Research shows that adjunct faculty do not receive the same types of orientation and professional development that is given to full-time faculty. Research has also shown that adjunct faculty satisfaction can be improved by allowing them to be included in the same programs that are given to full-time faculty. This study surveyed full-time and adjunct faculty at a Christian liberal arts university to obtain their perceptions of the onboarding that they received when they were hired by the university. The study also sought to find out whether having a mentor assigned helped the faculty feel more connected to the university. The attitudes of each group of faculty regarding the mission and vision of the institution were also studied. Additionally, the study looked to see what could be improved in the onboarding process. A survey was sent to 351 full-time and adjunct faculty. The survey included demographic questions and Likert-type questions that obtained information on the onboarding process and the technological training received. Faculty were also invited to participate in follow-up personal interviews or focus groups. The focus group and interviews allowed the researcher to obtain more in-depth information regarding the onboarding process.
The statistical results from the survey did not show any significant difference between the full-time and adjunct faculty perceptions about onboarding on most of the Likert-type survey questions. The qualitative data however show that while the adjunct faculty tend to have positive feelings regarding their onboarding, they were less likely to have a full understanding of the mission and vision of the institution. Those that were assigned a mentor did have a better understanding of their role as a faculty member.
|Commitee:||Howard, Barbara, Quiroz, Blanca|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Teacher education, Higher education|
|Keywords:||Faculty satisfaction, Professional development, Vision of the institution|
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