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UBC Theses and Dissertations

Profile and problems of part time faculty in selected B.C. community colleges Naismith, Earl George 1978

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P R O F I L E AND PROBLEMS OF PART TIME FACULTY I N SELECTED B.C. COMMUNITY COLLEGES  by EARL GEORGE N A I S M I T H B.Eng., M c G i l l U n i v e r s i t y ,  A T H E S I S SUBMITTED  1958  I N P A R T I A L F U L F I L L M E N T OF  THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS  in THE FACULTY OF GRADUATE STUDIES (Dept.  We a c c e p t  of Higher  this  Education)  thesis  to the r e q u i r e d  as  conforming  standard  THE U N I V E R S I T Y OF B R I T I S H  COLUMBIA  M a r c h , 1978  (c)  E a r l G e o r g e N a i s m i t h , 1978  In presenting this thesis in partial  fulfilment of the requirements for  an advanced degree at the University of B r i t i s h Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives.  It  is understood that copying or publication  of this thesis for financial gain shall not be allowed without my written permission.  Department of  Higher  Education.  The University of B r i t i s h Columbia 2075 Wesbrook P l a c e Vancouver, Canada V 6 T 1W5  Date  M a r c h , 1978  ii  ABSTRACT  This study  attempts  time F a c u l t y i n B r i t i s h  to determine  t h e P r o f i l e and  Problems of P a r t -  C o l u m b i a C o m m u n i t y C o l l e g e s , b a s e d on a  from s i x of the f o u r t e e n c o l l e g e s i n the p r o v i n c e .  These  were B r i t i s h Columbia I n s t i t u t e of Technology, C a p i l a n o  institutions  C o l l e g e , Douglas  C o l l e g e , E a s t K o o t e n a y C o l l e g e , F r a s e r V a l l e y C o l l e g e , and Community C o l l e g e . combination  area covered,  Vancouver  Each of the s i x i n s t i t u t i o n s represented  of c h a r a c t e r i s t i c s such  a s age  sampling  a  unique  of the c o l l e g e , g e o g r a p h i c a l  m u l t i - c a m p u s o r s i n g l e campus, m e l d e d o r u n m e l d e d ( i . e .  amalgamation o f the c o l l e g e w i t h l o c a l p r o v i n c i a l v o c a t i o n a l i n s t i t u t e s ) , and  h i s t o r i c a l usage of p a r t - t i m e f a c u l t y .  Data f o r a time a n a l y s i s  were c o l l e c t e d f r o m c o l l e g e r e c o r d s w h i c h gave the d i s t r i b u t i o n o f p a r t time f a c u l t y by f i v e years.  s e m e s t e r and b y  This helped  to determine  A q u e s t i o n n a i r e was ablishing  The  had  taught  t r e n d s i n the use  problems.  I t was  sent  0.3:1  t o 1.8:1  the u n i v e r s i t y  career/technical area,  years.  w i t h an a v e r a g e r a t i o o f 0.7:1.  t r a n s f e r area  (approximately  (approximately  (approximately 0.6:1).  faculty  i n the c o l l e g e s v a r i e d  r a t i o s are highest i n the v o c a t i o n a l t r a i n i n g area f o l l o w e d by  faculty.  for est-  to every p a r t - t i m e  faculty  to  of p a r t - t i m e  i n t h e s e l e c t e d c o l l e g e s f o r t h e p a s t two  r a t i o of p a r t - t i m e to f u l l - t i m e  from approximately  three  u s e d as t h e d a t a c o l l e c t i o n i n s t r u m e n t  t h e p r o f i l e and  member who  c u r r i c u l u m area f o r the l a s t  0.7:1) a n d  There i s a  The 2:1) the  significant  d i f f e r e n c e i n t h e r a t i o o f p a r t - t i m e t o f u l l - t i m e f a c u l t y members among the c o l l e g e s i n the study. d i f f e r e n c e s were  Furthermore i n almost  significant.  