Adjunct Faculty Employment and Student Success in Texas Institutions of Higher Education

Adjunct Faculty Employment and Student Success in Texas Institutions of Higher Education by Robin L. Palmer MAED, University of Phoenix, 2010 BS, Austin Peay State University, 1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2020 Abstract Just over half of faculty members teaching in institutions of higher education (IHEs) in the United States work part time. Previous research on the relationship between part-time faculty employment and student success has produced conflicting findings and may have resulted in ineffective use of part-time faculty. The purpose of this retrospective, prediction study was to determine if the percent of part-time faculty, several institutional variables, and student demographics were significant predictors of retention and graduation rates at IHEs in Texas. Berger and Milem’s theory of organizational behavior and student outcomes grounded this study using secondary analysis of publicly available archival data for 112 IHEs as reported on the website of the Texas Higher Education Coordinating Board. Multiple stepwise regression analyses indicated percent of part-time faculty was a significant negative predictor; more part-time faculty predicted lower retention and graduation rates. For the total sample and for 2-year IHEs, percent of parttime faculty and percent of non-White students were inversely related to retention, whereas percent needing developmental education in reading was positively related to retention for these IHEs, the only positive predictor identified. For the total sample, percent of part-time faculty, students needing math developmental education, and students graduating with debt were inversely related to graduation. For both 2and 4-year IHEs, more part-time faculty related to lower graduation rates. Percent needing math developmental education was inversely related to graduation at 4-year IHEs, and average student debt was inversely related to graduation for 2-year IHEs. Hiring more full-time faculty and more effective use of part-time faculty may result in positive social change through increased student retention and graduation rates at both 2and 4-year IHEs.Just over half of faculty members teaching in institutions of higher education (IHEs) in the United States work part time. Previous research on the relationship between part-time faculty employment and student success has produced conflicting findings and may have resulted in ineffective use of part-time faculty. The purpose of this retrospective, prediction study was to determine if the percent of part-time faculty, several institutional variables, and student demographics were significant predictors of retention and graduation rates at IHEs in Texas. Berger and Milem’s theory of organizational behavior and student outcomes grounded this study using secondary analysis of publicly available archival data for 112 IHEs as reported on the website of the Texas Higher Education Coordinating Board. Multiple stepwise regression analyses indicated percent of part-time faculty was a significant negative predictor; more part-time faculty predicted lower retention and graduation rates. For the total sample and for 2-year IHEs, percent of parttime faculty and percent of non-White students were inversely related to retention, whereas percent needing developmental education in reading was positively related to retention for these IHEs, the only positive predictor identified. For the total sample, percent of part-time faculty, students needing math developmental education, and students graduating with debt were inversely related to graduation. For both 2and 4-year IHEs, more part-time faculty related to lower graduation rates. Percent needing math developmental education was inversely related to graduation at 4-year IHEs, and average student debt was inversely related to graduation for 2-year IHEs. Hiring more full-time faculty and more effective use of part-time faculty may result in positive social change through increased student retention and graduation rates at both 2and 4-year IHEs. Adjunct Faculty Employment and Student Success in Texas Institutions of Higher Education by Robin L. Palmer MAED, University of Phoenix, 2010 BS, Austin Peay State University, 1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2020 Dedication I dedicate this work to my parents, J. W. and Theresa Madden. They were my first support, always inspired my intellectual pursuits, and championed my efforts to knock down barriers in my path. My big brother, Jay Madden, taught me to read before I entered school starting my education. My large extended family filled with sons-in-law, aunts, uncles, and cousins encouraged me always. Finally, I dedicate this to my children Paige, Heather, Jeffery, Kellea, Molly, and Dylan for enduring their mother as a perpetual student and motivating me to continue with their love and my grandchildren Colin Wesley, Wyatt Lee, Mickie Everleigh, and all who follow who are lovely extensions of their parents. My husband, Troy, I thank for never giving up on me, for giving me love, support, encouragement, chiding, and expertise. I thank my God for all things and especially His love, mercy, grace, wisdom, and strength. Acknowledgments I would like to acknowledge my committee members. I express my deepest appreciation to my chair, Dr. Vicki Underwood, whose meticulous oversight emboldened me to continuously improve my rigor. I would like to recognize Dr. Sydney Parent, the first instructor I had at Walden University and my second committee member, whose encouraging spirit was with me from start to finish. Finally, I would like to recognize Dr. Beate Baltes whose edits and guidance were invaluable.