ACCREDITATION STANDARDS AND THE INTEGRATION OF PART-TIME FACULTY

Debra Burke

Business Education and Accreditation, 2019, vol. 11, issue 1, 123-130

Abstract: Part-time faculty employed by institutions of higher education as a percentage of total institutional faculty increased in the last decades. This trend is attributed to several factors such as costs, competition, and a desire for staffing flexibility. Increased reliance on part-time faculty, however, can present issues for accreditation. AACSB International defines supporting faculty as members who primarily teach, and who do not participate in the intellectual or operational life of the school. In contrast, participating faculty members, in addition to teaching, engage in a broader range of activities in support of the school’s mission, such as advising, research, service commitments, participation in shared governance and policy guidance. Certain percentage thresholds must be maintained for participating faculty in programs and disciplines. Although participating faculty members tend to be long-term members of the faculty, permanent employment is not key. This presentation will discuss ways in which supporting faculty, typically part-time faculty, can be involved in a more significant way with the mission of the college and become contributing members. Such an inclusive approach, which provides part-time faculty with professional development opportunities, research support, and integration into program activities, can prove to be mutually beneficial

Keywords: Accreditation; Credentials; Participating Faculty; Supporting Faculty; Adjunct Faculty; Part-time Faculty; Faculty Sufficiency (search for similar items in EconPapers)
JEL-codes: A10 A30 (search for similar items in EconPapers)
Date: 2019
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