a l l other  categories  i i i  This could r e f l e c t  t h e autonomy and v a r y i n g n e e d s o f i n d i v i d u a l  B a s e d on t h e d a t a g a t h e r e d  i n the study  the'typical'  c o l l e g e f a c u l t y member i s m a l e ; l i v e s w i t h i n a n h o u r ' s w o r k s i n b u s i n e s s and  commerce a s a m a n a g e r i a l  full-time  from  part-time  d r i v e of the  i f his  teaching i n c o l l e g e s ; would accept  principal an o f f e r  academic c r e d e n t i a l s ;  is willing  t o t a k e an  p r e c i a b l e s a l a r y c u t t o t e a c h a t a community c o l l e g e t o s a t i s f y  one  i s n o t now  s u b j e c t and  teaches  a c t i v e l y l o o k i n g a r o u n d f o r a new  t h a t one  a f t e r 4 p.m.,  u s u a l l y r e p e a t e d w h i l e he  degree;  has  a t l e a s t one  taught courses  a d u l t education programs; teaches  i s at the  much n o n - t e a c h i n g  career at  a t the secondary  only  college; has  at  least a  s c h o o l l e v e l and  a non-laboratory-oriented course  a c t i v i t i e s are expected  of him;  in  with  a s s i s t a n c e ; i s apt to  t o c o l l e g e p r o f e s s i o n a l development programs, b u t does n o t  i s n o t s u r e how  ap-  t e a c h i n g c r e d e n t i a l and  t e c h n i c i a n a s s i s t a n c e a v a i l a b l e b u t no m a r k i n g invited  a  job; teaches  b u t w o u l d p r e f e r t o t e a c h b e f o r e 4 p.m.;  8 y e a r s o f work e x p e r i e n c e ; has Master's  of  e m p l o y m e n t i n a c o l l e g e i f he w e r e g i v e n s u i t a b l e c r e d i t f o r  h i s work e x p e r i e n c e and  choice;  college;  e m p l o y e e ; makes a b o u t $ 2 4 , 0 0 0  a y e a r f r o m a l l s o u r c e s ; o r makes a b o u t $ 1 5 , 0 0 0 a y e a r s o u r c e o f i n c o m e was  colleges.  be  attend; i s a member  o f t h e c o l l e g e ' s f a c u l t y a s s o c i a t i o n b u t n o t a v o t i n g member u n l e s s he at l e a s t one-half a l o a d ; i s p a i d p r o p o r t i o n a t e l y l e s s i s not  represented  m a i l box;  finally,  except  - support  c a n be  released without Officially,  courses.  c a u s e a t t h e end  the c o l l e g e s extend  s e r v i c e s t o p a r t - t i m e f a c u l t y as  t h a t t h e y u s u a l l y do n o t g r a n t t h e f o r m e r  free credit  a  as n o t t o have a desk t o work a t ; has h i s t e a c h i n g  c o n t r a c t o r employment p e r i o d . istration  faculty;  i n the c o l l e g e f a c u l t y ' s b a r g a i n i n g u n i t ; u s u a l l y has  i s as l i k e l y  e v a l u a t e d ; and,  than f u l l - t i m e  teaches  of h i s  t h e same a d m i n -  to f u l l - t i m e  faculty  the p r i v i l e g e of t a k i n g  iv  Salaries  f o r part-time  C r e d i t i s seldom g i v e n experience.  f o r academic and t e a c h i n g  Among t h e c o l l e g e s , t h e r e  ence i n t h e s e pay r a t e s . they p l a t e a u  not  "British  differ-  a n d when t h e y  a t a l e v e l below that a t t a i n a b l e by f u l l - t i m e f a c u l t y . little  t h e i r category as a teacher.  officially  i s a significant  Increments a r e not u s u a l l y given  F a c u l t y agreements say very defining  c r e d e n t i a l s o r f o r work  Pay r a t e s a r e u s u a l l y b a s e d on t h e l o w e s t r a t e o f t h e f u l l -  time f a c u l t y s c a l e .  are  f a c u l t y are l e s s than f o r f u l l - t i m e f a c u l t y .  represented  Columbia Colleges  this restriction with  about part-time Generally  f a c u l t y beyond  part-time  by f a c u l t y a s s o c i a t i o n s .  faculty are  The r e c e n t l y  a n d P r o v i n c i a l I n s t i t u t e s A c t " may  some f o r m o f p r o v i n c e - w i d e  enacted  resolve  representation.  T h e r e was n o a g r e e m e n t among t h e c o l l e g e s o n t h e c r i t e r i a - f o r transition  from part-time  College  to f u l l - t i m e status.  administrations  h a v e t h e same r i g h t ,  reported  that generally part-time  faculty  i f not as ready access t o , a d m i n i s t r a t i v e  support  services. Part-time do  f a c u l t y at a l l colleges, are usually unorganized.  n o t have p o s i t i o n s on f a c u l t y a s s o c i a t i o n e x e c u t i v e s  of bargaining  committees.  