangement outweigh or more than counterbalance the
dissatisfaction they may experience from several extrinsic
features of their jobs; namely, low'pay, lack of job'security,

and inadequate office and storage space.

 

CHAPTER V
CONCLUSIONS

The worst sin towards our fellow
creatures is not to hate them, but to be
indifferent to them: that’s the essence
of inhumanity.

--George Bernard Shaw

W

The researcher's purpose in this study was to use a
qualitative research method respondent interview to examine
the career perspective of dependent part-time faculty. Career
perspective was defined as the dependent part-timer's attitude
toward, satisfaction with, and decision to remain in the part-
time position.

The previous four chapters presented the statement of the
problem, a review of the related literature and research, a
description of the research methodology used, and a
presentation and analysis of the data gathered in the study.

Chapter V begins with a discussion of the major themes
found woven throughout the data. A profile of the typical
dependent part-time faculty member drawn from the data is
presented next. The researcher's conclusions are discussed in
the third section. This section also includes the answer to

one of the most important questions asked in the study, "Why

113

114
do dependent part-timers remain in their current position?"
Chapter V concludes with recommendations, reflections, and

suggestions for future research.

Memes

The interviews conducted with the ten participants in the
study were guided by six major lines of questioning. The
questions were designed to elicit responses which would reveal
each respondent's personal attitude about his/her status. The
respondents were also asked to discuss those elements of their
job which were considered satisfying or dissatisfying.
Finally, each respondent revealed how he/she explained or
justified the decision to remain in the current position
rather than seeking other employment.

Many questions were used to garner this information, and
each respondent. provided. the .researcher' with ‘varied. and
sometimes unique replies and reflections. As the researcher
read, reviewed, and continually revisited the data, several
notable themes began to emerge from the testimony. Each theme
was not correlated with just one or two specific questions,
but came to light repeatedly and in a number of places
throughout the interviews.

The first theme which emerged from the data was the idea
of choice. It soon became apparent to the researcher that the
dependent part-timers had clearly chosen to engage in this
employment situation. They were not teaching part-time

because they were ill-equipped for other careers. Every one

 

115

of the participants was an educated, experienced professional
with.marketable skills. Even those individuals who initially
sought full-time positions at the college chose to accept a
part-time position rather than work full-time in another
occupation. Several respondents mentioned that they had left
much.more lucrative full-time positions to enter the teaching
profession. One male participant who had given up a higher
paying job stated, "I chose to come here, I choose to stay
here, and I can leave whenever I want to.”

The second theme which surfaced from the data was that
these respondents have strong personal values which influence
their choices. These part-timers remain in their current
position, even though it has negative aspects, because it fits
their chosen lifestyle at this time in their lives. High
salary, prestige, job security, and upward mobility are
typical career motives for many workers. The participants in
this study, however, value family, personal time, and the
intrinsic rewards of teaching much more than the traditional
work incentives. Over and over again, the respondents
conveyed that their priorities are focused on family
commitments and/or the intrinsic rewards that teaching
provides. They minimize or tolerate discontent with their
salary, inadequate office facilities, and lack of job'security
because of the abundance of enjoyment and satisfaction they
reap from being in the classroom. And for many, the current

arrangement affords them ample time to meet family

116
responsibilities. In this regard, the participants of this
study have found an ideal way to achieve and combine their two

highest priorities.

WWW

When the data are categorized, analyzed, and averaged
numerically, a profile of the typical dependent part-timer in
this study can be drawn. The profile is based on the
following demographic data and facts revealed during the
interviews. Seven female and three male part-timers
participated in the study. The ages of the participants range
from 31 to 57. The total years spent in the teaching
profession span a low of one year to a high of twenty-three
years. Teaching experience at this particular institution
ranges from one to ten years. Bachelor's degrees are held by
five of the respondents, four respondents hold master's
degrees, and one respondent.has.a doctoral degree. .All of the
respondents report having a spouse who is employed full-time.
Seven of the part-timers teach classes year-round, while three
teach from September through June. Five, or half, of the
respondents teach only day classes, while the remaining five
teach a combination of day and evening classes. Subject areas
taught are varied and include social studies, business, office
administration, allied health, math, economics, law,
accounting, and computer information systems. The majority of
the part-timers teach in.more than one subject area. Math is

taught most often (by four of the instructors), and accounting

 

117
and office administration are tied for second (each taught by
three instructors). All ten respondents would accept a full-
time position at this institution and nine of the ten hope to
have a full-time teaching position in the future.

