Belonging: A Qualitative Descriptive Study Exploring the Experiences of Adjunct Faculty Who Teach Remotely at Higher Education Institutions

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dc.contributor.authorSpranger, Emily
dc.date.accessioned2025-12-04T20:19:18Z
dc.date.available2025-12-04T20:19:18Z
dc.date.issued2025-07
dc.description.abstractThe problem this study addressed was the lack of belonging adjunct faculty teaching remotely at higher education institutions experience, leading to job dissatisfaction, high attrition, a decrease of effectiveness in the classroom, and feelings of isolation. The purpose of this qualitative descriptive study was to explore how adjunct faculty who teach remotely in higher education institutions experience belonging. By listening to the perceptions of adjunct faculty, strategies for cultivating adjunct faculty belonging were formulated. A qualitative methodology guided the investigation, with Allen et al.’s belonging framework serving as the conceptual foundation. Data was collected through semi-structured interviews conducted via Zoom and online questionnaires administered through Qualtrics. Following Braun and Clarke’s six-phase process, which was supported by NVivo software, thematic analysis was used to analyze the data. Three themes emerged for the first research question: (1) adjuncting is isolating, online adjuncting is even more isolating; (2) being included; and (3) relationships can only be built when two entities want to connect. Two themes emerged for the second research question: (1) recognition is the biggest motivation; and (2) feeling like you are valued. Recommendations include reducing isolation by fostering inclusion and enhancing communication; creating both formal and informal virtual opportunities to connect; intentionally inviting adjunct faculty into decision-making processes; offering faculty development that supports belonging-related competencies; implementing structured recognition programs; increasing leadership visibility; and establishing spaces where adjunct faculty feel valued and connected to the institution.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/5054
dc.language.isoen
dc.publisher.institutionNational University (NU)
dc.subjectBelonging
dc.subjectAdjunct Faculty
dc.subjectHigher Education
dc.subjectStudent Success Science
dc.subjectEducational Leadership & Learning Lifelong
dc.titleBelonging: A Qualitative Descriptive Study Exploring the Experiences of Adjunct Faculty Who Teach Remotely at Higher Education Institutions
dc.typeDissertation
thesis.degree.disciplineOrganizational Leadership
thesis.degree.grantorNational University (NU)
thesis.degree.levelDoctoral
thesis.degree.nameDOCTOR OF EDUCATION
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