a n d a r e n o t members  F a c u l t y a s s o c i a t i o n s seem q u i t e  about t h e i n t e r e s t s o f p a r t - t i m e  faculty.  of i n t e r e s t between f u l l - t i m e and p a r t - t i m e obvious problems i n g r a n t i n g  part-time  They  ambivalent  T h e r e i s an o b v i o u s  community  f a c u l t y but there  are equally  f a c u l t y more r e p r e s e n t a t i o n  on f a c u l t y  associations. Part-time College faculty.  faculty aregenerally defined  f a c u l t y agreements d e a l m a i n l y w i t h  i n terms o f f u l l - t i m e f a c u l t y . the i n t e r e s t s of f u l l - t i m e  TABLE OF CONTENTS  Page  ABSTRACT  i  i  L I S T OF TABLES  viii  L I S T OF FIGURES  ix  ACKNOWLEDGMENTS  x  CHAPTER I.  THE PROBLEM  1  The Need f o r t h e S t u d y  II.  . .  1  Purpose o f the Study  4  The D e f i n i t i o n o f P a r t - T i m e F a c u l t y  5  R e s t r i c t i o n s and L i m i t a t i o n s o f t h e Study  6  Overview  of the Thesis  7  REVIEW OF THE L I T E R A T U R E  8  Research Studies  8  North Carolina study West V i r g i n i a  8  study  11  B r i t i s h Columbia M a t e r i a l s  12  UBC S t a t u s o f Women R e p o r t  12  C o l l e g e F a c u l t i e s F e d e r a t i o n o f B.C  13  S t u d y b y V a n c o u v e r Community C o l l e g e p a r t - t i m e faculty  14  Department o f E d u c a t i o n Post-Secondary S t a t i s t i c s v  . .  14  yi CHAPTER  Page Impact  of B i l l  82  15  Commentary a n d H y p o t h e s e s III.  15  THE DESIGN OF THE STUDY Characteristics  18  of the Colleges P a r t i c i p a t i n g  Study  18  Mode o f I n f o r m a t i o n C o l l e c t i o n  IV.  i n the  . . . . .  20  Questionnaire A  20  Questionnaire B  21  Time A n a l y s i s  21  Managing t h e Study  22  A n a l y s i s of Data  23  RESULTS OF THE A N A L Y S I S E x a m i n a t i o n and D i s c u s s i o n o f t h e Hypotheses  25 27  Hypothesis 1  27  Hypothesis 2  27  Hypothesis 3  28  Hypothesis 4  .  29  Hypothesis 5  29  Hypothesis 6  29  Hypothesis 7  31  Hypothesis 8  31  Hypothesis 9  31  H y p o t h e s i s 10  32  H y p o t h e s i s 11  32  H y p o t h e s i s 12  32  H y p o t h e s i s 13  33  vii  Page  CHAPTER Hypothesis  14  34  Hypothesis  15  35  Hypothesis  16  36  Hypothesis  17  37  Hypothesis  18  37  Hypothesis  19  39  Hypothesis  20  39  T h e ' P r o f i l e o f t h e P a r t - T i m e F a c u l t y Member  39  Personal Characteristics  40  Age  40  Sex  40  T r a v e l time to c o l l e g e  40  Incomes  40  Academic and P r o f e s s i o n a l Q u a l i f i c a t i o n s Teaching  41  certification  42  Work E x p e r i e n c e  42  P r e s e n t a r e a o f work. Years  .  42  o f work e x p e r i e n c e  43  P r e s e n t employment s t a t u s Teaching  43  Experience  43  Areas of teaching  43  Curriculum areas  i n which part-time f a c u l t y  Years  o f teaching experience i n a l lareas  Years  o f t e a c h i n g i n community c o l l e g e s  Number o f i n s t i t u t i o n s f o r whom w o r k i n g  teach  . .  . . . . . .  44 45 45 45  viii CHAPTER  Page L o n g e s t t i m e i n one c o l l e g e Number o f t i m e s  repeating  45  t h e same c o u r s e  i n one  college  46  Teaching hours  46  Laboratory  47  r e l a t e d courses  Availability  of technician a s s i s t a n t s i n laboratory  courses  47  Relevance o f work experience Availability  to teaching  colleges . . .  o f a s s i s t a n c e f o r m a r k i n g p a p e r s and  laboratory reports  48  Institutional Relations Invited  48  48  t o a t t e n d p r o f e s s i o n a l development programs  . .  48  I n f o r m e d o f c o n d i t i o n s o f employment  48  Interviewed  49  f o r part-time  teaching  Membership i n t h e c o l l e g e f a c u l t y a s s o c i a t i o n s Formal teaching Received  . . . .  