The researcher has used these findings to draw the
profile of a typical or average dependent part-timer at this
college. The typical dependent part-timer is a 42-year-old
married female. She teaches a combination of math and
accounting. She has nine total years of teaching experience
with 4.5 years at this college. She teaches primarily day
classes with an occasional night class. She teaches year-
round. with a reduced schedule in 'the summer. She is
relatively content with her position because it allows her to
do what she loves--teach. At the same time, she has a
flexible schedule that allows her time to be available for her
family. Her workload suits her well, and she is happy with
the courses and schedule offered to her. She is pleased with
the reputation of the school and enjoys working with the local
administrators and her colleagues.

The facets of her job which she finds dissatisfying are
the lack of job security or a formal, long-term commitment
from the college; the inequity of her salary when compared to
a full-timer's salary; and inadequate office space and file

cabinets.

118
Probably the most positive element of her job is working
directly with the students” She explains the joy derived from
teaching this way:
I am a people person. I have to be out. I
have to be doing, that's why I like to teach.
When I get in my classroom, I am in my glory. I am
very pleased with what I am doing here. The

interaction with the students meets a real need for
me. I get a lot of satisfaction.

mansions

Following a review and analysis of the research
procedures and the data gathered in the study, the researcher
has arrived at four major conclusions. First, the use of
the qualitative research method respondent interview is an
appropriate and much improved way to study the career
perspective of part-time faculty. Second, the job
satisfaction and dissatisfaction expressed by the respondents
in this study are similar to the findings.of previous studies.
The researcher’s third conclusion is that the dependent part-
timers' attitude toward their position is quite positive,
contrary to what has been reported in other studies. Lastly,
the researcher concludes that the dependent part-timers have
several important reasons and valid explanations for deciding
to remain in their part-time positions. These dedicated
teachers do not appear to be the helpless victims of an
inequitable system of higher education. A detailed discussion

of each of the four conclusions follows.

 

119

n5g_gf_:g§pgnggn§_1n§§;yigg§, The researcher discovered
in her review of related literature and research that all but
a very few of the studies previously conducted to study part-
time faculty had used traditional quantitative methods,
particularly the questionnaire» The researcher believed that
the interview method would allow for a deeper and more
intimate examination of the career perspective of these
individuals.

The advantages of the interview method, as described in
the research methodology literature, were manifested in this
study. During each individual interview, a rapport was
established between the researcher and the respondent which
enabled the researcher to elicit sincere, contemplative
responses from the respondent. Questions as well as answers
were clarified as needed. The researcher was able to adapt
and rearrange the sequence of the questions to conform to the
unique direction each discussion took. Consequently, she was
able to probe the areas of greatest interest. The respondent
interview methodology utilized in this study enabled the
researcher to gather an abundance of relevant and plausible
data to examine the career perspective of dependent part-
timers.

9: 9-. - u: ’ 0..- =-_ 2 a on an 0. ._-:. ° a en.
The researcher concluded that the results of her study were
similar to reports found in the literature on one of the three

components of career perspective, i.e., overall satisfaction

120

with the part-time position. As reported in many studies, a
reasonably high percentage of dependent part-timers indicate
or express overall satisfaction with their positions. This
figure was reported to be 78 percent in the 1988 NSOPF survey.
Upon close examination, the reader finds that for many part-
timers, intrinsic satisfaction is generally quite high, which
often softens or compensates for their dissatisfaction with
several extrinsic features of their jobs.

The researcher reports similar results from her study.
Overall, the respondents revealed that they receive
satisfaction from working with students and from being part of
the academic community. The areas of their careers which were
negative or dissatisfying to them mirrored the findings of
previous studies. The extrinsic factors of inadequate and
inequitable salary, lack of job security, and inadequate
office facilities 'were :mentioned repeatedly' by the
respondents.

W The
part-timers' attitudes and feelings toward their part-time
position as.disclosed.in this study did not.match the findings
of earlier studies. The researcher discovered in the review
of the literature on part-time faculty that many part-timers
have a negative perception of their own status and even refer
to themselves as marginal, second-class, and expendable. A

feeling of resentment toward the employing institution is

 

 

121
often detected, and tales of exploitation are frequently the
focus of the article or study.

