THE RISE OF CONTINGENT

FACULTY IN HIGHER
EDUCATION
By: Johanna Riemen
 Policy Brief
PURPOSE
Contingent faculty include adjuncts, graduate assistants, postdoctoral researchers, and non-tenure
track faculty.4 Multiple studies report that the number of contingent faculty employed by
institutions of higher education will continue to grow and that the number of tenured and tenure-
track faculty will continue to decrease.4 The number of contingent faculty was 55% in 1975,
66% in 1995, and 70% in 2015.5 To support positive student outcomes and positive work
environments for contingent faculty, higher education institutions will need to adapt to and
address this trend through the development of institutional and departmental practices as well as
policy implementation.

RESULTS
Studies demonstrate that increased exposure to contingent faculty has several negative impacts
on student outcomes1, 2. Likewise, the careers trajectories and personal lives of contingent
faculty are also negatively affected.3, 4

Negative Impacts on Student Outcomes

There are numerous studies published proving the negative impact of contingent faculty
on student outcomes. The first impact results from the patterns of interaction between contingent
faculty and students. Research published demonstrates that contingent faculty spend less time
interacting with students than do tenured and tenure-track faculty.1 This is problematic because
faculty interaction and student experience have direct correlations with retention.1 Students who
interact more frequently with faculty report greater overall satisfaction with their collegiate
experience.1 Further, students report a lack of confidence in contingent faculty.1 For this reason,
students are less likely to reach out to contingent faculty members.1

The second issue relates to the teaching methods of contingent faculty.

Contingent faculty are less likely to use active learning strategies in comparison to tenured and
tenure-track faculty.1 They are also less likely to use service learning methods and culturally
sensitive teaching techniques.2 Contingent faculty report that they do not receive professional
development, orientation, or mentorship opportunities like tenured and tenure-track faculty do to
enhance their teaching methods.3

Negative Impacts on Contingent Faculty Work Conditions

Studies published on contingent faculty demonstrate the negative impact their work
conditions place on their professional and personal lives. Professionally, contingent faculty lack
input in curriculum development.2 They often are told what book to teach from, do not receive
sample materials, and follow course guidelines determined by tenured faculty.2 Contingent
faculty are often hired last minute and do not have ample time to prepare for teaching their
courses.2 Additionally, they are often unaware of institutional policies and procedures.2 They
report feeling disconnected to the institutions and desire better relationships with department
chairs.3 Contingent faculty lack research opportunity4 as well as professional development
opportunity.3 Finally, academic freedom is challenged as contingent faculty fear negative
repercussion.4

From a personal standpoint, contingent faculty receive significantly lower pay then do
tenured and tenure-track faculty.2 The median salary for tenured and tenure-track faculty is
$69,000 per year compared to adjuncts who average $2,700 per three credit course taught.4
Contingent faculty also receive little fringe benefits including health insurance and retirement
benefits.2 Job stability is threatened as turnover among contingent faculty is high as a result of
their work conditions.3

RECOMMENDATIONS

The following subcategories are recommendations for institutions of higher education to

consider to improve the plight of contingent faculty in higher education. The goal of these
recommendations is to help both the personal and professional lives of contingent faculty as well
as student learning.

Recommendations to Support Student Outcomes

Professional development workshops should be offered to contingent faculty during days,
nights, and weekends to teach them about active learning strategies and cultural awareness. For
contingent faculty who are unable to meet in person, online workshops should be available.
Contingent faculty should be encouraged and reminded by department chairs to interact with and
reach out to their students. Contingent faculty should be given a shared space to utilize for office
hours so that they can meet with students.

Recommendations to Support Professional Learning

Multiple sessions of orientation should be offered to contingent faculty during the day,
evenings, and weekends. In orientation, they will learn about services available to them and the
students on campus, will learn about technology available for them to use in teaching, and will
network with part-time and full-time colleagues. If a contingent faculty member is unable to
attend orientation, an online version must be available. Colleges and universities should
continually have focus groups with adjuncts to discover what does and does not work well for
them in the institution. Contingent faculty who are new to the institution should be assigned a
tenured faculty mentor who can help them navigate institutional policies and practices. Finally, a
percentage of faculty governance should be comprised of contingent faculty so that their voices
and concerns about the institution, its curriculum, and its policies are heard.

Recommendations to Support the Personal Lives of Contingent Faculty

Contingent faculty should be offered a pay scale that increases with service. In this way,
turnover will decrease as the employees are given a career path. Contingent faculty should be
given the opportunity to buy some form of health insurance and retirement benefits. As
contingent faculty complete the proposed professional development series to improve student
outcomes, they should receive a pay increase renewable every 2-3 years based upon further
completion of professional development opportunities. Finally, contingent faculty should be
recognized within their departments when they accomplish significant teaching or professional
development achievements.
 REFERENCES
1
Jaeger, A. J., & Eagan, M. K. (2011). Examining Retention and Contingent Faculty Use in a
State System of Public Higher Education. Educational Policy, 25(3), 507537.
https://doi.org/10.1177/0895904810361723
2
Kezar, A. (2012). Spanning the Great Divide Between Tenure-Track and Non-Tenure-Track
Faculty. Change, 44(6), 613. https://doi.org/10.1080/00091383.2012.728949
3
Kezar, A. (2013). Departmental Cultures and Non-Tenure-Track Faculty: Willingness,
Capacity, and Opportunity to Perform at Four-Year Institutions. Journal of Higher
Education, 84(2), 153188.
http://mutex.gmu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
ehh&AN=85745804&site=ehost-live
4
Cadambi Daniel, M. (2016). Contingent Faculty of the World Unite! Organizing to Resist the
Corporatization of Higher Education. New Labor Forum (Sage Publications Inc.), 25(1),
4451. https://doi.org/10.1177/1095796015620408
5
American Association of University Professors. (2017). Trends in The Academic Labor Force,
1975-2015 [Data file]. Retrieved from
https://www.aaup.org/sites/default/files/Academic%20Labor%20Force%20Trends%2019
75-2015.pdf