The COVID-19 pandemic and immediate shift to remote learning had a major impact on faculty and students in higher education institutions (HEIs). As a result of the pandemic, many stakeholders in HEIs have experienced burnout and work fatigue, specifically, contingent/adjunct faculty. Contingent/adjunct faculty comprise a majority of faculty who serve students in colleges and universities across the country.
As the needs of students increased during the pandemic, contingent/adjunct faculty experienced increased workloads due to the additional support needed by diverse and challenged students. This further intensified the unique challenges faced by contingent faculty that existed prior to the pandemic in the areas of low pay, lack of job stability, lack of healthcare benefits and paid time off with little recognition for the work performed in their roles.
As HEIs consider the increased mental health concerns of students post-pandemic, they are now challenged to also address the needs of those key stakeholders who served on the front lines to support students at the height of the COVID-19 pandemic and continue to do so. Faculty members have a critical impact on students in the classroom in the areas of academic success and well-being. Therefore, these initiatives to support the faculty have added benefits for students and their families who are key stakeholders in colleges and universities.
This narrative analysis is supported with extensive qualitative data obtained from ten contingent/adjunct faculty interviews. The six themes that emerged from the individual and voluntary interviews are provided in discussion with areas for improvement and opportunities to promote positivity and healing in the academic community.
","abstract_html":"<p>The COVID-19 pandemic and immediate shift to remote learning had a major impact on faculty and students in higher education institutions (HEIs). As a result of the pandemic, many stakeholders in HEIs have experienced burnout and work fatigue, specifically, contingent/adjunct faculty. Contingent/adjunct faculty comprise a majority of faculty who serve students in colleges and universities across the country.</p> <p>As the needs of students increased during the pandemic, contingent/adjunct faculty experienced increased workloads due to the additional support needed by diverse and challenged students. This further intensified the unique challenges faced by contingent faculty that existed prior to the pandemic in the areas of low pay, lack of job stability, lack of healthcare benefits and paid time off with little recognition for the work performed in their roles.</p> <p>As HEIs consider the increased mental health concerns of students post-pandemic, they are now challenged to also address the needs of those key stakeholders who served on the front lines to support students at the height of the COVID-19 pandemic and continue to do so. Faculty members have a critical impact on students in the classroom in the areas of academic success and well-being. Therefore, these initiatives to support the faculty have added benefits for students and their families who are key stakeholders in colleges and universities.</p> <p>This narrative analysis is supported with extensive qualitative data obtained from ten contingent/adjunct faculty interviews. The six themes that emerged from the individual and voluntary interviews are provided in discussion with areas for improvement and opportunities to promote positivity and healing in the academic community.</p>","abstract_has_math":false,"creators":["DiMartino, Gina"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Judah Viola"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["COVID-19","Immediate Shift to Remote Learning","Adjunct Faculty","Contingent Faculty","Online Learning","Mental Health and Well-Being","Students","Educational Leadership","Higher Education","Higher Education Administration","Higher Education and Teaching","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/830","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Judah Viola"]},{"key":"dc:creator","label":"Author","values":["DiMartino, Gina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-06-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["COVID-19","Immediate Shift to Remote Learning","Adjunct Faculty","Contingent Faculty","Online Learning","Mental Health and Well-Being","Students","Educational Leadership","Higher Education","Higher Education Administration","Higher Education and Teaching","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The COVID-19 pandemic and immediate shift to remote learning had a major impact on faculty and students in higher education institutions (HEIs). As a result of the pandemic, many stakeholders in HEIs have experienced burnout and work fatigue, specifically, contingent/adjunct faculty. Contingent/adjunct faculty comprise a majority of faculty who serve students in colleges and universities across the country.
As the needs of students increased during the pandemic, contingent/adjunct faculty experienced increased workloads due to the additional support needed by diverse and challenged students. This further intensified the unique challenges faced by contingent faculty that existed prior to the pandemic in the areas of low pay, lack of job stability, lack of healthcare benefits and paid time off with little recognition for the work performed in their roles.
As HEIs consider the increased mental health concerns of students post-pandemic, they are now challenged to also address the needs of those key stakeholders who served on the front lines to support students at the height of the COVID-19 pandemic and continue to do so. Faculty members have a critical impact on students in the classroom in the areas of academic success and well-being. Therefore, these initiatives to support the faculty have added benefits for students and their families who are key stakeholders in colleges and universities.
This narrative analysis is supported with extensive qualitative data obtained from ten contingent/adjunct faculty interviews. The six themes that emerged from the individual and voluntary interviews are provided in discussion with areas for improvement and opportunities to promote positivity and healing in the academic community.
"]},{"key":"dc:title","label":"Title","values":["Burnout and Work Fatigue in Contingent Faculty During the COVID-19 Pandemic"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jaclyn Rivard","Dr. Brian Hamluk","Dr. Judah Viola"],"dc:creator":["DiMartino, Gina"],"dc:date.available":["2024-06-08T07:00:00Z"],"dc:description.abstract":["The COVID-19 pandemic and immediate shift to remote learning had a major impact on faculty and students in higher education institutions (HEIs). As a result of the pandemic, many stakeholders in HEIs have experienced burnout and work fatigue, specifically, contingent/adjunct faculty. Contingent/adjunct faculty comprise a majority of faculty who serve students in colleges and universities across the country.
As the needs of students increased during the pandemic, contingent/adjunct faculty experienced increased workloads due to the additional support needed by diverse and challenged students. This further intensified the unique challenges faced by contingent faculty that existed prior to the pandemic in the areas of low pay, lack of job stability, lack of healthcare benefits and paid time off with little recognition for the work performed in their roles.
As HEIs consider the increased mental health concerns of students post-pandemic, they are now challenged to also address the needs of those key stakeholders who served on the front lines to support students at the height of the COVID-19 pandemic and continue to do so. Faculty members have a critical impact on students in the classroom in the areas of academic success and well-being. Therefore, these initiatives to support the faculty have added benefits for students and their families who are key stakeholders in colleges and universities.
This narrative analysis is supported with extensive qualitative data obtained from ten contingent/adjunct faculty interviews. The six themes that emerged from the individual and voluntary interviews are provided in discussion with areas for improvement and opportunities to promote positivity and healing in the academic community.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/830"],"dc:subject":["COVID-19","Immediate Shift to Remote Learning","Adjunct Faculty","Contingent Faculty","Online Learning","Mental Health and Well-Being","Students","Educational Leadership","Higher Education","Higher Education Administration","Higher Education and Teaching","Online and Distance Education"],"dc:title":["Burnout and Work Fatigue in Contingent Faculty During the COVID-19 Pandemic"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}