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Faculty Engagement: A Sequential Exp...

LaMontagne, Richard.

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Faculty Engagement: A Sequential Explanatory Mixed-Methods Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty Engagement: A Sequential Explanatory Mixed-Methods Study./
Author:	LaMontagne, Richard.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	253 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	Higher Education Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13427921
ISBN:	9780438895904

Faculty Engagement: A Sequential Explanatory Mixed-Methods Study.
LaMontagne, Richard.

Faculty Engagement: A Sequential Explanatory Mixed-Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 253 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (D.M.)--University of Phoenix, 2019.

This item must not be sold to any third party vendors.

Adjunct faculty represent a growing number and percentage of faculty in academic institutions in the United States. With the growth in adjunct faculty comes a question on the level of engagement for adjunct faculty compared to fulltime and tenure track faculty. The objective of the mixed method research project was to determine what differences exist in the engagement level between adjunct, fulltime, and tenure track faculty at a college in the Northeastern United States. Limited understanding of the effect faculty status has on engagement level was the research problem addressed in the study. The purpose of the study was to determine what differences exist and what aspects influence the level of engagement for adjunct, fulltime, and tenure track faculty at a college in the Northeastern United States. This research project used a sequential explanatory mixed-methods design; phase one employed a quantitative component, followed by a qualitative component for phase two. Quantitative findings indicated an effect size at or exceeding small for 11 survey statements, indicating faculty status influences engagement level. Qualitative findings identified aspects influencing faculty engagement, with student interaction, culture, and colleagues the most common themes on promoting engagement, lack of connection, culture, and recognition the most common themes on barriers to engagement, and connection, culture, and workload the most common themes on suggestions for enhancing faculty engagement. The study's findings are valuable as they provide leaders of academic institutions with information on factors influencing faculty engagement, a key component in employee performance.

ISBN: 9780438895904Subjects--Topical Terms:

3432472
Higher Education Administration.
Subjects--Index Terms:

Adjunct

Faculty Engagement: A Sequential Explanatory Mixed-Methods Study.
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506 $a This item must not be sold to any third party vendors.
520 $a Adjunct faculty represent a growing number and percentage of faculty in academic institutions in the United States. With the growth in adjunct faculty comes a question on the level of engagement for adjunct faculty compared to fulltime and tenure track faculty. The objective of the mixed method research project was to determine what differences exist in the engagement level between adjunct, fulltime, and tenure track faculty at a college in the Northeastern United States. Limited understanding of the effect faculty status has on engagement level was the research problem addressed in the study. The purpose of the study was to determine what differences exist and what aspects influence the level of engagement for adjunct, fulltime, and tenure track faculty at a college in the Northeastern United States. This research project used a sequential explanatory mixed-methods design; phase one employed a quantitative component, followed by a qualitative component for phase two. Quantitative findings indicated an effect size at or exceeding small for 11 survey statements, indicating faculty status influences engagement level. Qualitative findings identified aspects influencing faculty engagement, with student interaction, culture, and colleagues the most common themes on promoting engagement, lack of connection, culture, and recognition the most common themes on barriers to engagement, and connection, culture, and workload the most common themes on suggestions for enhancing faculty engagement. The study's findings are valuable as they provide leaders of academic institutions with information on factors influencing faculty engagement, a key component in employee performance.
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