evaluation  o u t l i n e s of t h e courses  49 50  t o be taught  50  O f f i c e desks provided  50  M a i l boxes assigned  50  Motivations  f o r Teaching  Time s p e n t p r e p a r i n g  51  forclass  51  Reasons f o r t e a c h i n g i n community c o l l e g e s  51  Acceptance of f u l l - t i m e p o s i t i o n s  52  Comparison o f h o u r l y pay r a t e s w i t h work o t h e r ing  at colleges  than  teach52  ix CHAPTER  Page The A d m i n i s t r a t i o n  of Part-Time Faculty  53  C l a s s i f i c a t i o n of Part-Time Faculty E x p e c t e d D u t i e s and Remuneration Administrative Hiring  of Part-Time Faculty  . •  53  .  54  Services A v a i l a b l e to Part-Time Faculty  P o l i c i e s f o r Part-Time Faculty  Time A n a l y s i s  of the D i s t r i b u t i o n  i n t h e Main Curriculum V.  53  55  of Part-Time  Faculty  Areas  55  CONCLUSIONS AND RECOMMENDATIONS  57  Conclusions  1  . .  57  P r o f i l e o f t h e P a r t - T i m e F a c u l t y Member i n S i x B r i t i s h C o l u m b i a Community C o l l e g e s The  part-time  57  f a c u l t y member a n d i n s t i t u t i o n a l  relations  60  Time a n a l y s i s on t h e d i s t r i b u t i o n o f p a r t - t i m e i n major  curriculum  areas  Summary o f t h e f i n d i n g s o n t h e h y p o t h e s e s part-time  faculty  faculty 62  concerning  i n B.C. c o l l e g e s  Recommendations Implications  f o r Further  62 64  Research  66  FOOTNOTES  68  BIBLIOGRAPHY  69  APPENDICES A.  RECOMMENDATIONS OF THE COMMITTEE ON TERM INSTRUCTORS AT VANCOUVER COMMUNITY COLLEGE  B.  71  C R I T E R I A OF PAYING PART-TIME FACULTY AT THE COLLEGES I N THE STUDY  77  Page  APPENDICES C.  C R I T E R I A FOR TRANSITION FROM PART-TIME STATUS TO F U L L TIME STATUS AT THE COLLEGES I N THE STUDY  D.  79  CATEGORIES OF PART-TIME FACULTY AT THE COLLEGES I N THE STUDY  E.  81  CATEGORIES OF PART-TIME AND F U L L - T I M E TEACHING  EMPLOYEES  AT THE COLLEGES I N THE STUDY F.  SELECTED EXTRACT FROM B I L L 82  84 THE COLLEGES AND P R O V I N C I A L  I N S T I T U T E S ACT R E L A T I N G TO PART-TIME FACULTY G.  93  EXTRACTS FROM AUGUST 1977 EDUCATIONAL S T A T I S T I C S POST SECONDARY EDUCATION, B.C. MINISTRY OF EDUCATION  . . . .  97  H.  TIME A N A L Y S I S CHARTS  I.  GRAPHS OF PART-TIME FACULTY AND F U L L - T I M E FACULTY  . . . .  105  J.  QUESTIONNAIRE B  DATA FROM COLLEGE ADMINISTRATIONS  . . . .  116  K.  QUESTIONNAIRE A  PART TIME FACULTY THEIR P R O F I L E AND  PROBLEMS L.  SUMMARY O F . S T A T I S T I C A L PROCEDURES  100  120 137  xi  L I S T OF  TABLES  Table  Page  1.  C h a r a c t e r i s t i c s of the Selected  2.  A n a l y s i s of Questionnaire  3.  R a n k i n g o f C a t e g o r i e s b y Mean S c o r e i n R e s p o n s e t o t h e Q u e s t i o n 'Why do y o u t e a c h a t a c o m m u n i t y c o l l e g e ? ' . . .  28  D i s t r i b u t i o n of Previous Time F a c u l t y  30  4.  Colleges  19  R e t u r n s by C o l l e g e  Teaching Experience  26  of Part-  5.  S a l a r y S c a l e s by C o l l e g e f o r Part-Time F a c u l t y  34  6.  Average Part-Time/Full-Time S e m e s t e r 1977  35  7.  R a t i o S p r i n g and  C h a n g e i n Number o f P a r t - T i m e F a c u l t y S p r i n g Fall  '76 t o  '77  38  8.  Highest  9.  R e a s o n s f o r T e a c h i n g a t a Community C o l l e g e Rank S c o r e s )  10.  Fall  Educational Attainment  Part-Time/Full-Time F a l l 1977  41 ( W i t h Mean 51  F a c u l t y R a t i o s F r o m S p r i n g 1975 t o 56  xii  LIST OF FIGURES  Figure  Page TIME ANALYSIS GRAPHS  1.  Douglas C o l l e g e  106  2.  Capilano  107  3.  Fraser Valley College  108  4.  Vancouver Community C o l l e g e (Langara)  109  5.  W C - W I and K i n g Edward  110  6.  A l l Colleges  7.  Douglas C o l l e g e / C a p i l a n o  8.  VCC-VVI, K i n g Edward/VCC ( L a n g a r a ) / F r a s e r  9.  A l l Colleges  College  I l l College/BCIT  112 Valley College.  