Perceptions of Departmental Culture: Directors and Adjunct Faculty

This study measures the perceptions of departmental culture from both the adjunct faculty and departmental administrator perspectives. The preparation for this study included the development of a validated survey designed to collect mirrored perception data from both groups. Multiple factors in high...

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Bibliographic Details
Published in:The journal of faculty development 2023-05, Vol.37 (2), p.19-29
Main Authors: Ross, Laura G, Lane, Jill O
Format: Article
Language:English
Subjects:
Adjunct Faculty
College teachers
Communication
Culture
Curricula
Directors
Education parks
Education, Higher
Higher education
Outcomes of Education
Perceptions
Professional development
Questionnaires
Retention
School facilities
Self esteem
Student Experience
Surveys
Teaching
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Summary:This study measures the perceptions of departmental culture from both the adjunct faculty and departmental administrator perspectives. The preparation for this study included the development of a validated survey designed to collect mirrored perception data from both groups. Multiple factors in higher education have led to an overreliance on adjunct faculty for instruction in higher education institutions. This often creates an environment for adjunct faculty that can negatively impact student outcomes and adjunct faculty retention. Adjunct faculty are often not provided ample opportunities to interact with colleagues, contribute to curricular decisions, or engage in regular professional development. These elements can become part of departmental culture, an often-overlooked segment of the institution that can be useful in improving both the adjunct faculty experience and adjunct faculty retention. Analysis of data gathered reveals a statistically significant difference between the perception of departmental culture between adjunct faculty and departmental administrators (p = .032) and the development of meaningful themes for increasing the positivity within departmental culture.
ISSN:2153-1900
2153-1919