Learners’ Perceptions of Adjunct Teaching Effectiveness in Grenada: A Qualitative Case Study
Learners’ Perceptions of Adjunct Teaching Effectiveness in Grenada: A Qualitative Case Study
Date
2021
item.page.datecreated
Authors
Francis-Charles, Lisa
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
There is a growing trend of hiring adjunct faculty around the world. Research supports some
adjunct professors portray less effective teaching practices than full-time counterparts. Learners’
perspectives are important for evaluating the effectiveness of adjunct faculty teaching. The
problem is learners’ perspectives are rarely used as an impetus for developing the teaching
effectiveness of adjunct professors. A qualitative explanatory case study methodology was
chosen to explore learners’ perceptions of the teaching effectiveness of adjunct professors of
practice in a small urban community college in Grenada. The literature revealed a gap in
learners’ perceptions of the factors and characteristics contributing to the effective teaching of
adjunct faculty. Qualitative research was appropriate for exploring participants’ in-depth
perspectives of the research topic. Academic leaders may use the results from the study to inform
adjunct professional development initiatives. Knowles’s theory of andragogy and Burns’s
transformational leadership theory guided the study. Individual interviews, a qualitative
questionnaire, and a focus group discussion were utilized as the data collection instruments. A
sample of 15 participants was drawn from graduates and students of part-time 2-year degree
programs. Data were analyzed using the constant comparison analysis coding method. The
results of the study revealed teaching effectiveness for adjunct professors of practice means
exerting inspirational influence; understanding the adult learner; creating a conducive learning
environment; and demonstrating the qualities of care, enthusiasm, and professionalism.
Keywords: adjunct faculty, professors of practice, teaching effectiveness, student
evaluation of teaching, active learning, collaborative learning, authentic learning, experiential
learning
Description
item.page.type
Other