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This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of support resulting from the mentoring relationship. Findings indicated that mentoring relationships positively enhanced the experience for women faculty teaching in full-time or adjunct positions in higher education. Mentoring relationships provide support, guidance, and even retention of the mentee. The findings also suggested the importance of structured mentoring programs developed and supported by universities for women faculty.

This paper examined the actual circumstances of the recent teacher shortage in public elementary and junior high schools in X Prefecture. Although teacher shortages had been reported, few previous studies had investigated them empirically. With the cooperation of all five branch offices of the Board of Education, data were collected through three surveys: 1) a questionnaire survey in June 2021 of the branch offices, 2) three interview surveys in July 2021 of the administrative officers at the town level, and 3) a 2019-2021 visiting survey of the branch offices of X Prefecture and of four towns. First, the actual amount of shortage as of May 1, 2021 was scrutinized by the questionnaire survey, clarifying the shortage into three stages. 1) Positions for 1,971 full-time teachers with tenure were unfilled as the first stage. 2) Teachers without tenure were subsequently recruited, still leaving 150 unfilled positions as the second stage. 3) Finally, part-time teachers were recruited, still leaving 115 unfilled positions as the third stage. 4) In the end, each school was required to manage by themselves. This survey also made it clear that the teacher shortage increased in each term because more and more teachers left work due to childbirth or illness, with no substitutes. This suggests that the design of the first national teacher shortage survey by the Ministry of Education in July 2021 should be redone, as it focused only on the condition of the first term. Second, the paper disclosed that the teacher shortage had increased since 2018 in this prefecture. This was caused by multiple factors at micro/mezzo/ macro levels at each stage. 1) There were three background factors for the first stage. (1) Although the numbers of teachers were strictly determined by national law, the government had made no improvements for 41 years. The local government had additionally decreased teacher numbers in order to prepare for a teacher surplus in the future, based on the declining birthrate. However, teacher demands were enlarged by the increase of children with special needs. (2) Administrators were reluctant to hire teachers with tenure. The risk of the prohibited surplus of teachers was multiplied because of the increased number of small and mutable special education classes. (3) The applicants for hiring exams decreased. Teaching itself was not as attractive as before. (4) Maternity leaves not only increased but grew longer. 2) The shortage in the second stage was caused by the lack of teachers without tenure. Few teachers were on the candidate list because most of them were already hired with tenure. 3) The shortage in the third stage was caused by the teacher license renewal system, which began in 2009. Many licenses were already expired. Third, the effects of the shortage were examined, finding that teachers were compelled to overwork because each school had to cover 3.91 teachers' worth of absence as a team. The paper also found that 60% of current teachers had less than 10 years' experience, which is expected to have negative effects both on the quality of teaching and the professionalization of teaching.

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' selfefficacy to teach in a blended curriculum. This qualitative study aimed to examine the perceptions of occupational therapy educators' self-efficacy when teaching in a blended curriculum. The theoretical framework for this study was Bandura's self-efficacy theory. Ten occupational therapy educators teaching in a blended curriculum were interviewed for this study. Content analysis, descriptive, in vivo, and pattern coding were used to code and analyze the data. Four themes emerged that may contribute to an enhanced self-efficacy when teaching in a blended curriculum: (a) Personal agency enhances performance in teaching, (b) university resources support growth as an educator, (c) feedback as an opportunity for reflection and growth, and (d) coping to overcome frustration teaching in a blended curriculum. Results of the study may provide university leaders insight on creating structured professional and mentoring programs that focus on educational learning theories and instructional design, training on educational technology, and providing feedback from peers and supervisors to promote reflection and behavior change which may lead to enhanced self-efficacy as a blended learning educator.

As the reliance on part-time faculty members in community colleges increases, it is imperative to understand their contributions toward student success. This article analyzes a large body of existing literature that examines the use of part-time faculty and their impact on student academic outcomes. The article utilizes Foucault's three modes of objectification--scientific classification, dividing practices, and self-subjection--to reveal the systemic social imbalances within higher education, especially in the community college context. Through this lens, it explores how these imbalances interfere with our understanding of the impact of part-time faculty in community colleges on student success. The article concludes that relying on traditional student achievement metrics to assess faculty performance normalizes and reproduces the 4-year university's stronghold as the arbiters of knowledge production, thereby subjecting staff and students to objectification. It calls for dismantling systemic barriers that prevent community colleges from achieving the goal of equity in higher education.

