Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However, instructors and lecturers do not seem to enjoy much recognition as such, which begs the question: why do so many choose to remain in their position over the span of their career? In comparison to their counterparts in tenure track positions, and teachers in the public school system whose career span have been studied extensively, little is known about the career development of full-time NTTT faculty members. Therefore, this study aims to gain an understanding of the development of the professional life of full-time non-tenure track faculty members, and analyze the factors that affect their experiences, describing how these have caused them to evolve throughout their career; and, to determine whether or not there are stages in their professional life cycle and, if so, what they might be.
","abstract_html":"<p>Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However, instructors and lecturers do not seem to enjoy much recognition as such, which begs the question: why do so many choose to remain in their position over the span of their career? In comparison to their counterparts in tenure track positions, and teachers in the public school system whose career span have been studied extensively, little is known about the career development of full-time NTTT faculty members. Therefore, this study aims to gain an understanding of the development of the professional life of full-time non-tenure track faculty members, and analyze the factors that affect their experiences, describing how these have caused them to evolve throughout their career; and, to determine whether or not there are stages in their professional life cycle and, if so, what they might be.</p>","abstract_has_math":false,"creators":["Hayes, Lenora M."],"institution":null,"degree_name":"Ed.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Rhoda Jeffries"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:31Z","subjects":["Curriculum and Instruction","Education","career stages","instructors","lecturers","life-cycle","Non-tenure track","research I"],"languages":[],"rights":["© 2012, Lenora M. Hayes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/863","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rhoda Jeffries"]},{"key":"dc:creator","label":"Author","values":["Hayes, Lenora M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Instruction","Education","career stages","instructors","lecturers","life-cycle","Non-tenure track","research I"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Lenora M. Hayes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/863"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However, instructors and lecturers do not seem to enjoy much recognition as such, which begs the question: why do so many choose to remain in their position over the span of their career? In comparison to their counterparts in tenure track positions, and teachers in the public school system whose career span have been studied extensively, little is known about the career development of full-time NTTT faculty members. Therefore, this study aims to gain an understanding of the development of the professional life of full-time non-tenure track faculty members, and analyze the factors that affect their experiences, describing how these have caused them to evolve throughout their career; and, to determine whether or not there are stages in their professional life cycle and, if so, what they might be.
"]},{"key":"dc:title","label":"Title","values":["Understanding the Professional Life-Cycle of Non-Tenure Track Teaching Faculty"]}]}],"canonical_facts":{"dc:contributor":["Rhoda Jeffries"],"dc:creator":["Hayes, Lenora M."],"dc:description.abstract":["Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However, instructors and lecturers do not seem to enjoy much recognition as such, which begs the question: why do so many choose to remain in their position over the span of their career? In comparison to their counterparts in tenure track positions, and teachers in the public school system whose career span have been studied extensively, little is known about the career development of full-time NTTT faculty members. Therefore, this study aims to gain an understanding of the development of the professional life of full-time non-tenure track faculty members, and analyze the factors that affect their experiences, describing how these have caused them to evolve throughout their career; and, to determine whether or not there are stages in their professional life cycle and, if so, what they might be.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/863"],"dc:rights":["© 2012, Lenora M. Hayes"],"dc:subject":["Curriculum and Instruction","Education","career stages","instructors","lecturers","life-cycle","Non-tenure track","research I"],"dc:title":["Understanding the Professional Life-Cycle of Non-Tenure Track Teaching Faculty"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T04:38:31Z"}