Nearly all to some extent resent the uncollegial treatment they receive and are frustrated by the impediments to good teaching performance they must put up with. But, on balance, they are sufficiently satisfied to continue. Some teach more for the prestige it provides in relation to their full-time careers than for the money. Few rely wholly on part-time teaching for their livelihoods. Policy issues regarding part-time faculty are clouded and complicated by problems with definitions and data.
Independent studies are infrequent and usually too limited in scope to support generalizations.
And no major study has been undertaken since the late 1970s. Available statistics about academic qualifications, personal characteristics, professional aspirations, teaching loads, and compensation are sparse and out of date. The number of part-time faculty has steadily increased over the past three decades, and their role in higher education may well expand further in coming years. Therefore, their teaching performance can and does affect the overall quality of academic programs. Institutions by and large have not recognized that part-time faculty can be a major asset to their academic programs.