Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts

Abstract

Objective: The purpose of this study was to describe the relationship between community college department chairs and their adjunct faculty. Methods: This was a descriptive phenomenological qualitative study that used individual semi-structured interviews of 14 department chairs from a purposive sample drawn from a midwestern community college. Data analysis was conducted through two cycles of coding using phenomenological approaches. Results: Findings suggest that department chair relationships with adjunct faculty are transactional, have limited depth, and are perceived as scheduling stopgaps. Department chairs describe their connection as centered on scheduling or administration to prioritize student needs above relationship building. Contributions: The study contributes to existing research by elucidating that the department chair-adjunct didactic relationship is superficial. Department chairs, opposed to lead instructors, hold the most influence to positively influence the academic environment through a deepened relationship with adjunct faculty. Important implications for practice are provided for focused intentional efforts to humanize adjunct faculty within their institutions.