Abstract
Career professionals who serve as adjunct faculty at the university level are expected to engage in continual research and publishing to maintain their status as adjunct (part-time) faculty, to be considered for potential advancement, and to qualify for additional compensation. One way of meeting this objective is to participate in online collaborative research projects benefiting from a set of multiple lenses, multiple insights, and a multitude of considerations in regard to design, methodology, data interpretations, and broader reaching implications. A narrative inquiry approach was applied to gain an in-depth understanding of the experiences of adjunct faculty working in online collaborative research teams. Data was gathered through phone interviews where adjunct faculty shared their personal experiences and reflections about working as collaborative researchers in an online environment. Using an inductive process, themes were drawn from the responses of the participants to address the research question. The dominant themes found were organizational skills, interpersonal skills, and personal growth and development. The results of the study led to recommendations for supporting adjunct faculty in online collaborative research for building a sense of scholarly community and expanding opportunities for personal professional growth.
Highlights
Regardless of whether employees show symptoms of COVID-19, 88% of U
Most universities moved online in Spring 2020, with many remaining online for fall; college and university faculty were required to self-isolate and work from home with their families (Smalley, 2020)
Through a basic qualitative study, we examined how both online faculty and land-based university faculty coped with the COVID-19 imposed self-isolation
Summary
Regardless of whether employees show symptoms of COVID-19, 88% of U. S. companies, during the COVID19 pandemic, encouraged or required their employees to work from home (Facilityexecutive.com, 2020). Most universities moved online in Spring 2020, with many remaining online for fall; college and university faculty were required to self-isolate and work from home with their families (Smalley, 2020). Little is known as to how faculty transitioned from land-based to working online, nor is it known how self-isolation affected faculty who worked online pre-pandemic. Through a basic qualitative study, we examined how both online faculty and land-based university faculty coped with the COVID-19 imposed self-isolation
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