Prioritizing the Part-Time Professor: How Cultivating Community Impacts Adjunct Faculty Motivation, Participation and Performance. A Quality Improvement Plan for Georgetown University’s McDonough School of Business

Abstract

This quality improvement plan explores the adjunct faculty experience at the McDonough School of Business (MSB) at Georgetown University. At present, adjunct faculty participation is low in anything outside teaching their assigned courses, including engaging in professional development opportunities, school events, and interaction with administrative staff. The lack of communication between adjunct faculty and school leadership makes it difficult to improve job satisfaction, anticipate future needs, and address any existing issues. With approximately 30% of the school’s faculty designated as “part time” (adjunct), the goal was to uncover root causes of the problem and provide recommendations to implement beginning in September 2021. To enhance the literature review and speak directly to MSB administrators and adjunct faculty, a mixed methods primary research study took place that included a survey to adjunct faculty, two focus groups with adjunct faculty, and interviews with members of the administrative team. Results were clear that compensation, job responsibility, and feeling valued were key points to be explored in the focus groups. The focus groups confirmed that faculty are feeling overworked, unsupported, undervalued, and lack a sense of belonging. Administrative interviews revealed the team designated to support faculty feel like their jobs are more faciliatory and logistical, while adjunct faculty have the perception they can also assist with teaching and classroom support. Recommendations provide long-term quality improvement for adjunct faculty within MSB. All recommendations included tactics to strengthen the relationship between adjunct faculty and school leadership, as well as the administrative team. Activations include establishing communities of practices, formal on-boarding and orientation, designated support throughout the year, setting expectations with the administrative team, recognition and compensation, and methods for evaluation and continuous improvement.