Impact of Part-Time Job of University Teachers on Their Teaching Quality - Case Study Example

Exploring on Impact of Part-time Job of Teachers on Their Teaching Quality in the in USA Chapter Introduction 1.1. Education is important to our children as they grow up right from childhood to adulthood. Throughout the years, as many people became aware of the importance of education in USA, the number of universities and students enrolling in them increased drastically. This brought about the introduction of part-time lecturers who would specifically serve the purpose of lecturing students for a particular time on contractual basis (Ehrenberg, 2007). Many universities find part-time lectures better since it saves them on money. 1.2. Importance of study This topic is hence of importance in finding out if part time lecturers have impact on teaching quality. One would always wonder why so many lecturers have opted in taking this form of lecturing on university students in USA. According to a researcher, part time lecturing in a way provides lecturers a chance to make more money (Ehrenberg, 2007). For those who receive low wages in their permanent jobs, sometimes can opt to part time in other universities in order to make something extra. Anyway, according Abdulla (2008), one is always wondering what could be the impact of their part timing on the teaching quality. 1.3. Previous knowledge? The idea of Part time lectures emanated when universities wanted lectures for a specific subject, but did not want to retain them on a permanent basis since it would be an economic burden, housing and feeding them (Fran, 2012). Lectures in part time, only show up to teach the units provided at a specific time, then return to where they came from. According to Fran (2012), the practice has been impacting on the quality of teaching across USA universities. In order for a student to develop to become a well-educated one, certain qualities have to be placed into consideration (Knight, 2002). A teacher is the first model of a student and will always emulate them. Part-time lectures are not easily accessible after class hence making students feign for themselves, something which is negatively impacting on student’s attitude to conduct research (Paul, 2012). Part-time lectures spend the least time possible with their students as they are always on the road, hoping from one university to another (Knight, 2002). In fact, tiredness at work due to constant travel could be another contributing factor towards poor quality of teaching. In order for one to teach students and understands, implies that one should be at peace with oneself (Fran, 2012). 1.4. Knowledge Gap This topic can be supported by the theory of role conflict (Menzies, 2013). Role conflict always occurs in situations where incompatible demands have been placed over an employee in the sense that compliance to both could be of great difficulty (Grace, 2012). A good example of when role conflict is experienced is when a person has two or more roles and becomes pulled in different directions so as to respond to them (Grace, 2012). This can be applied in the case of part-time lecturers as they experience this in their work. The result of role conflict is little demand being placed on each role, therefore questioning issues dealing with teacher quality when it comes to part-time lecturers (Ehrenberg, 2007). 1.5 Objectives The following objectives will be applied in the study of this topic: 1. To find out the impact pert time lecturing has on the teaching quality in USA? 2. To find out the teaching quality delivered by part-time lectures? Chapter 2: Literature Review (4 pages) 2.1. What is a part-time job? According to Abdulla (2008), part-time job is defined as an employment which one is required to attend for few hours in a given compared to the real job. Basically, when one part-times, implies that he or she has been allocated a certain time to carry out his or her duties and go. Part-time jobs have become of interests to many as employers pay in terms of hours. 2.2. Why are the university teachers taking part-time job In the recent years, we have seen quite a number of university teachings taking part-time jobs. What most people did not know is that, why do some prefer to become part time teachers amidst their real time jobs. According to Anderson (2014), the practice of part-timing has taken toll in USA majorly due to economic factors. Lecturers are finding hard to stay in one job since they find it difficult to sustain their interests and families with the same. Therefore, part-timing is an attempt for such lectures to make something extra. It has been reported that part-time lecturers can undertake classes in two of more universities (Kimbe, 2009). In addition, other lectures take part-time jobs because they have other pressing businesses which they are running sideways. Take for instance a lecturer who is a doctor at the same time. Such a person will be required to skip some hospital sessions to go and lecture medical students. Other lectures part time due to poor wages. Universities nowadays offer low wages for lectures as they have become many and available, not compared to olden days when they were few. In taking advantage of the situation, instead of complaining of a pay rise and getting fired, lectures find it cheaper to make something more in their teaching field through part-timing in other universities during their free times. 2.3. Why is it important? It is important to learn why lectures do part-time in order to fully understand how it does affect the quality of learning in the institutions. According to Croft (2009), part time lectures often find it convenient offering their services at a time when they could be free. People always find a gap in their current jobs and utilize the free time which they have through part-timing to make something extra. It is important for one to study why universities lectures part time in order to know about how it affects the quality of learning in the institutions. In 2013, a report was revealed stating that the quality of students produced in our universities has deteriorated. Basically, the report denoted that such students lacked a number of life-skills, which they could have learnt through interaction with their lectures. Some students have come to accept skiving of lectures in institutions of higher learning, without them realizing the impact which it has on their learning. Part-time lectures have been reported to teach for a short duration of time , and without having personal interest into each of their students’ academic affairs, hence resulting in poor performance. Students who are taught by part-time lectures always find it hard to access them for further help, unlike permanent employed lectures. 