Adjunct Experiences with and Perceptions of Professional Development at a Texas Community College

Autor/in	Miles, R. Mark
Titel	Adjunct Experiences with and Perceptions of Professional Development at a Texas Community College
Quelle	(2017), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-5262-7
Schlagwörter	Hochschulschrift; Dissertation; Adjunct Faculty; Faculty Development; Teaching Experience; Community Colleges; Teacher Attitudes; Work Environment; Job Satisfaction; Qualitative Research; Phenomenology; Interviews; Incidence; Collegiality; Sense of Community; Scheduling; Interpersonal Communication; Teacher Participation; Course Content; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Lehrerverhalten; Arbeitsmilieu; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Vorkommen; Kollegialität; Disposition; Interpersonale Kommunikation; Kursprogramm
Abstract	Universities and colleges have developed an over-reliance on adjunct faculty, and as a result, researchers have begun to study adjunct faculty satisfaction as it relates to their working conditions. Current research indicates that professional development is a source that can contribute to satisfaction at work (Hoyt, 2012). However, the research does not give us a sense of the adjunct experience with and perceptions of professional development. The purpose of this study was to examine the experiences and perceptions of adjuncts with professional development at a single Texas community college. I conducted a qualitative design with a phenomenological approach. I interviewed sixteen participants. Of this 16, twelve were adjunct faculty, and four were administrators at a Texas community college in the Houston area. Interviews proceeded in 2 rounds and were guided by the major research question: what are adjunct faculty experiences with faculty development at a single institution. During data collection and analysis, adjunct faculty stated they do not frequently participate in professional development; however, when they do participate, it lessens their feelings of being invisible on-campus and connects them to their colleagues. In addition, participants described meaningful professional development. I identified six key themes: scheduling, communication, level/target, content, focus, and participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01