Higher education institutions rely on part-time faculty to teach a large percentage of courses in a range of disciplines. Existing research indicates that instruction by part-time faculty can negatively impact academic outcomes, student retention, and subsequent interest in a field of study. This study investigates if using a motivational information system can help close this performance gap. It introduces a type of motivational information system called an educational engagement information system (EEIS). EEISs draw on principles of behavioral economics, motivation theory, and learning cognition theory to help students want to improve their performance. The study compared student failure status in course sections taught by part- and full-time instructors both with and without an EEIS. Results suggest that using an EEIS can help improve student failure rates in courses taught by part-time faculty members and bring students' performance to parity with the performance of students taught by a full-time instructor. Features of an EEIS, such as the additional structure, grade and outcome trackers, and motivational elements, can augment a part-time instructor's approach and may compensate for limitations sometimes associated with part-time instruction including limitations of expertise, time, or rewards that can have a negative impact on students' academic outcomes. As a result, students can experience higher completion rates and better performance.

This national qualitative exploratory study utilizes a critical social class lens to analyze how nontenured part-time faculty members' relationships with their tenured/tenure-track colleagues and management shape their attitudes and behaviors toward their employment in higher education during the COVID-19 pandemic. The 54 participants were selected through random and convenience sampling. Participants completed a digital survey protocol. The resulting data underwent two cycles of coding, descriptive and pattern coding, which revealed four findings: nontenured part-time faculty describe members of the professional managerial class (PMC) as out-of-touch and unsympathetic individuals who exude elitism, believe higher education is structured to exploit and trap them, describe waning class solidarity with tenured/tenure-track faculty, and feel segregated from the PMC and tenured/tenure-track faculty. The study concludes with a discussion of the findings, recommendations, and areas for future scholarship.

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual "Survey of Faculty Attitudes on Technology" conducted by "Inside Higher Ed" each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.

Sessional academics undertake a large proportion of teaching and marking and are essential for current university structures and student success. Employment of sessional academics has primarily been driven by cost savings and flexibility in hiring practices for employers, in addition to managing academic staffing shortages. Despite the increase in sessional employment, little is known about the experience of sessional academics regarding support and processes for integrating them into university structures. This scoping review focused on identifying the facilitators and barriers experienced by sessional academics during the onboarding process. Two university departments that can contribute to improving the onboarding process are identified: human resources and the individual academic unit. Six subthemes were identified during the literature analysis to support onboarding: contractual, orientation, resources, communication, mentoring and belonging. These themes have been explored and discussed and key recommendations have been made for policymakers and managers, with further research proposed.

Recent research shows that professional learning is essential "equity infrastructure," the key to engaging front-line educators in the action-oriented partnerships needed to implement equity-focused practices with quality and at scale. The new, 2023 report examines professional learning at community colleges and Minority Serving Institutions, which together serve the bulk of higher education's poverty-affected and racially minoritized students. This sector has been largely overlooked in research on professional learning. Based on data from nearly 100 institutions, the report finds that interest in professional learning is particularly high in this sector. But this interest has not been matched by systemic investment nor a consistent set of high-impact institutional practices. While exemplary MSIs and community colleges deploy research-based practices shown to effectively engage educators, systemic gaps in staffing and funding for professional learning undercut equity initiatives at most campuses in this sector. To address this problem, the report spotlights concrete steps to be taken by professional learning coordinators, academic leaders, and external partners such as funders, systems leaders and national higher education reform organizations.

This paper provides an overview of the literature exploring the realities of contingent faculty at U.S. universities and colleges with a focus on STEM. We focus our review of the literature by exploring the experiences of Latinx/é contingent faculty in STEM and propose a series of conceptual frameworks that can be used to explore the hidden professional realities of this population. A focus on the field of STEM, via a deeper exploration of the literature, points to the evolution of contingent faculty in the disciplines and the diversity of the roles they currently fill at our universities and colleges. This paper draws on various frameworks for exploring the experiences of contingent faculty.