113 114  ACKNOWLEDGMENTS  When I f i r s t knew i t s s u c c e s s study  embarked on a p l a n t o s t u d y  I t was w i t h a measure o f f a i t h ,  the i n s t i t u t i o n s were s e l e c t e d b e f o r e b e i n g  study  but also a readiness  therefore,  that  asked t o cooperate i n t h e  Each i n s t i t u t i o n , however, n o t o n l y expressed  c a r r y i t out.  faculty, I  would depend on t h e w i l l i n g n e s s o f t h e c o l l e g e s i n t h e  to participate.  study.  part-time  an i n t e r e s t i n t h e  t o c o n t r i b u t e some o f i t s r e s o u r c e s  Consequently, I would l i k e t o express  t o help  my s i n c e r e  thanks  to t h e P r i n c i p a l and F a c u l t y A s s o c i a t i o n P r e s i d e n t o f each o f these institutions easier.  f o r making t h e t a s k n o t o n l y p o s s i b l e b u t a great  I am p a r t i c u l a r l y  deal  g r a t e f u l t o my own c o l l e g e f o r g r a n t i n g me  an e d u c a t i o n a l l e a v e d u r i n g w h i c h t h e s t u d y was c a r r i e d o u t . Dr.  Don P o r t e r , Dean o f I n s t r u c t i o n a t D o u g l a s C o l l e g e , h a s n o t o n l y  been k i n d enough t o s e r v e  o n my M.A. A d v i s o r y  the P r i n c i p a l , Dr. George Wootton, and o t h e r College, provided task.  a n a l y s i s was n e c e s s a r y .  put  i n endless  wanted.  o f my c o l l e a g u e s  with  a t the  me w i t h a d v i c e a n d i n f o r m a t i o n o n how t o go a b o u t t h e  T h e r e was s u c h a m o u n t a i n o f d a t a  consultant with  Committee b u t has,  t o examine t h a t a computer  Tom O'Shea, a d o c t o r a l s t u d e n t  theUniversity of B r i t i s h  and computer  Columbia F a c u l t y o f Education,  hours working o u t a program t o handle t h e data  To h i m my u n d y i n g t h a n k s !  t h e way I  I w o u l d n o t h a v e s t a r t e d o n a n M.A.  program i f i t had n o t been f o r t h e i n t e r e s t generated i n a d u l t and h i g h e r education British  courses  t h a t I t o o k a t UBC t o f a m i l i a r i z e m y s e l f w i t h t h e  C o l u m b i a community c o l l e g e s c e n e .  xiii  I t d i d n o t t a k e l o n g f o r me  xiv to see that one of the major challenges to the colleges was the way they would evolve organizationally and administratively i n the years ahead.  So I especially appreciated Dr. John Dennison's courses on  Educational Institutions at UBC that opened up some of the v i t a l issues i n this area.  I also would l i k e to thank him for focusing my attention  on a topic we both agreed would be of increasing i n t e r e s t to B.C. community colleges—Part-Time  Faculty, Their P r o f i l e and Problems.  With much appreciation also to the P r i n c i p a l and Faculty Association President, respectively, of the following i n s t i t u t i o n s : Gordon Thorn and Len Johnson, BCIT Paul Gallagher and Gary Kilgore, Capilano  College  Dr. George Wootton and Gordon Gilgan, Douglas College Dr. Lome B a l l and Barry Brooks, East Kootenay College Dr. Larry Blake and Don T u n s t a l l , Fraser Valley College Dr. Jock Denholm, Jake Mclnnis, Harry Pankratz, Dr. Bert Dartnell, A l f Glenesk, Barry B r i l l , and Joe Brady of Vancouver Community College. Last and most important, my thanks to V i Ellingson for typing, proofreading,  and advising on the organization of this thesis.  CHAPTER I  THE  Part-time but  f a c u l t y p l a y an  t h e i r c o n t r i b u t i o n may  not  agreements devote c o m p a r a t i v e l y is  often reflects  A study in and  little,  important  be  fully  little  i f any,  policies 45%  exists regarding  appreciated.  i n p u t by  of a l l c l a s s s e c t i o n s are  organizations  and  Part-time experience  t h e m a i n t e n a n c e and  institutions.  d a y s a week w h i c h r e s t r i c t s college.  o f a d m i n i s t r a t i v e support." " 1  f o r f a c u l t y and  operation  of  the  the p a r t - t i m e  staff  bring a wealth  i n their  at  jeopardized.^  The  Need f o r the  two  the  f a c u l t y i s the  lack and  relationship with  Without such l e a d e r s h i p the q u a l i t y of i n d i v i d u a l  is  of  more t h a n  T h e y seem t o f a c e many i n s e c u r i t i e s leadership  30%  college plant.  