Date of Award
Doctor of Education (EdD)
The purpose of this study was to examine the experiences and the perceptions of full-time, non-tenure-track faculty, who have been employed for 3 or more years at a 4-year university, regarding career longevity and career advancement. This qualitative phenomenological study used multiple sources of data collection to strengthen its credibility. Semi-structured interviews were utilized as the primary source of data collection to capture the perceptions and experiences of full-time, non-tenure-track faculty employed at a large private doctoral university. A demographic survey, field notes, and document analysis were also used to triangulate the data. Five themes emerged, representing the participants’ experience that included: (a) socialization as support, trust, and acceptance, (b) it’s like being a second-class citizen, (c) the workhorse carries a heavy load, but it’s worth it, (d) what’s your niche? To make myself needed, and (e) moving forward with an unclear path. The results of this study provide full-time, non-tenure-track faculty with navigation tools to better inform their career path and advancement options. Learning about the experiences of full-time, non-tenure-track faculty with career longevity and career advancement can be advantageous to college and university administrators to develop better policies and practices for those faculty.
Merritt Boyd, Alvin C. III, "Experiences and Perceptions of Full-Time, Non-Tenure-Track Faculty at a Four-Year University" (2016). Education Doctoral. Paper 254.
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