Faculty Motivations and Incentives for Teaching eCourses at a For-Profit Online Applied Arts CollegeReport as inadecuate

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Online Submission, Ed.D. Dissertation, Argosy University

A shortage of qualified online faculty exists as learner demand rises. This replication research studied two sample populations--full-time and adjunct--of online faculty at a for-profit applied arts college. The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool. Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations. The findings showed flexible schedule to be the top motivator for both populations. Additionally, adjuncts were motivated by job concerns. Passing on experiential knowledge and the ability to balance work and family motivated full-timers. Higher pay and professional development opportunities were the top incentives for both sample populations. Full-timers were also concerned with job security. It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent. Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit). Would the results have been different had the study been conducted during a stable era at the institution? A replication of this study at the same institution at a future date would answer this question. A study at a different 100% online college would help further elucidate the findings. Six appendixes present: (1) Informed Consent Letter to Participate in Online Survey; (2) Permission to Use Survey Instrument; (3) Survey Instrument; (4) Institutional Consent; (5) Email Contact to Participants' Supervisor; and (6) Email Contact to Participants. (Contains 4 tables.)

Descriptors: Higher Education, College Faculty, Adjunct Faculty, Faculty, Teacher Shortage, Proprietary Schools, Teacher Motivation, Incentives, Teaching Conditions, Flexible Scheduling, Educational Opportunities, Research Methodology, Job Security, Online Courses, Faculty Development

Author: Tenzer, Laurie

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=814&id=ED538846

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