their professional activities  l a c k i n f o r m a t i o n , g u i d a n c e and college.  faculty.  p e o p l e , most  M o s t o f t h e m t e a c h no  Often the major concern of  there  Even though between  f a c u l t y come f r o m v a r i e d b a c k g r o u n d s and to t h e i r  s u c h as  part-time  part-time  seems t o b e  association  that a great v a r i a t i o n  faculty.  t a u g h t by  colleges  Faculty  s p a c e t o t h e m and  organized  part-time  concern p o l i t i c a l l y  courses  Study  L a t e l y , e d u c a t i o n a l b u d g e t s and t o be  r o l e i n community  o f f a c u l t y a g r e e m e n t s makes i t e v i d e n t  institutional  the  PROBLEM  closely scrutinized.  T h i s has  their  necessitated limitations  c o s t s , b u i l d i n g c o n s t r u c t i o n , program funding  1  c o s t b e n e f i t s have begun  and  student  on  entry  capital to  2  courses  and programs.  The e c o n o m i c s a n d e f f i c i e n c y o f  post-secondary  i n s t i t u t i o n s a r e now c o m i n g u n d e r c l o s e r w a t c h b y t h e M i n i s t r y o f Education according to the p r i n c i p a l s  of the colleges i n this  study.  A p e r i o d o f s p o n t a n e o u s g r o w t h h a s come t o an e n d a n d a h e a d l i e s  a  v i g o r o u s p e r i o d o f c o n s o l i d a t i o n o f f u n d s , r e s o u r c e s a n d manpower. Faculty salaries  c o n s t i t u t e the l a r g e s t p a r t of c o l l e g e budgets.  s e q u e n t l y , c o l l e g e s where p a r t - t i m e f a c u l t y lower  salaries are proportionally  t h a n f u l l - t i m e f a c u l t y may b e i n c r e a s i n g l y  part-time staff.  S a l a r y , however,  I n s t i t u t i o n s vary i n their  community  so t h a t t h e s t r a t e g i e s  restraints w i l l institution,  depend  t e m p t e d t o u s e more  i s o n l y one f a c t o r  cational experience. commitments  i n the t o t a l  edu-  c u r r i c u l u m and  they adopt t o h a n d l e budget  on t h e d e g r e e o f d e c e n t r a l i z a t i o n o f t h e  t h e n a t u r e o f t h e student p o p u l a t i o n , t h e c u r r i c u l u m emphasis  r e q u i r e d by t h e community,  the extent to which e x i s t i n g  institutional  employment p o l i c i e s a p p l y t o p a r t - t i m e as w e l l a s f u l l - t i m e availability  Con-  faculty,  o f competent p a r t - t i m e f a c u l t y , and t h e g e o g r a p h i c  economic l o c a t i o n o f t h e i n s t i t u t i o n . w e l l become o f i n c r e a s i n g i n t e r e s t .  and s o c i o -  The u s e o f p a r t - t i m e f a c u l t y Institutions w i l l  the •  may  p r o b a b l y need  a  more c o m p r e h e n s i v e d a t a b a s e t h a n t h e y a p p e a r p r e s e n t l y t o h a v e o n p a r t time f a c u l t y t o serve as a b a s i s f o r s t a f f i n g p o l i c i e s , personnel  develop-  ment p r o g r a m s , s a l a r y s t r u c t u r e s , c a p i t a l a n d o p e r a t i n g e x p e n s e s , a n d curriculum planning decisions. present study set time  Most o f t h e c o l l e g e s i n v o l v e d i n t h e  admitted that t h e i r f i l e s  on p a r t - t i m e f a c u l t y were n o t  up s o t h a t d a t a o n t h e m c o u l d e a s i l y b e s e p a r a t e d , f r o m t h a t o f f u l l staff. Much o f t h e l i t e r a t u r e on p a r t - t i m e f a c u l t y i n p o s t - s e c o n d a r y  institutions  i s i n agreement  part-time faculty,  on t h e a s s e s s m e n t o f r e l a t i o n s  t h e t e a c h i n g p r o c e s s , and i n s t i t u t i o n s .  