How Effective Are They? Exploring the Impact of Contingent Faculty on Undergraduate Education

By Paul D. Umbach. 2006

309 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b592f242e96c3986836d225c9d949983644aff01

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In Education

In Political Science and International Relations

In Social Psychology

Citations in the corpus

Online learning in higher education: exploring advantages and disadvantages for engagement (2018, background): “Adjunct status can impact many aspects of students’ experiences (Umbach 2007), and in addition to time constraints, adjunct faculty may also be constrained by pre-established syllabi and course assignments, from which they must not stray.”
Effects of Exposure to Part-time Faculty on Community College Transfer (2008, background): “At the same time, research suggests that part-time faculty remain less engaged and available (Umbach 2007) and less satisfied (Eagan 2007; Levin et al. 2006) than their full-time colleagues.”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, background): “This finding is consistent with other recent work that questions the efficacy of using part-time instructors (Eagan and Jaeger 2008; Ehrenberg and Zhang 2005; Umbach 2007).”
Precarity in the ivory cage: Neoliberalism and casualisation of work in the Irish higher education sector (2015, background): “Instead some research focuses on enhancing casual workers’ compliance and efficiency or at best, their working conditions (Smith and Coombe, 2006; Umbach, 2007; Kezar, 2013 and many more).”
Peers and Faculty as Predictors of Learning for Community College Students (2014, background): “Part-time faculty may have even less time for students (Cohen & Brawer, 2003; Deil-Amen, 2011; Umbach, 2007), and they comprise two thirds of the faculty ranks in community colleges (Provasnik & Planty, 2008).”