Two of the most significant changes in higher education over the last decade have been the reconceptualization of faculty scholarship and the increase in the hiring of adjunct faculty, yet these topics rarely merge together in the literature. The purpose of this qualitative narrative inquiry was to understand how adjunct English faculty conceive of and engage in scholarship within their discipline at a large university in the southwestern United States. The research questions focused on understanding how adjunct English faculty conceptualize and understand scholarship within their discipline, engage in scholarly activities, understand and believe their reasons for engaging in scholarly activities, and experience, interpret, understand, and navigate obstacles to engaging in scholarship. Twelve adjunct English faculty were interviewed for this qualitative narrative inquiry. The theoretical framework of Ernest Boyer’s model of scholarship was utilized in this study. The data were analyzed using descriptive and pattern coding techniques, thematic analysis, and general narrative analysis. The theoretical implication of this study is that adjunct English faculty and those without terminal degrees are mostly engaged in the scholarship of teaching and learning and scholarly activities that fall into that category, and adjunct faculty members want support and resources to engage in scholarship. Additional research is warranted on support systems for adjunct faculty to engage in research, teaching, and service.
|Commitee:||Broome, Rodger, Mandernach, Jean|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Higher education|
|Keywords:||Adjunct faculty, Boyer, Ernest, Faculty roles, Humanities english, Scholarship|
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