between In  3  British  Columbia a more n u m e r i c a l l y d e t a i l e d s t u d y o f p a r t - t i m e  may b e u s e f u l a t t h e p r e s e n t  time.  confirmed by the r e a c t i o n s o f both  The a p p a r e n t  faculty  n e e d f o r t h e s t u d y was  c o l l e g e a d m i n i s t r a t i o n and f a c u l t y  association presidents. All study. did  t h e i n s t i t u t i o n s approached were g e n e r a l l y i n t e r e s t e d i n t h e  Most had v e r y  have f i l e s  little  o n i n d i v i d u a l members b u t l i t t l e  o r g a n i z e d data systems which College t y p i f i e d The to  o r g a n i z e d d a t a on p a r t - t i m e f a c u l t y .  e a r l i e r from  of Education f o r annual  r e p o r t s t h a t t h e d a t a on Because o f both  need and impending f a c u l t y n e g o t i a t i o n s , he i m m e d i a t e l y c o o r d i n a t i o n o f d a t a on p a r t - t i m e f a c u l t y i n h i s  asm d u e , u n d e r s t a n d a b l y ,  arranged  this  f o r the  college.  Each i n s t i t u t i o n i n v o l v e d i n t h e study r e a l i z e d and consented  problem.  supplying information  p a r t - t i m e f a c u l t y was v e r y i n a d e q u a t e l y d e t a i l e d .  statistics  Capilano  o f most of t h e c o l l e g e s t o t h i s  p r i n c i p a l s a i d he had r e a l i z e d t h e B.C. M i n i s t r y  e l s e i n t h e way o f  existed f o r full-time faculty.  the response  They  the worth  of the  t o p a r t i c i p a t e w i t h v a r y i n g degrees of e n t h u s i to the extra workload  i t p l a c e d on p e r s o n n e l  staff. F u l l - t i m e f a c u l t y a r e probably as s e n s i t i v e t o p a r t - t i m e  faculty  problems as t h e a d m i n i s t r a t i o n s . Most f a c u l t y a s s o c i a t i o n p r e s i d e n t s admitted  t h e y knew v e r y l i t t l e  s t a t e d to the author  about t h e i r p a r t - t i m e c o l l e a g u e s and  they were going  i n c r e a s i n g l y v o c a l demands f r o m  t o h a v e t o p a y more a t t e n t i o n t o  them f o r a g r e a t e r s a y i n w o r k i n g  conditions. For example, the p a r t - t i m e f a c u l t y o f Langara Community C o l l e g e h a d o r g a n i z e d t h e m s e l v e s on m a t t e r s  directly  concerning t h e i r  campus o f V a n c o u v e r  f o r a meeting  w i t h management  s t a t u s and c o m p a r a t i v e  lack of  4  security. at  In preparation they gathered data d e s c r i b i n g t h e i r  the c o l l e g e  (see Appendix A).  situation  They a d d r e s s e d t h e m s e l v e s t o w h a t t h e y  f e l t w e r e some l e g i t i m a t e g r i e v a n c e s s u c h a s t h e e x i s t e n c e o f p a r t - t i m e p o s i t i o n s which exceeded  t h e number a g r e e d upon as a t r a n s i t i o n  b e y o n d w h i c h f u l l - t i m e p o s i t i o n s w o u l d be opened up. the  VCC  point  Understandably,  a d m i n i s t r a t i o n d i d n o t want t o a g g r a v a t e the s i t u a t i o n a t  m e e t i n g by s u p p o r t i n g a s t u d y on p a r t - t i m e f a c u l t y w h i c h m i g h t the  latter  of t h e i r tenuous  Meanwhile,  remind  position.  the B r i t i s h Columbia government had  introduced B i l l  d e a l i n g w i t h t h e C o l l e g e s and P r o v i n c i a l I n s t i t u t e s A c t w h i c h h a s tant implications  for a l l faculty  these w i l l  c o l l e g e o p e r a t i o n s a s i n t e n s i v e d i s c u s s i o n s on  affect  this  (Appendix F ) .  It is still  82  impor-  u n c l e a r how the  i n t e r p r e t a t i o n of the Act continue. Coupled w i t h the i m p l i c a t i o n s concerning part-time f a c u l t y  o f t h i s new  legislation  caused f u l l - t i m e f a c u l t y  in  g e n e r a l and  College Faculty Federation officers  at  t h e i r p a r t - t i m e a s s o c i a t e s i n a way  the  issues  representatives  i n particular  never before contemplated.  t h i s p o i n t o f v i e w most f a c u l t y a s s o c i a t i o n p r e s i d e n t s were in  the  to look From  interested  project.  