This paper reports on a case study conducted in Mid-western Nepal, aiming to explore the potential impacts of precarious working conditions on part-time teachers' lives and identify ways to eliminate those working conditions. The data for the study were collected using semi-structured interviews from purposefully selected part-time teachers teaching in public higher secondary schools in the study area. The data analysis reveals that part-time teachers work in highly precarious working contexts that have negatively impacted their personal and professional lives. They think that they do not have financial stabilities, job securities and professional development opportunities. Additionally, the findings suggest that they can unsnare themselves from the precarious working conditions by lobbying the government to reform its teacher hiring policies, rejecting this kind of teaching and running their own academic institutions.

In this reflective narrative I share my experience as a contingent faculty member, woman of color, and mother, working, and parenting through a global pandemic and social uprising. I utilize testimonio (Delgado Bernal et al., 2012) as a methodological tool to make visible the labor I engage in and the collective experience between contingent faculty of color and first-generation, Black, Indigenous, and Students of Color. Central to my narrative is a description of the physical, mental, and emotional impact of the pandemic for those of us who occupy spaces of tension and uncertainty: individuals with years of training and specialized knowledge who are undervalued and easily discarded by the institution; caring educators who keep students in college while we are pushed out; dedicated workers teaching in wealthy universities whose low wages maintain their status below the poverty line. In this testimonio, I describe three themes that elucidate my experience teaching through a pandemic as a Chicana lecturer, including (1) invisible and emotional labor and isolation; (2) grief, loss, and sustained mourning and (3) collective care. In the tradition of testimonios, I end with a final reflection and call to action.

This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context - pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities.

VITAL faculty, also known as non-tenure-track instructors at colleges and universities in the United States, play critical roles in educating students but are often excluded from professional development and community-building opportunities that support their growth and development as instructors. In this article, we describe how we addressed these inequities as a consortium of institutions with differing missions, strategic goals, and student populations, by facilitating collaborative initiatives for our VITAL faculty. We apply various conceptual frameworks, theories, and research-supported principles to this work, including academic development as community development, social network theory, and professional development as critical to improving student outcomes.

Through multilevel regression analysis, we examine the impact of managerialism, particularly accreditation practices, on the increasing job insecurity in universities. We find that universities that are accredited, private, secular or non-Catholic are more likely to offer insecure jobs, but that the relevance of these factors depends on each country's academic tradition. Universities in the USA tend to offer more job security, whilst those in Chile are the only ones with a trend toward increasing the proportion of permanent positions. Accreditation is a good predictor of job insecurity in the USA, yet it is unrelated in Colombia and Germany, and it has an inverse effect in Chile. In the USA, we argue that accreditation serves as a conduit for managerial pressure, forcing universities to invest more in administrative bureaucracies to legitimise their academic quality, often at the expense of job stability. In Colombia and Germany, we argue that universities may hire administrators responsive to accrediting agencies that do not promote nor strengthen the academic profession. The concept of decoupling allows describing these countries' inverse relationship, or lack of direct relationship, between accreditation and job security. In contrast, Chilean universities show an integration between accreditation rituals and contracting practices aimed at job security. Our findings advance our knowledge of managerialism and higher education expansion by revealing its links to academic employment.

The main objective of current study was to determine the opinions of adjunct faculty members regarding the flexible and precariat form of employment policies at universities in Turkey. The research was conducted qualitatively. The participants were 16 adjunct faculty members who were chosen with purposive sampling method. An interview technique was implemented in order to obtain data, and content analysis method was used to analyze the data. Results revealed that this form of employment policy causes organizational, academic and personal problems. As for organizational problems, it causes to prioritize financial points of views rather than academic expectations. Regarding personal problems, adjunct faculty members are underpaid, overworked, ignored regarding their professional development. Also academic and scientific knowledge production are ignored. Students do dot respect adjunct faculty members. It is recommended that this kind of employment policy should be reconsidered and full-time employment should be preferred.