This researcher detected no such self-deprecating labels
and perceptions in the responses provided by the dependent
part-timers in this study; Although their contracts indicate
that they are part-time, these faculty members feel that they
put in nearly full-time hours and make a significant
contribution to the college. If they do refer to themselves
as part-timers, many of them quickly explain that their actual
workload and responsibilities are very close to full-time.
The following responses by two of the respondents convey this
attitude:

I don't think that I am a second-class
citizen. I don't feel like second-class. I don't
really feel a whole lot different than full-time
faculty other than, of course, we don't get paid
like full-time faculty.

I feel I contribute as much or more than any
of the faculty. I don't feel my position is
subservient. I really take exception to the use of
the word ”adjunct," which translates to "secondary"
or ”added-on."

Feelings of animosity or resentment toward the college
were also absent during the interviews. The dependent part-
timers feel that they are respected and valued by the college.
They are generally treated as equals with the full-time
faculty and are given priority over the independent part-

timers in many matters. Several respondents indicated that

more emphasis is now being placed on the importance of

 

 

122
part-time faculty on their campus and that this has been shown
in a variety of symbolic as well as substantive ways.

We. The most
intriguing question introduced in the literature is "Why do
part-timers remain in these positions which appear to be
inequitable and frustrating?” A direct answer to this
question cannot be found in the literature; it has only been
implied. The researchers' conclusions in many studies imply
that dependent part-timers are the helpless victims of an
exploitative educational system. The economic incentives of
hiring large numbers of part-timers tend to overshadow the
impropriety and injustice of such a practice. The part-timers
in these studies are portrayed as frustrated, overworked,
underpaid, and unappreciated. When they are hired, they are
led to believe that this is the career path to a full-time
faculty position; when in reality, the prospects of ever
realizing that goal diminish a little more each year they
remain in their part-time position.

This researcher sought direct answers to this important
question. Each respondent was asked specifically how he/she
would explain his/her decision to remain in the part-time
position. The participants in the study offered two basic
explanations. It is quite evident that these individuals
originally accepted a part-time position and remain in it, at
least for now, because it allows them to have those things

which they value most highly at this particular point in their

123

lives. First, they have the opportunity to teach. Each
respondent has made a conscious decision to pursue a career in
the classroom, rather than continue in his/her former career
in law, nursing, office work, sales, school administration,
mechanics, personnel, or allied health. The intrinsic rewards
they receive from teaching more than compensate for the
frustrations they experience in regard to salary, job securi-
ty, and office space.

The second explanation given by many of the respondents
is that this part-time position gives them flexibility to
allocate adequate time to their work responsibilities as well
as their family obligations. To these individuals having time
to spend with family is a greater priority and of more value
than a larger salary or full-time employment elsewhere. This
was true for two of the three male respondents as well as the
female respondents. (One of the male respondents no longer
has children living at home.) It is clearly evident that the
respondents in this study do not consider themselves to be the
helpless victims of an inequitable system. They know what the
realities are and what the discrepancies and inequities are,
yet these individuals have their personal values clearly
defined and are committed to them. All of the respondents
admit that eventually they hope to have a full-time position;
but for right now, what they are doing works just fine for
them. At least for this sample working at this college, there

 

 

124
now is a clear-cut answer to the question, "Why do dependent
part-timers remain in their part-time positions?"

It is important to note that in this study, each of the
dependent part-timers has a spouse who is employed full-time.
This fact was not known to the researcher at the time each
individual was selected for the sample. This was a chance
occurrence that was neither intended nor anticipated by the
researcher. It is probably reasonable to conclude that this
fact impacts to some degree the participants' ability to
pursue their career of choice in a part-time capacity. The
same results might not have occurred if the sample for this
study had included single individuals or individuals whose
spouses were not employed full-time. Overall satisfaction and

attitude toward salary and benefits may have been affected.

Winn:
The use of large numbers of part-time faculty has allowed

colleges to provide quality classroom instruction and to deal
quickly with enrollment fluctuations at a very affordable
cost. Part-timers will continue to be a significant and
needed segment of the faculty in higher education in the years
ahead, Thus, colleges will need to become more attuned to the
needs, attitudes, and job satisfaction of these individuals.

