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The organization-based self-esteem, ...

Quinn, Sean S.

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The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college./
Author:	Quinn, Sean S.
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0252.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Sociology, Industrial and Labor Relations. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3161387
ISBN:	0496951882

The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college.
Quinn, Sean S.

The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college. - 154 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0252.

Thesis (Ph.D.)--Walden University, 2005.

The purpose of this case study was to investigate and describe the organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty members at a competitive liberal arts college in northeastern Massachusetts. Colleges and universities have relied on part-time faculty to deliver courses that require a specialized and intimate understanding of an academic subject. Although research has shown no significant difference in the quality of teaching delivered to students by adjuncts or full-time faculty members, studies suggest that adjunct faculty members are treated inequitably compared to their full-time counterparts.

ISBN: 0496951882Subjects--Topical Terms:

1017858
Sociology, Industrial and Labor Relations.

The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college.
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100 1 $a Quinn, Sean S. $3 1901671
245 1 4 $a The organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty at a small northeastern college.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0252.
500 $a Adviser: Aqveil Ahmad.
502 $a Thesis (Ph.D.)--Walden University, 2005.
520 $a The purpose of this case study was to investigate and describe the organization-based self-esteem, institutional belongingness, and career development opportunities of adjunct faculty members at a competitive liberal arts college in northeastern Massachusetts. Colleges and universities have relied on part-time faculty to deliver courses that require a specialized and intimate understanding of an academic subject. Although research has shown no significant difference in the quality of teaching delivered to students by adjuncts or full-time faculty members, studies suggest that adjunct faculty members are treated inequitably compared to their full-time counterparts.
520 $a The case study population of 77 adjuncts was gleaned from the total population of 152 full-time and adjunct faculty members. Triangulation was achieved via the collection and analysis of survey data, interview data, and archival records data.
520 $a Three major findings were revealed: First, regardless of their status as, for the most part, unseen and unheard members of the institution, adjunct faculty members in this study had little difficulty developing and maintaining organization-based self-esteem. Rather, they perceived themselves as part of a group of well-qualified, capable, and knowledgeable individuals who did not see their status as an impediment to accomplishing the organizational roles they were hired to fill. Second, and paradoxically, adjunct faculty did not experience institutional belongingness and were isolated within the parameters of their job categorization. Third, adjunct faculty were not encouraged to engage in career development activities both within and outside of the institution and were not eligible for annual funding.
520 $a These findings suggest that institutions improve organization-based belongingness and career development, to the benefit of the hiring institution as well as the adjuncts under their employ. In doing so, colleges can better attract and serve students in an increasingly competitive marketplace.
590 $a School code: 0543.
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