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A deeper understanding of the support lifecycle and the support structures for online adjunct faculty may contribute to institutional and student success (Kelley & Kilburn, 2023; Purdum & Evans, 2024).��This university has a highly engaged faculty. So, this qualitative exploratory case study aimed to understand the connection between adjunct faculty, the university staff, and the policies and procedures that contributed to such an engaged group of online adjunct faculty.��

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What are online adjunct faculty’s perceptions of the support practices provided through the faculty support lifecycle?��

What are the college leaders’ perceptions of online adjunct faculty support throughout the faculty support lifecycle?��

What are the support services departments' perceptions of the support practices throughout the faculty support lifecycle?��

What processes and policies are used for online adjunct faculty support throughout the faculty support lifecycle?

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An exploratory case study was employed to investigate the experiences and practices within an online higher education institution. Using a case study allowed for an in-depth exploration of the online adjunct faculty lifecycle and the support structures that support it. Previous studies have focused on challenges adjunct instructors face, such as burnout, high course loads coupled with long work hours, increased student numbers, excessive administrative work, lack of training, high level of competition in academics, role ambiguity, and lack of wellness promoting activities in higher education the purpose of the aim for this research was to better understand the support structures for online adjunct based on faculty perceptions and the efforts of the university (Reed et al., 2023; Hyatt, 2022; Hegney et al., 2021; de Araújo et al., 2020; Strasser, 2019; Mula-Falcón, 2022).����

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Open-ended surveys were distributed to 158 Online Adjunct Faculty onboarded in the last 5 years, 63 College Leaders, 40 Curriculum personnel, and 32 faculty engagement department personnel. Response rates were impressive; 10% of the online adjunct faculty, 37% of the college leaders, 28% of the faculty engagement personnel, and 10% of the curriculum personnel responded. Participants received questionnaires designed to capture their experiences with the faculty lifecycle. A detailed review of existing policies and procedures was evaluated and triangulated with the survey responses from each perspective.��The results are preliminary but have some clear themes already identified.

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The Holistic Faculty Support and Development��theme contained code definitions highlighting the comprehensive support structure necessary for online adjunct faculty, encompassing effective coaching, supportive performance evaluations, professional development opportunities, and��community and belonging. Primary takeaways from excerpts included acknowledgment of online faculty support throughout the lifecycle, the value of mentorship, the need for technological understanding, and the inherent merit of supportive supervisors and staff.��

A deep understanding of the lifecycle of an online adjunct faculty is an essential framework to consider when trying to understand the support mechanisms in place. Knowing that this university’s primary goal is to provide a high-quality education that connects to the student’s career is crucial. Faculty are sought out for their subject matter ability and experience, not their classroom facilitation skills. Indeed, the university invests much in training these practitioners on the facilitation skills that successfully engage students, provide helpful feedback, create a community within the classroom, and help the students meet the learning objectives.����

A thorough review of the open-ended surveys and university policies and procedures resulted in a deeper understanding of the university’s support structures related to each phase of the lifecycle. The support structures that a faculty experiences are based on what phase the faculty member is in the lifecycle, with��more directive support and training being offered earlier in the lifecycle while more focus on autonomy and professional development as the faculty becomes more practiced in the role. Respect for the faculty perspective is��apparent within all processes and procedures. The university values the faculty perspective on issues, process improvements, curriculum development, and assessment. Faculty improvement coaching or guidance emphasizes the relationship with the faculty supervisor and balances academic freedom and adherence to faculty requirements.

Underneath the support structures that actively support faculty are other areas like the Center for Teaching and Learning, which partners with colleges and faculty subject matter experts to develop, maintain, and improve curricula for all offered classes. The university invests heavily in providing high-quality and relevant curricula to the faculty, who are experts in their content areas and are encouraged to enhance the curriculum by sharing their practitioner knowledge and expertise with students.�� Other support structures include��the Faculty Engagement Department's policies, procedures, and personnel. The university's immense scale means that colleges and faculty supervisors depend on these departments to help them effectively support faculty.��

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Due to the increasing reliance on online adjunct faculty, higher education institutions must find ways to provide support that meets the needs of the faculty and inspires engaged interactions with students and quality outcomes (Gelman et al., 2022). Online adjunct instructors may need help with the necessary skills to deliver effective online education confidently and inconsistently receive the required preparation and development in impactful teaching practices, which can result in adverse student outcomes (Butters & Gann, 2022). The rapid increase in online education offerings resulting in the increased use of online adjunct faculty requires understanding the best practices of established online higher education institutions.��

The Recommendations for Comprehensive Support and Development for Online Adjunct Faculty theme contained codes that collectively highlight the multifaceted needs and recommendations for enhancing the experience and effectiveness of online adjunct faculty. This includes technological improvements, adequate compensation, effective communication strategies, better course preparation resources, and professional development. Additionally, structured mentorship and onboarding processes, targeted training for underperforming faculty, improved support for student accommodations, and balanced performance reviews are crucial for fostering a supportive and engaging teaching environment for online adjunct faculty.��

Higher education institutions that wish to balance high-quality course facilitation with keen and insightful practitioner knowledge may find the support structures observed at this university helpful. Indeed, a balance between academic freedom and quality assurance procedures supported by staff provides faculty with a matrix of resources, support, and guidance. This results in high faculty engagement, improved student outcomes, and adherence to the university's mission and vision.��The team will continue evaluating the data and publish the results in a peer-reviewed journal in the coming months.

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de Araújo Leite, T. I., Costa Fernandes, J. P., da Costa Araújo, F. L., de Brito Fernandes Pereira, X., de Azevedo, D. M., & Souza Lucena, E. E. (2020). Prevalence and factors associated with burnout among university professors. Revista Brasileira de Medicina Do Trabalho: Publicacao Oficial Da Associacao Nacional de Medicina Do Trabalho-ANAMT, 17(2), 170–179. https://doi.org/10.5327/Z1679443520190385  ����

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Hyatt, K. (2022). Stressors in higher education that lead to burnout and solutions to avoid it. Journal of Business & Educational Leadership, 12(1), 110–125. ����

Kelley, S., & Kilburn, M. (2023). Adjunct faculty satisfaction with online teaching. Quarterly Review of Distance Education, 24(3), 31–42.����

Mula-Falcón, J., Cruz-González, C., & Lucena, C. (2022). Burnout syndrome in university teachers: A review of the literature. International Journal of Educational Organization & Leadership, 29(2), 33–46. https://doi.org/10.18848/2329-1656/CGP/v29i02/33-46   ����

Purdum, A.B. & Evans, A.L. (2024). Impacts of need and culture in higher education. International Journal on Social and Education Sciences (IJonSES), 6(1), 164-173. https://doi.org/10.46328/ijonses.646����

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