Colleges need to become more sensitive to the inequities
which have been perpetuated in the present system and should
look for appropriate remedies in the areas of salary,

benefits, job security, and office facilities. Part—timers,

 

125
especially dependent part-timers, teach because they place a
high value on the intrinsic rewards they receive; however,
their commitment and enthusiasm for teaching are bound to wane
if the festering frustrations of their status are not
addressed.

Dependent part-timers, in particular, deserve enhanced
status and more tangible rewards. As one participant in this
study suggested, a three-tier faculty hierarchy would be easy
to implement and would rectify the current problems. Each of
the three tiers--full-time faculty, dependent or permanent
part-time faculty, and independent or temporary part-time
faculty--would.have aidistinct salary scale, benefit options,
and job responsibilities. Dependent part-timers would not
expect to be placed on an equal basis with the full-time
faculty, but they would receive appropriately prorated
compensation and benefits. Full-time faculty and dependent
part-time faculty would differ in both teaching and non-
teaching responsibilities. Dependent part-timers could also
be offered one-year, renewable contracts which specify a
minimum yearly teaching assignment. With their more permanent
employment status, it should be possible to provide adequate
office or work space to the dependent part-timers.

Many dependent part-timers choose to work part-time.
Having a distinct status which is clearly defined would
provide them the compensation, job security, and recognition

they deserve. They would know from the outset that this is a

126
permanent part-time position and would not labor under false
hopes that they will eventually work into a full-time
position. Of course, as full-time openings occur, these part-
timers would be free to apply.

Independent or temporary part-timers would continue to be
employed on a term-to-term basis, would have limited
classloads, would not require office space, and would expect
limited, if any, access to benefits.

Choice of workload and class assignments would flow
downward through the three tiers. Full-timers would have
first priority, dependent part-timers would be second, and
independent part-timers would receive any remaining classes.

Colleges should review the way they currently meet their
faculty staffing needs. Those colleges that are committed to
improving the status and welfare of the dependent part-timer
could begin by investigating the type of approach suggested
above. This type of hierarchy or other appropriate
approaches could greatly increase the job satisfaction of
dependent part-timers. Such a system should enable the
college to attract and.retain the best possible people for its
part-time positions and to encourage their dedication.
College governing boards, administrators, and full-time
faculty who are committed to quality higher education should
no longer support the status quo which permits dependent part-
time faculty to be part of an inequitable system, a system

which has gone far beyond its original intent.

127
Beflestiens
This study, although limited to a relatively small sample
at only one college, has utilized a seldom-used methodology or

a unique approach to study a very important phenomenon in

higher education today. Its most significant contributions

may be three-fold.

1. This study may encourage other researchers or colleges to
focus more closely on the status and needs of the
distinct segments which make up the heterogeneous body
known as part-time faculty.

2. This study may inspire college administrators to consider
and implement innovative faculty hierarchies which more
appropriately recognize and compensate the different
types of part-time faculty on their campus.

3. This study may serve as a model or the impetus for
conducting in-depth qualitative, rather than
quantitative, studies of the career perspective and needs
of college faculty, as well as other personnel groups.
This research study may also provide the rationale and

the information needed for this particular college to closely

review and address the needs of its dependent part-time
faculty. By building on the strengths and exploring ways to
correct the weaknesses of its current policies regarding the
employment of part-time faculty, the college can ensure that
it will be able to meet its hiring needs with a dependable,

dedicated, and satisfied cadre of part-time faculty. The

128
dependent part-time faculty provide the college with quality
teaching, versatility, flexibility, and dedication. In
essence, they are a valuable human resource which enables the
college to attain its academic goals and remain within its
financial restraints. The dependent part-timers deserve
nothing less than recognition, commitment, and enhanced
compensation from the college. According to Gappa and Leslie
(1993), an institution that employs part-time faculty
strengthens itself when it adopts a positive, fair, and

investment-oriented stance toward its part-time faculty (284) .

W
l. A follow-up study of this sample in three years to

determine if the respondents have acquired full-time
teaching positions, if they have retained their part-time
status, or if they have accepted other employment.

2. A qualitative study of college administrators to examine
their perspective and their college's policies on the
employment of part-time faculty.

3. A qualitative study of the job satisfaction and needs of
independent part-time faculty as a distinct group.

4. A replication of this study at a public four-year college
or a community college.

5. A comparative study of the employment policies regarding
part-time faculty at a sample of public or private
colleges in the state. I

129
6. A quantitative study of the career perspective of this
same sample to compare its results and conclusions with

the results and conclusions of this study.

