Online Adjunct Faculty Perceptions of Professional Development to Support Personal and Professional Academic Growth During COVID-19

• Cheryl Burleigh ^[1] ; Patricia B. Steele ^[1] ; Grace Gwitira ^[1]
  1. [1] University of Phoenix

     University of Phoenix

     Estados Unidos

     
• Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 11, Nº. 2, 2021, págs. 68-91
• Idioma: inglés
• DOI: 10.18870/hlrc.v11i2.1241
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• Resumen

  • Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions.

    Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19.

    Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth.

    Conclusions: This study reminds us that there are numerous variables, including unforeseen crises such as the COVID-19 pandemic, that need to be considered when developing, implementing, and presenting PD for online adjunct faculty professional and personal growth. Because faculty want to be listened to and heard, the PD development and implementation process needs to be interactive to support online adjunct faculty, regardless of whether the university is for-profit or not-for-profit. Implication for Practice: The results based on online adjunct faculty experiences could lead to updating professional development opportunities employed in different higher education institutions to promote faculty self-actualization and ultimately, student success.