Perceived Sense of Belonging of Part-time Faculty within Institutions of Higher Education

Abstract

Although part-time faculty positions in higher education continue to increase, reports reveal the lack of acceptance and valuing of part-time faculty across higher education institutions. Yet few qualitative studies explore this phenomenon within academic culture. This exploratory qualitative case study analyzed part-time faculty members’ perceptions of inclusion or exclusion within their higher education institutions. This study was based on interviews with a diverse sample of part-time faculty members from a private and public institute of higher education. The findings revealed that, in general, part-time faculty perceived a sense of belonging when their socio-emotional needs were met, and reciprocal relationships were present within their academic culture. Additionally, part-time faculty who desired and dedicated energy towards involvement in their academic cultures had a higher chance of developing a sense of inclusion.