Exploring Adult Learners’ Perspectives of Adjunct Teaching Effectiveness: A Case study in Grenada during the Covid-Pandemic

Abstract

Adjunct educators are in increasing demand as higher educational institutions seek ways to lower costs. Despite this trend, research supports that adjuncts' teaching practices are less effective than their full-time counterparts. Learners are in an ideal position to evaluate the teaching effectiveness of this faculty group. The problem is learners' perspectives are rarely used as an impetus for developing the teaching effectiveness of adjunct professors. As revealed in the literature, a gap exists in learners' perceptions of the factors and characteristics contributing to the effective teaching of adjunct faculty. A qualitative explanatory case study was used to explore learners' perceptions of the teaching effectiveness of adjunct professors of practice in a small urban community college in Grenada. This methodology was ideal for exploring participants' in-depth perspectives of the research topic. Knowles's theory of andragogy and Burns's transformational leadership theory guided the study. The study used three data collection instruments: individual interviews, a qualitative questionnaire, and a focus group discussion. Fifteen participants from graduates and students of part-time 2-year degree programs formed the study's sample size. Data were analyzed using the constant comparison analysis coding method. The study's results revealed that teaching effectiveness for adjunct professors of practice means exerting inspirational influence, understanding the adult learner, creating a conducive learning environment, and demonstrating care, enthusiasm, and professionalism. Academic leaders may leverage the study's findings to inform adjunct training and professional development initiatives.