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Part-time plight: How institutions can address the challenges of adjunct faculty

By Brian Soika Published on

With the rise of the gig economy, part-time work has become more popular. In higher education, part-time instructors comprise roughly 48 percent of all faculty positions in the US. 

But while gig jobs may have clear benefits in some industries, determining the value of being an adjunct instructor at a college or university is complicated.

Many part-time faculty love teaching, but they also must deal with the challenges of contingent employment. 

“Part-time employees are typically paid a low rate … have little connection to the institution and its goals, and no future in terms of promotion,” said Adrianna Kezar, the Dean’s Professor of Leadership at USC Rossier and Director of the Pullias Center, whose Delphi Project works with institutions to support faculty off the tenure track. 

However, Kezar added that the situation may be changing. “Campuses are realizing the problems with the move to mostly contingent labor as students no longer have a stable set of faculty to connect with,” she says.

As awareness of part-time faculty equity grows, here are ways in which schools can better support their adjunct instructors.

Address pay equity

Adjunct faculty are often tasked with teaching the same classes as full-time faculty for less money. In a survey, the American Federation of Teachers (AFT) found that a third of adjunct faculty earn less than $25,000 per year, which is below the poverty line. 

States like California have recently passed legislation that allows private, nonprofit institutions to boost pay for part-time faculty. But in the absence of state law, the decision to explore pay equity for part-time teaching staff rests with colleges. 

Respondents in the AFT survey overwhelmingly said that to earn equitable compensation, they should be paid at least $5,000 per course. (More than half said they currently earn less than $3,500 per course.)

Designate a senior faculty liaison

In the absence of a faculty union, part-time instructors are left to navigate employment issues on their own. By designating a liaison among leadership in faculty affairs, schools can establish a meaningful relationship with their part-time instructors. Persons in this role may provide important information, share resources, receive feedback and report concerns to others in school leadership.  

Increase communication

While they may not be fully integrated into a school, adjunct faculty should receive all important communications about their workplace. 

This includes instructions and guidance on employment topics such as timekeeping and benefits (if applicable). But it also pertains to key policies and procedures. 

For example, all faculty should know what to do in the event of an emergency, or receive school guidelines for dealing with threatening behavior in the classroom. 

Identify other ways to collaborate

Part-time faculty are a valuable asset. To maximize their expertise and versatility, schools can find ways to engage them outside of teaching. Often “there is no faculty to lead curricular change, service and governance roles or for institutional memory,” said Kezar. 

By providing feedback on how coursework might be made more effective for students, or assisting a school with internal decisions, adjunct instructors can become more invested in their institution (and earn more hours), and schools benefit from their input.

Additional Resources for Institutions

Review the Delphi Project’s tools for institutions designed to guide conversations to create better campus environments for faculty and students. 

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