SHEEQIX

In this study the researcher examined the career
perspective of a sample of dependent part-time faculty members
employed by a private four-year college on three different
campuses. A review of job satisfaction theory as it pertained
to the needs and attitudes of this segment of part-time
faculty was also conducted.

A qualitative research method respondent interview was
used to provide a unique approach to the study of the problem
and for gathering data. Tapes of the individual interviews
were transcribed and analyzed. The resulting data were then
categorized and grouped around significant research topics.

Chapter V opened with a review of several major themes
which were found running throughout the data. Next a profile
of the typical dependent part-timer was described. In the
third part of the chapter, the researcher compared the results
of her study to the results of previous studies and discussed
four major conclusions.

Following the conclusions, the researcher offered several
recommendations. These recommendations included the creation
of a unique three-tier faculty hierarchy which would recognize
the dependent part-timers as a separate entity and entitle

them to appropriate and improved status, recognition, and

130
compensatien. The chapter concluded with the researcher's

reflections and suggestions for future research.

APPENDICES

APPENDIX A

Table 1
Demographics of Part-timers in the Study

131

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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APPENDIX B

APPLICATION FOR REVIEW OF A PROJECT
INVOLVING HUMAN SUBJECTS

 

APPENDIX B
APPLICATION FOR REVIEW OF A PROJECT INVOLVING HUMAN SUBJECTS

UCHRIS - Michigan State University

 

DIRECTIONS: Please complete questions on this application using the instru'ctions and
delinitions (ound on the salmon sheets (revised October 1992).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RESPONSIBLE PROJECT INVESTIGATORISI ADDITIONAL INVESTIGATORlS)
(Faculty or staff supervisor)
Is Wrbst
Faculty IDl: FacJStu. IDI: - __ _
(Social Security 5)
FacJStu. IDI:

(Signature) Fae/Stu. IDl:
ADDRESS ADDRESS
(for comments/approval letter) ((or comments/approval letter)
._429_Er_ir.ksanjlall _

East lansjng Mi 48374 - - _' ' '-
Phone I: - ___, . . Phone 1: __o . .-
FAX l: FAX l:

 

 

TITLE OF PROPOSAL Ihe Cu“: 29“,,“th of Dependent 2331,15“
We

 

 

PROPOSED FUNDING AGENCY (it any) We

DOES THIS PROJECT UTILIZE AN INVESTIGATIONAL DRUG. DEVICE 0R PROCEDURE?
Yes I I No I! If yes, is there an IND (I? Yes I I No l ]

DOES THIS PROJECT INVOLVE THE USE OF HUMAN BLOOD OH TISSUE?
Yes ( I No I”

DOES THIS PROPOSAL HAVE AN MSU 0RD NUMBER? Yes I I 6‘ NO I X

WHEN WOULD YOU PREFER T0 BEGIN DATA COLLECTION? irrmgdiatg I 1 upon approval
Please remember ygu may not begin data collection without prior UCRIHS approval.

CATEGORY (Circle A. B or C below. See instructions.)

a This proposal requires review by a lull sub-committee.
G) This proposal is eligible (or expedited review. Specily category or categories
2-1 .
c. This proposal is exempted Irom (ull sub-committee review. Specify category or
categories

 

 

FOR OFFICF IISF ONIY

132

IO.

ll.

12.

133.

PROJECT DESCRIPTION (ABSTRACTI

The qualitative research method, respondent interview, will be used by the
researcher to examine the career perspective of a sample of dependent part-
time faculty members. The data gathered in the study will be analyzed and
used to clarify or confirm the results of quantitative studies of partvtime
faculty members reported in the literature. Use of this qualitative research
method will allow for deeper exploration of the attitudes and levels of job
satisfaction of the subjects. This data may contribute new knowledge and
greater understanding of the attitudes and needs of this particular segment
of the college faculty.

PROCEDURES

A sample of 10 to 12 part-time faculty members will be selected from

the dependent part-time faculty members at the , , and

campuses of . A one-hour individual interview will be conducted
by the researcher with each volunteer respondent. A one-hour or less
follow-up interview may be conducted with each respondent if necessary. All
interviews will be tape recorded and transcribed by the researcher. The
resulting transcripts will be analyzed by the researcher.