2.4. What bad impact of part-time job will be caused on the current job of the teachers? When teachers of university part time, it sometimes has a bad impact on their current job. Lectures are always torn apart when they are part time in regard to the tasks which they should carry out. In addition, productivity of the lecture in their current job is always low, as compared to when he chooses to concentrate on one job (Stewar, 2006). The essence of being one person taking two jobs, can be really tiresome due to travelling and preparation one makes to be from one place and another. Quite a lot of human effort is wasted as one tries to balance in maintaining the two jobs (Stewar, 2006). Teachers of higher learning usually find it hard delivering quality learning to their citizens at their current jobs, as they take it for granted owing to the fact that they will still get paid as long as they appear or teach for a short time. Such teachers usually device means to always find time and attend the part-time jobs. An situation commonly seen in such lectures is attending lectures half-way and giving unnecessary handouts to students to research for their own. All in all, it is the student who suffers in the process as the lectures teaching quality becomes questionable in both their current jobs and part-time too 2.5. What is the theory of role conflict? Human beings usually have a designated role to play in the society. When one is employed in a given place, a person’s roles and responsibilities are always outlines to them. In addition, some organizations give objectives for employees to achieve (Walton, 2002). In the institutions of higher learning, lecturers have various roles to play depending on the department and the position one holds. In relation to the theory of conflict, part-timer lectures are always faced with role conflict (Menzies, 2013). This implies that they are always tied by the current and part-time jobs, as both employers expect them to deliver what is based on their contracts. Academic institutions expect learning to take place (Walton, 2002). The issue comes about when that learning is either quality or not quality. In having role conflict, one is always torn apart in terms of quality deliverance as both jobs yearn for the same. In overall, part-time lectures tend to dilute the quality of learning through having role conflicts. Understanding of this theory has been helpful in studying the reasons as to why the teaching quality of part-time lectures is much worse than for permanent lecturers (Menzies, 2013). Significance of the study The topic, impact of part-time lectures on the teaching quality at USA universities significant in so many ways. Research on this subject will help identify the main-root into why lectures part-time, why it is important to them, the effects part-timing has on both the lectures and the students, and in overall, identifying the role in regard to teaching quality (Paul, 2012). In universities, the major purpose of students going there in the first place, is to be prepared for the future through passing through qualified lectures that are capable to provide high quality education (Westerheijden, 2006). Furthermore, proper insight into how part-time lecturing has impact on the lectures current jobs and part-time jobs will be seen (Snow, 2014). Results obtained from researching about the topic would be helpful for institutions in identifying the root cause of poor learning in academic institutions and coming up with ways of curbing it. The purpose of study is to ensure that quality of learning in higher institutions is maintained through identifying the reasons the lead to poor quality in the first place by tackling the issue of part-time teachers (Menzies, 2013). References Abdulla Y. Al-Hawaj, W. E. (2008). Higher Education in the Twenty-First Century. New York: CRC Press. Anderson, D. (2014). 500 Tips for Further and Continuing Education Lecturers. New York: Routledge. Croft, A. (2009). Workers Education in Action: Selected Articles from Labour Education . New York: International Labour Organization. Ehrenberg, R. G. (2007). Whats Happening to Public Higher Education?: The Shifting Financial Burden. Washington: JHU Press. Fazackerley, A. (2014, November 4). Academics fight hourly contracts. Retrieved December 3, 2014, from theguardian.com: http://www.theguardian.com/education/2014/nov/04/academics-fight-hourly-contracts (Fazackerley, 2014) Fran Beaton, A. G. (2012). Developing Effective Part-time Teachers in Higher Education: New Approaches to Professional Development. New York: Routledge. Grace, G. (2012). Role Conflict and the Teacher. New York: Taylor & Francis. Kimble, C. (2009). Communities of Practice: Creating Learning Environments for Educators, Volume 1. Washington: IAP. Knight, P. (2002). Being A Teacher In Higher Education. New York: McGraw-Hill International. Korabik, K. (2011). Handbook of Work-Family Integration: Research, Theory, and Best Practices. Washington: Academic Press. Menzies, K. (2013). Sociological Theory in Use. New York: Routledge. Paul Held, W. F. (2002). Telematics for Education and Training. Washington: IOS Press. Skelton, A. (2013). International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice. New York: Routledge. (Skelton, 2013) Snow, D. (2014, November 3). Part-Time Lecturers. Retrieved December 3, 2014, from rutgersaaup.org: http://www.rutgersaaup.org/members/part-time-lecturers Steward, A. (2006). FE Lecturers Survival Guide. New York: A&C Black. Walton, R. (2002). A Behavioral Theory of Labor Negotiations: An Analysis of a Social Interaction System. Cornel: Cornell University Press. Westerheijden, D. F. (2006). Quality Assurance in Higher Education: Trends in Regulation, Translation and Transformation. New York: Wiley and Sons. Read More