Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Vicki L. Underwood

Abstract

AbstractJust over half of faculty members teaching in institutions of higher education (IHEs) in the United States work part time. Previous research on the relationship between part-time faculty employment and student success has produced conflicting findings and may have resulted in ineffective use of part-time faculty. The purpose of this retrospective, prediction study was to determine if the percent of part-time faculty, several institutional variables, and student demographics were significant predictors of retention and graduation rates at IHEs in Texas. Berger and Milem’s theory of organizational behavior and student outcomes grounded this study using secondary analysis of publicly available archival data for 112 IHEs as reported on the website of the Texas Higher Education Coordinating Board. Multiple stepwise regression analyses indicated percent of part-time faculty was a significant negative predictor; more part-time faculty predicted lower retention and graduation rates. For the total sample and for 2-year IHEs, percent of part-time faculty and percent of non-White students were inversely related to retention, whereas percent needing developmental education in reading was positively related to retention for these IHEs, the only positive predictor identified. For the total sample, percent of part-time faculty, students needing math developmental education, and students graduating with debt were inversely related to graduation. For both 2- and 4-year IHEs, more part-time faculty related to lower graduation rates. Percent needing math developmental education was inversely related to graduation at 4-year IHEs, and average student debt was inversely related to graduation for 2-year IHEs. Hiring more full-time faculty and more effective use of part-time faculty may result in positive social change through increased student retention and graduation rates at both 2- and 4-year IHEs.

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