Center for
the Future of Higher Education August 2012
Executive Summary
“Most of the faculty on American college and university
campuses are contingent employees, working in conditions very different from
the image of academic professional life that informs contemporary discussions
of higher education policy. This report describes the findings of a recent
survey of contingent faculty in the United States, focusing on the working
conditions imposed upon contingent faculty and the ways those conditions impact
students and the quality of the education they receive.
“Two particular aspects of the working
conditions of contingent faculty emerged as particularly significant:
‘just-in-time’ hiring practices and limited access to pedagogical resources.
“Many faculty who are contingent employees
(listed in class schedules simply as Professor ‘Staff’) receive their course
assignments only two or three weeks before the start of the academic term.
Hired ‘just-in-time’ for the start of classes, these professors have little
time to do the preparatory work necessary to teaching a high quality
college-level course. As a result, they suffer the ‘double contingency’ of
either using their own unpaid time to prepare for classes they may not be
assigned or accepting the reality of teaching a course for which they have been
unable to adequately prepare.
“In addition, most contingent faculty are not
given full and effective access to the resources and technologies that define
quality education in today’s colleges and universities. They are given, at
best, inadequate access to sample course syllabi, curriculum guidelines,
library resources, clerical support, and the like. They often have only
limited, if any, access to personal offices, telephones, computers and
associated software, and technological tools and training.
“Perhaps the most important result of these
damaging working conditions is that the educational experience of students
suffers, both inside and outside of the classroom. It is only the extraordinary
effort, personal resources, and professional dedication of contingent faculty
that allows them to overcome the obstacles to quality education that derive
directly from their employment status.
“Existing explanations for the working
conditions of contingent faculty do not suffice. Managerial flexibility and
budgetary savings cannot justify administrative practices toward contingent
faculty. Indeed, current practices amount to administrative inattention;
correcting these practices would not reduce managerial flexibility or increase
institutional costs in any significant way.
“The report concludes by recommending
increased transparency regarding the working conditions of contingent faculty
in American higher education. It recommends that institutions of higher
education commit themselves to collecting the data necessary to a serious study
of the situation of contingent faculty and its impact on student learning. The
survey instrument used herein is one possible way for faculty groups and for
institutions of higher education to begin their own processes of data
collection and analysis.
“The new understanding produced by this
process of description and analysis should then be used by college and
university administrators to reform their employment practices. There can be no
doubt that improving the working conditions of contingent faculty will also
improve the education experiences of many, many college and university
students.
“The reality of most college professors’ working lives
diverges sharply from the dominant view articulated by policymakers and
accepted by the general public. The new faculty majority, comprising over
two-thirds of the faculty workforce nationally, are contingent employees (AAUP,
2010; AFT, 2009; Schuster and Finkelstein, 2006). Contingent faculty can be
hired at a moment’s notice, with no review process, and their appointments can
be ‘non-renewed’ with little or no justification, regardless of their performance.
“Nearly half of all contingent faculty work part-time
jobs, many working in multiple such positions at a time. Large numbers are
invisible, even to students, generically designated in class schedules as
Professor ‘Staff.’ The deficiency and invisibility
of contingent faculty members’ working conditions compromise students’ learning
conditions, undermining students’ ability to engage with these professors out
of class and over time in important ways that contribute to student success
(Bettinger and Long, 2010; Community College Survey of Student Engagement,
2009; Eagan and Jaeger, 2008; Ehrenberg and Zhang, 2004; Jacoby, 2006; Jaeger
and Eagan, 2009, 2010; Umbach, 2007, 2008; Umbach and Wawrzynski, 2005, Public
Agenda and WestEd, 2012).
“The cumulative effect of these conditions devalues the
work of students and faculty, and detracts from the promise of higher
education. In this report, we share findings
from our research about the realities of the contingent faculty experience.
These results are based on data from an exploratory survey of 500 faculty
members with contingent appointments, conducted by the New Faculty Majority
Foundation in September 2011. The survey focused on ‘back-to-school’ hiring
procedures and working conditions because these are key aspects of the
contingent faculty experience that can profoundly affect a faculty member’s
teaching and a student’s learning…”
For the Full Report,
Click Here.
Higher ed today is not the profession I entered in 1968. I stopped recommending the professoriate as a goal for my own doctoral students more than a decade ago. The handwriting was on the wall and very clear.
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