Adjuncts Matter: Exploring the Impact of Engagement and Inclusion in the Academy

Background and Purpose: A research study was conducted to explore the factors that influence the job satisfaction of social work adjunct faculty. With limited research centered on the job satisfaction of adjuncts, and a growing number of on-campus and online social work programs expanding course offerings, this study addressed a large gap in the social work education literature. Two research questions guided this study:

1.     What are the factors that influence social work adjuncts' job satisfaction?

2.     How do the factors impact soial work adjuncts' workplace inclusion and engagement?

This research adds to the literature by examining the intrinsic and extrinsic factors that influence the job satisfaction, retention and production of social work academics teaching in adjunct positions. Additionally, this study provides an opportunity for adjuncts to share their lived experiences, and provides insight on practices administrators can employ to promote inclusion and engagement of their adjuncts.

Methods: Twenty-seven adjuncts served as participants in the phenomenological qualitative study. Semi-structured in-depth interviews were conducted with each participant at their respective institutions to explore their lived experiences. Twelve African Americans, eight Caucasians and seven Latin Americans comprised the study. The participants were recruited via from an email listed shared by program directors and chairs in programs in the southeastern United States. Dr Fredrick Herzergh's Two Factor Theory was used to explore the  adjuncts' lived experiences.

The participant interviews provided insight on the work experiences, demographic information, and rationale for teaching as an adjunct. The interviews were recorded and transcried by the researcher. Next, the data were coded thematically using MAXQDA software using an inductive approach.

Findings: The results of this study found three prominent factors that impact job satisfaction, as well as alternative practices adjuncts recommend to promote faculty engagement. The emergent themes are 1) Professional Inclusion, 2) Work Schedule, and 3) Resources. The participants suggested a visual presence in student advising, visibility on social work websites as members of the faculty, invitation to graduation, listing of their names on student schedules, and an active voice in curriculum development and textbook adoption considerations.

Conclusion and Implications: The adjuncts in this study indicated they were enthusiastic and desired to be valued as integral members in their respective institutions.  The findings indicated that the adjuncts were innovators.  They collaborated to ensure the essential classroom resources were present to perform their duties, and they supported and acknowledged other adjunct's work.

The adjuncts in this study did not rely on their administrators to change their leadership methods toward providing support, classroom and office equipment, and acknowledgement of their work.  Rather, the adjuncts in this study made no excuses. Social Work adjuncts are here to stay and worthy of inclusion, engagement and support. Administrators must embrace this growing faculty majority, and actively listen to their needs to ensure the well-being of their programs and course instruction.