A NARRATIVE INQUIRY INTO CONTINGENT MUSIC FACULTY EXPERIENCES

<p>The increasing reliance on short-term or contingent faculty reflects a shift away from tenure-track positions. Tenure-track faculty reduction is significant in academic disciplines such as music. This qualitative narrative inquiry study explored the professional experiences of contingent music faculty through semi-structured interviews. Narrative inquiry allows for individual participant voice in which this study examined participant relationships with faculty colleagues, employment experiences at higher education institutions, and working conditions. Implications of this study include new ways of understanding support structures from colleagues and institutions for contingent music faculty members, deeper perspective about the current state of teaching at their universities, and the improving of contingent music faculty at higher education institutions.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Midgley, Herbert

Contributors dc:contributor

• Barbara Qualls
• Summer Pannell
• Kevin Jones

• Contingent faculty
• Adjunct faculty
• Non-tenure track faculty
• Music discipline
• Qualitative narrative inquiry
• In Vivo coding
• Educational Leadership
• Higher Education
• Music

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/660

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1695