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce "disconnects" and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full-time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

This study explored the effect of compensation on teachers' turnover intention mediated by organizational commitment. The research data was collected by a questionnaire through the survey methods toward 207 honorary teachers of a private school in Indonesia. Data analysis employed path analysis, supported by descriptive statistics and a correlational matrix. The result indicated that compensation significantly affects teachers' turnover intention meditating by organizational commitment. This study also found a fit research model that can discuss among researchers and practitioners as references/discourse or a strategy for mitigating turnover intention in various contexts and research fields.

Principal Wilson is a first-year leader of a virtual high school. Following four years as an assistant principal in the brick-and-mortar school, she encounters unanticipated leadership challenges and policy dilemmas. Although discipline issues are nearly nonexistent, remote testing presents an ethical challenge. Moreover, she discovers that implementing the tenants of social presence is an unconditional requirement of a virtual school. In this case, the principal faces tough decisions when considering discipline for cheating, the lack of professional development for part-time teachers, and the potential effects of trauma-influenced behavior. This case explores the emerging field of virtual school principal leadership in the context of increasing online K-12 learning post-pandemic.

This study examined the similarities and differences in the processes and facilities for distance education at National Open University of Nigeria (NOUN), a single-mode distance learning institution, and Obafemi Awolowo University (OAU), Ile-Ife, a dual-mode distance learning institution. The study adopted a case study research design, with a population of administrators/facilitators and distance learning students at both NOUN and OAU. The sample for the study consisted of 38 key informants (30 administrators/facilitators and 8 students) selected using a purposive sampling technique. All the administrators/facilitators responded to a key informant questionnaire; 8 of the administrators/facilitators and all 8 students were also interviewed. The 16 interviewees were selected based on gender, institution, educational role, and mode of distance learning. The collected data were analysed using tabular juxtaposition and phenomenological analysis techniques. Results showed that similarities in the operational structures at NOUN and OAU included the use of blended learning approaches. Differences in operations included compulsory tutorial attendance at OAU and the deployment of part-time and quasi part-time facilitators at NOUN and OAU, respectively. The study recommended an increase in the use of information and communications technology (ICT).

This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts. We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessional faculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.

Educational leadership preparation programs increasingly rely on adjunct faculty to teach aspiring leaders. Although the percentage of adjunct faculty serving as instructors continues to grow relative to full-time, tenured faculty, the role of part-time instructors/K-12 practitioners remains confined to instruction. This study explored how one educational leadership preparation program attempted to include adjunct faculty in roles beyond teaching to include course and curriculum development, program redesign, and recruitment and marketing. Informed by the communities of practice literature, this study illustrates ways that programs can foster meaningful professional community among full- and part-time faculty in ways that contribute to program quality. In this study we found that fostering a professional community not only contributes to positive program outcomes, but also creates formal and informal learning opportunities and a powerful professional network for adjunct faculty. The implications for program practice are discussed in light of these findings.

The purpose of this non-experimental, quantitative case study was to compare the academic success of community college students over three academic years (2016-17 through 2018-19) before the onset of Coronavirus Disease (COVID-19) based on final grades and the influence of student factors, class size, and faculty characteristics using archival data from selected online and on-ground classes at a Middle Tennessee community college. Female students, part-time students, and non-traditional students were more likely to be successful. Successful students were generally more likely to be taught by full-time faculty and tenured faculty.

This exploratory study uses qualitative and quantitative data to analyze instructor experiences in adding video feedback to written notes in online courses. This study asks if instructors will feel more "connected" in video feedback courses, report increased workloads, and see an improvement in their performance evaluations in video feedback courses. The results reveal video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The study concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.