SUBJECT POPULATION

a. The study population may include (check each category where subjects may be
included by design or incidentally):

Minors

Pregnant Women

Women oi Childbearing Age

Institutionalized Persons

Students

Low Income Persons

Minorities

Incompetent Persons (or those
with diminished capacity) I I

28:

2:2:

13.

134

c. If you are associated with the subjects (e.g., they are your students. employees,

patients). please explain the nature of the association.

I am not associated with the subjects from the and

campuses. I am associated with the subjects from the . campus.
One or several of these subjects could be faculty members in my

division at the College. However, I was not instrumental in the
original hiring of any of these subjects, and each of them had an
established, successful work history at the College prior to my assuming

a. rill/WWI ‘eSEJfiéléebI’93c‘rfir‘r‘éfli

An administrator on each campus will recruit a number of potential
volunteer subjects and explain the nature and purpose of the study
to them. The names of interested subjectswill be forwarded by the
fidministrator to the rese Hrche

e. Psomeonewr I recere payment or recruiting the subjects, please explain the amount
of payment. who pays it and who receivesit.
N/A '

1‘. Will the research subjects be compensated? I» No I I Yes. If yes, details concerning

payment, including the amount and schedule of payments, must be set forth in the
informed consent.

h. M" the subjects incur additional financial costs, as a result of their participation in this

study? KXNo I I Yes. If yes, please explain.

g. WIII you be advertising for research participants? XX No I ] Yes. If yes, attach a copy
of the advertisement you will use.

ANONYMITYICONFIDENTIAUTY

The confidentiality of all research subjects will be maintained as strictly
as possible. Although the identity of each subject will be known to the
researcher, the subject's name and other identifying information will be
changed in the final reporting of the research results. The risk of
possible identification by those familiar with the setting is remote, yet
exists. This risk, although minimal, is common to this type of study.
The researcher will physically safeguard all tapes and transcripts at her
personal residence, and the identity of individual subjects actually par-
ticipating in the study will not be revealed to any other associates,
employees, or administrators of . No areas of questioning
will be pursued that in any way place the subject's present or future
employment in jeopardy.

14.

15.

135

RISKIBENEFIT RATIO

There is no potential physical, emotional, or financial risk to the subjects
involved in the study. There is only very minimal risk that subjects

may be identified by individuals familiar with the setting. Safeguards

for the subjects' confidentiality and the subjects' rights to refrain from
answering any of the interview questions should eliminate any chance of
harming or jeopardizing the subjects' employment status or future employ-
ment potential with the College. These rights will be explained to each
respondent before consent is requested.

Subjects of this study may benefit by having the opportunity to express their
attitudes and feelings of satisfaction and dissatisfaction with their
employment status. The more higher education administrators learn about

the motivation and needs of this segment of the faculty, the more able they

will be to appropriately recognize and reward the contributions of part-time
faculty members.

CONSENT PROCEDURES

After the purpose and procedures for the study are explained by the
researcher, each subject will be asked to read and sign the letter of consent.
This will be done prior to the initial interview. Subjects will be
guaranteed confidentiality and the option of withdrawing from the stbdy
at any time. A copy of the consent letter is attached.

 

Instructions.

[Is your application COMPLETE? Please SEE the CHECKLIST on page four of the UCRIHS I

APPENDIX C

INTERVIEW CONSENT FORM

APPENDIX C

INTERVIEW CONSENT FORM

Research Study Participant

The purpose of this study is to use the respondent Interview
method to examine the career perspective of dependent part-
time faculty at a small, private college. I will be asking
you questions about your attitude toward your faculty
position, your level of job satisfaction or dissatisfaction,
and your reasons for continuing In your current position.

The Initial Interview will take approximately one hour. I may
find It necessary to contact you again for a follow-up
Interview. The total time involved In our interviews should
not exceed two hours.

All of the notes, tapes. and data resulting from this and the
follow-up Interview will be treated with strict
confidentiality and will be safeguarded at my personal
residence. Your name and other Identifying information will
be changed In the final research report.

Your participation In this study ls voluntary. You may choose
not to participate at all, refuse to answer any question. or
discontinue the interview at any time. There Is absolutely no
penalty for taking any of these.act|ons.

A copy of the general findings of this research will be
available to you upon request at the conclusion of the study.
By signing this form below, you indicate that you understand
the purpose of this study.

 

 

Interview Participant Date

136

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