The faculties of many colleges and universities in the United States are comprised of rising numbers of instructional contingent faculty who are ineligible for tenure. Although these positions generally do not require scholarly or service activities because their primary focus is teaching, the extent to which these faculty members still choose to perform like tenure-line faculty, with at least some kind of balance of teaching, research, and service, is understudied. The current study attempted to address this omission in the literature by collecting data from contingent faculty members at a public flagship university (N = 176) about their engagement with scholarly and service activities. A majority of the respondents (63.1%) had engaged in at least one scholarly activity and in at least one service activity (69.9%). This study adds to our understanding of the lived experiences of contingent faculty and concludes that a majority of these faculty members are, at least in part, building an academic identity based off of traditional expectations and activities for tenure-line faculty.
Wilson, Sarah Bartlett and Smith, C. Veronica
"Contingent Faculty Performing Scholarship and Service: Examining Academic Labor and Identity at a Public Flagship University,"
Academic Labor: Research and Artistry: Vol. 5, Article 10.
Available at: https://digitalcommons.humboldt.edu/alra/vol5/iss1/10