Positive interpersonal relationships between college administration and faculty are necessary as they contribute to organizational climate measures, such as a sense of belonging and perceived organizational worth. Furthermore, such relationships may combat against faculty cynicism. Interpersonal experiences are particularly relevant in a post-coronavirus disease 2019 workplace in which interactions with colleagues are infrequent. Little is known about the effects of interpersonal experiences on part-time faculty specifically, as compared with full-time faculty. This study investigates teamwork experiences and interpersonal constraints as predictors of the attitudes and perceptions of full- and part-time faculty at a four-year public teaching college in the southwestern United States. After controlling for years working at the college, teamwork was a consistent predictor of higher sense of belonging, perceived organizational worth, and lower cynicism among full- and part-time faculty. Furthermore, the presence of negative coworker relationships was a significant predictor of lower sense of belonging and perceived organizational worth among full-time faculty. Inadequate help or lack of contact with co-workers was not a significant predictor of faculty attitudes and perceptions. The results of this study suggest the need for fostering teamwork and positive relationships among full- and part-time faculty in a meaningful and systemic manner within institutions of higher education. Additionally, this study provides support for institutionalizing a team-based approach to working among all faculty to foster perceived belonging and worth, while limiting cynicism.

A considerable number of studies have investigated the relationship between part-time faculty employment and student academic achievement, such as credential completion. However, most studies used cross-sectional data, making it difficult to properly assess the changes in this relationship. In this study, we drew longitudinal data from IPEDS, and linear and quadratic growth models to understand the dynamic relationship between part-time faculty and graduation rates at public two-year colleges. Rigorous analysis results based on growth models and imputed datasets suggested part-time faculty employment is negatively associated with student graduation rates at public community colleges. This research finding might have important implications for resource allocation relevant to faculty employment, institutional excellence, and academic achievement at community colleges.

Special education teachers' (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful collaboration with the classroom teachers in a tiered support framework. The findings revealed that the perceived agency of the special education teachers is both limited by and directed towards the classroom teachers' understanding of the shared responsibility concerning support provision for students. Finally, the findings highlight the relevance of the cultural-historical activity theory by suggesting that the features of successful collaboration, in tandem with relevant constructs of the theory, constitute a mutual understanding of the goal of collaboration (shared object), structures (community) and guidance (norms) towards relevant use of instruments and fair division of responsibilities (division of labour). Implications for inclusive special education suggest that reciprocal reflection on the teaching practices requires shared everyday work between the SETs and the classroom teachers.

This study examines unionization efforts among contingent faculty members, who now account for the majority of the academic workforce. Drawing on data from the National Labor Relations Board (NLRB) and other sources, this article uses an event history analysis to identify factors associated with efforts to establish a contingent faculty union at private, 4-year institutions. Even after accounting for other state and institution characteristics, this study finds increased odds of contingent faculty unionization at institutions located in states where the legislature is more liberal and where more contingent faculty union certification elections have been held previously.

Reliance upon part-time instructors within U. S. post-secondary institutions has received a great deal of attention, particularly as the percentage of such faculty has become the largest single category of faculty in academia. Understanding how part-time markets operate may allow better policy. Most current studies on the subject examine national markets, and emphasize demand factors motivating expansion of the part-time workforce. Although the subject of supply was once critical to discussions it has received less attention of late in part due to a faulty understanding of how part-time markets operate. Cross sectional regression analysis is performed to explore potential correlations between the number of graduating masters and doctoral students and reliance upon part-time faculty at neighboring institutions of higher education. Where previous researchers have found that institutions in more urbanized settings exhibit greater reliance upon part-time faculty, this analysis indicates that local availability of recently minted masters and PhD degrees within commuting distances of the hiring institution more closely fits staffing data. Policy actors may be able to use these results to better coordinate regional or local demand to supply, which has implications for unions and other policy actors attempting to limit reliance upon part-time faculty.

The objective of this paper is to analyze the preferences and time of dedication to teaching and research activities of different types of academics from Mexico who have been exposed, unequally, to public and institutional policies oriented mainly to stimulate and recognizes scientific productivity and, to a lesser extent, teaching. Based on the results of the international survey Academic Profession in the Knowledge-based Society (APIKS) answered by 4,631 academics from 127 higher education institutions (HEIs), changes are noted in terms of preference and dedication of full-time scholars to the activities they perform, compared to the previous survey, in accordance with the aspirations to receive the benefits of public policy programs that are aimed at this population. This preference for research has also permeated those hired as part-time professor, and it was even identified that 7% of this type of academic has recognition as a researcher.

More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students' current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students' subsequent course enrollment.