Date of Award
6-17-2014
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
George Foldesy
Committee Members
Ahlam Lee; David Cox; Michael McDaniel; Paul Finnicum
Call Number
LD 251 .A566d 2014 A42
Abstract
For years, researchers and part-time faculty advocacy organizations have addressed the distinctive circumstances surrounding the inequitable workforce situation that continues to plague higher education. Regardless of the vast research that focuses on how and why the situation remains unchanged, few institutions have been proactive in seeking a comprehensive, policy-based solution to the substandard working conditions that part-time faculty endure and the need to improve those conditions through policy reform initiatives. At the real core of the issue is the question of how institutions can realistically improve the quality of working conditions for part-time faculty, a challenge that has spanned the lifecycle of the American two-year college. In this dissertation, a current model policy brief on part-time faculty employment and support was developed for public two-year colleges. Specific attention was given to the areas of recruitment, selection, and hiring, terms of employment, standards of compensation, professional development, institutional integration, and evaluation. A review of the literature carefully highlighted the unique practice, mission, and purposes of two-year colleges as organizations where student learning and the factors that influence student learning must prevail. Exemplary policies, procedures, and practices in part-time faculty employment and support were identified by the leadership of prominent national higher education and part-time faculty advocacy organizations. Policies, procedures, and practices were studied and carefully analyzed for content elements and policy components. From these components, a draft policy brief was formulated. Last, individuals recognized by the leadership of the national organizations as experts in the field of part-time faculty and higher education policy issues critiqued the draft brief and provided feedback to finalize an operational policy. This study provides valuable guidance for today's public two-year college stakeholders as well as a flexible approach to framing the issue, using benchmarked best practices in policy development, and ensuring the appropriate infrastructure and resources needed to support sustainable reform efforts. Supported by exemplary standards and expert reviewers, the model policy brief provides an appropriate structure and resources that will guide and support institutions as they face the critical issues regarding part-time faculty employment and support.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Ayers, Holly Michelle, "A Model Policy on Employment, Professional Development, Institutional Integration, and Evaluation of Part-Time Faculty in the Public Two-Year College" (2014). Student Theses and Dissertations. 773.
https://arch.astate.edu/all-etd/773
