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Literature Review ABSTRACT MURPHY, MAURA JEAN. Contingent Faculty: What Impacts their Organizational Commitment? (Under the direction of Alyssa N. Bryant.) Since the 1980s, the percentage of non-tenured faculty has increased on college campuses. However, while contingent faculty are often hired to address short-term staffing issues, the long-term impacts are not assessed. Institutions need a better understanding of how institutional practices impact the job performance of contingent faculty. The purpose of this study is to examine what institutional practices predict organizational commitment among contingent faculty, compared to tenured/tenure-track faculty. While several studies conclude that contingent faculty are less committed than tenured/tenure-track faculty, there is little data to suggest how institutional practices may be impacting the organizational commitment of contingent faculty. Using analysis of variance (ANOVA) and Ordinary Least Squared (OLS) regression, this study seeks to understand how part-time contingent faculty and full-time contingent faculty each compare to tenured/tenure-track faculty in their level of organizational commitment at four-year institutions. Additionally, what institutional practices, particularly relating to recognition, support, compensation, and shared governance, predict organizational commitment among full- and part-time contingent faculty? While the findings are somewhat mixed, there is evidence to support the hypothesis of the study that institutional practices relating to recognition, support, and compensation build the organizational commitment of contingent faculty. Contingent Faculty: What Impacts their Organizational Commitment? by Maura Jean Murphy A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Education Higher Education Administration Raleigh, North Carolina 2009 APPROVED BY: _______________________ _______________________ James E. Bartlett, II, Ph.D. Joy Gaston Gayles, Ph.D. ____________________ _____________________ Audrey J. Jaeger, Ph.D. Paul D. Umbach, Ph.D. ____________________ ____________________ Roger Woodard, Ph.D. Alyssa N. Bryant, Ph.D. Chair of Advisory Committee ii DEDICATION I dedicate my dissertation to my wonderful children, Mark Murphy Beisner and Katherine Elizabeth Beisner who had to give up far too much of their mother in the last several years. Now you will be able to see that it was worth it. iii BIOGRAPHY After graduating from Muhlenberg College in 1984, Maura Murphy spent twenty years as a stage manager in professional theatre. Her work led her all over the United States and brought her finally to North Carolina to PlayMakers Repertory Company at the University of North Carolina at Chapel Hill. She served as Production Stage Manager, and later, as General Manager. From there it was an easy move across campus to the Department of Exercise and Sport Science, where she was the Administrative Manager for six years. She received her Master of Science degree in the field of Higher Education Administration in 2007 and continued toward a doctorate. Maura‟s research interests include accountability, assessment, access to higher education, and pluralist equality. iv ACKNOWLEDGEMENTS I would like to thank the following individuals for their efforts on my behalf. To members of the dissertation committee, James E. Bartlett, Joy Gaston Gayles, Audrey Jaeger, Paul Umbach, and Roger Woodard who provided valuable insights during this process. To Alyssa “the Miracle Worker” Bryant, who is a great teacher and inspires her students to achieve more than they thought possible. Your goodness, generous heart, and fundamental faith in me to successfully navigate the process are why I finished. To fellow graduate students Lori Haight, Candice Fisher, Erin Robinson, Frim Ampaw, Kemah Washington and the one and only Cole Taylor: thank you for wisdom and insights, your love and patience, your willingness to listen and your camaraderie in enduring graduate school toils. To my parents, John and Muriel Murphy, who taught me a thing or two about commitment. I am indebted to my sisters, Ann Glannon and Kathleen Murphy (a.k.a. “Robin”), and my mother-in-law, Jeanette Beisner, who helped edit and proof read. To Keith Beisner, who learned how to roast a chicken and the particulars of APA reference formatting, thank you! v To the Departments of Dramatic Art, Exercise and Sport Science and Public Policy: these are my employers, co-workers and friends for the last twelve years. I am so grateful for your support and generosity. The staff of the Odum Institute, who practically taught me (almost) everything I know about statistics: Cathy Zimmer, Chris Wiesen, Kimberly Coffey, Tabitha Combs, Anne Hunter, Jon Kropko, Jamie Monogan, and Brian Stucky And last but not least, my friends, who honor me with their commitment: Karin Langenbehn, Miha Lucas, Riana Roche, Lisa Buckley Lewis, Anna Hipps, Melsuian Wright, Elizabeth D‟Amico, Rebecca Zulli-Lowe, Anne Cavitt, Terri Harbin and Cecelia Moore: you have my undying gratitude for your support during this process. I would not have made it without you! vi TABLE OF CONTENTS LIST OF TABLES ............................................................................................................. ix LIST OF FIGURES .............................................................................................................x CHAPTER ONE: INTRODUCTION ..................................................................................1 Statement of the problem .....................................................................................................6 Purpose of the Study ............................................................................................................6 Methods ..........................................................................................................................11 Significance of the Study ...................................................................................................14 Delimitations and Limitations ............................................................................................16 Definition of Terms............................................................................................................16 CHAPTER TWO: LITERATURE REVIEW ....................................................................19 Review of Literature on Contingent Faculty .....................................................................20 Who are Contingent Faculty? ......................................................................................22 Who are Cosmopolitans and Locals? ...........................................................................25 How does the Influx of Contingent Faculty Impact Institutions? ................................29 How do Contingent Faculty Impact Students? ............................................................37 Limitations of Research on Contingent Faculty ..........................................................42 Theoretical Framework ......................................................................................................43 Social Exchange Theory ........................................................................................44 Limitations of Social Exchange Theory ................................................................51 Theory X and Y ...........................................................................................................52 Limitations of Theory X and Y .............................................................................54 Organizational Commitment ........................................................................................55 Components of Organizational Commitment .......................................................57 Multiple commitments ...........................................................................................60 Antecedents to Organizational Commitment ........................................................61 Perceived organizational support ...........................................................................66 Job satisfaction and Stress ....................................................................................69 Consequences of Organizational Commitment ....................................................71 Limitations of Organizational Commitment ..........................................................73 Summary….... ....................................................................................................................77 CHAPTER THREE: METHODOLOGY ..........................................................................86 Research Design.................................................................................................................88 Sample and Data Collection.........................................................................................89 Instrumentation ..................................................................................................................96 Validity and Reliability ................................................................................................96 Variables …......................................................................................................................97 Commitment Variables ...............................................................................................99 Commitment to Teaching ......................................................................................99
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