From Burnout to Belonging: A Sequential Mixed Methods Study of Comprehensive Support Structures for Online Adjunct Faculty
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| Title: | From Burnout to Belonging: A Sequential Mixed Methods Study of Comprehensive Support Structures for Online Adjunct Faculty |
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| Language: | English |
| Authors: | Rheanna Re, Jennifer Carriere, Laura Pipoly, Anthony M. Bennett |
| Source: | Online Learning. 2025 29(3):103-129. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Adjunct Faculty, Virtual Universities, Resource Staff, Differentiated Staffs, School Personnel, Teacher Burnout, Best Practices, Communities of Practice, Negative Attitudes, Trust (Psychology), Teacher Administrator Relationship, Administrator Attitudes, Teacher Attitudes, Employee Attitudes, Employer Attitudes, Burnout, Measures (Individuals) |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | Online adjunct faculty often face significant challenges, including burnout, inadequate support, and organizational cynicism, which can result in poor student outcomes. Surprisingly in Phase 1 of this sequential explanatory mixed methods study, employing a quantitative correlational approach (n = 101) at one private online university, revealed exceptional outcomes that contradicted established literature patterns: high personal accomplishment scores (M = 38.01, SD = 8.21) with 82% in the high range, low emotional exhaustion (M = 7.56, SD = 8.74), low depersonalization (M = 2.95, SD = 3.47), and minimal organizational cynicism (M = 0.76, SD = 2.09), with significant inter-college variation (F(5,95) = 2.54, p = 0.033, [eta][superscript 2] = 0.12). Phase 2 employed a case study methodology with participants representing all institutional colleges: online adjunct faculty (n = 16), college leaders (n = 23), and support personnel (n = 13). This study sought to understand mechanisms behind these positive results. Grounded in Communities of Practice theory. Open-ended questionnaires were developed through document analysis using Cardno's systematic framework, which revealed comprehensive support mechanisms, including structured recruitment, extensive mentorship, ongoing development, and authentic relationship building. Thematic analysis identified four key themes that explain the quantitative outcomes: strategic leadership implementation, systematic support infrastructure, structural policy commitment, and genuine community building. Results provide evidence-based practices that enable institutions to achieve positive online adjunct faculty outcomes through systematic organizational commitment, offering a replicable framework for improving online adjunct faculty experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484609 |
| Database: | ERIC |
| Abstract: | Online adjunct faculty often face significant challenges, including burnout, inadequate support, and organizational cynicism, which can result in poor student outcomes. Surprisingly in Phase 1 of this sequential explanatory mixed methods study, employing a quantitative correlational approach (n = 101) at one private online university, revealed exceptional outcomes that contradicted established literature patterns: high personal accomplishment scores (M = 38.01, SD = 8.21) with 82% in the high range, low emotional exhaustion (M = 7.56, SD = 8.74), low depersonalization (M = 2.95, SD = 3.47), and minimal organizational cynicism (M = 0.76, SD = 2.09), with significant inter-college variation (F(5,95) = 2.54, p = 0.033, [eta][superscript 2] = 0.12). Phase 2 employed a case study methodology with participants representing all institutional colleges: online adjunct faculty (n = 16), college leaders (n = 23), and support personnel (n = 13). This study sought to understand mechanisms behind these positive results. Grounded in Communities of Practice theory. Open-ended questionnaires were developed through document analysis using Cardno's systematic framework, which revealed comprehensive support mechanisms, including structured recruitment, extensive mentorship, ongoing development, and authentic relationship building. Thematic analysis identified four key themes that explain the quantitative outcomes: strategic leadership implementation, systematic support infrastructure, structural policy commitment, and genuine community building. Results provide evidence-based practices that enable institutions to achieve positive online adjunct faculty outcomes through systematic organizational commitment, offering a replicable framework for improving online adjunct faculty experiences. |
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| ISSN: | 2472-5749 2472-5730 |