Purpose of the Study A l t h o u g h r e c e n t s t u d i e s have b e e n c o n d u c t e d by Dr. J o h n at  UBC  on f u l l - t i m e  (permanent)  faculty i n British  Columbia  community  c o l l e g e s a s w e l l a s on s t u d e n t s a t t e n d i n g t h e s e i n s t i t u t i o n s , b e e n no  comparable  s t u d i e s on p a r t - t i m e f a c u l t y .  are:  there have  In view of the  d e s c r i b e d i t seemed a p p r o p r i a t e t o c o n d u c t a s t u d y on t h i s i m p o r t a n t segment o f c o l l e g e f a c u l t y .  Dennison  concerns  increasingly  Thus t h e p u r p o s e s o f t h i s  project  5  1.  To o b t a i n a d e q u a t e i n f o r m a t i o n o n p a r t - t i m e f a c u l t y  with  r e s p e c t t o p e r s o n a l d a t a , academic and p r o f e s s i o n a l q u a l i f i c a t i o n s , experience, 2.  t e a c h i n g background, and m o t i v a t i o n s f o r t e a c h i n g . To o b t a i n f r o m e a c h c o l l e g e i n t h e s t u d y  d e f i n i t i o n s and  c l a s s i f i c a t i o n s o f p a r t - t i m e f a c u l t y , d e t a i l s on d u t i e s , and  work  h i r i n g processes,  remuneration,  and a t i m e a n a l y s i s o f t h e d i s t r i b u t i o n o f p a r t -  time f a c u l t y i n the major c u r r i c u l u m areas as f a r back as c o l l e g e records allowed. In  t h e absence o f such a data base i t would n o t be s u r p r i s i n g i f ,  in British  C o l u m b i a , many f a l s e a s s u m p t i o n s c o u l d h a v e b e e n made a b o u t  part-time faculty.  The t h i r d p a r t o f t h i s  these as hypotheses..  These a r e d e s c r i b e d i n Chapter  L i t e r a t u r e Review which g i v e s t h e reader ground o u t o f w h i c h such  The  I I a f t e r the  arisen.  Faculty  d e f i n i t i o n o f p a r t - t i m e f a c u l t y was a p r o b l e m .  tution's definition differed  from that o f the other's  Many p r o f e s s i o n a l e m p l o y e e s s u c h teach c l a s s e s .  Should  non-credit- courses be  d e a l w i t h some o f  an a p p r e c i a t i o n o f t h e b a c k -  assumptions c o u l d have  D e f i n i t i o n of Part-Time The  study w i l l  Each  insti-  (Appendix E ) .  a s c o u n s e l l o r s a n d l i b r a r i a n s do n o t  they be included?  How s h o u l d  t h o s e who  teach  i n t h e community .-education d i v i s i o n s o f t h e c o l l e g e s  treated? One o f t h e m a j o r d i s t i n c t i o n s b e t w e e n f a c u l t y who a r e f u l l - t i m e  and  t h o s e who a r e n o t i s t h a t t h e f o r m e r  without felt  cause.  Among f a c u l t y who a r e n o t f u l l - t i m e i t w a s g e n e r a l l y  t h a t t h o s e who t e a c h c r e d i t  responsibility non-credit  u s u a l l y cannot be dismissed  and a c c o u n t a b i l i t y  courses.  courses had a g r e a t e r academic t o the c o l l e g e than  t h o s e who  taught  6  Agreement was the  course be  the  reached t h a t  job  distinguishing  security  and  f e a t u r e s i n the  time f a c u l t y used i n t h i s study.  The  following  the  c r e d i t n a t u r e of  d e f i n i t i o n for  part-  d e f i n i t i o n s were agreed  upon.  P a r t - t i m e f a c u l t y member.  A p a r t - t i m e f a c u l t y member i s  one  a.  who teaches c r e d i t courses towards any f o r m a l c e r t i f i c a t e diploma or t r a n s f e r program i n the c o l l e g e where c r e d i t means achievement by the student of d e f i n e d c u r r i c u l u m s t a n d a r d s , and  b.  whose s e r v i c e s can be t e r m i n a t e d w i t h o u t cause a t the of the c o n t r a c t or appointment p e r i o d .  end  F u l l - t i m e f a c u l t y member. A f u l l time f a c u l t y member i s one who s a t i s f i e s c o n d i t i o n a. of the above d e f i n i t i o n f o r a p a r t time f a c u l t y member but whose s e r v i c e s can be t e r m i n a t e d only w i t h cause and by due p r o c e s s which may be d e s c r i b e d i n the f a c u l t y agreement.  P a r t - t i m e to f u l l - t i m e r a t i o (PT:FT r a t i o ) . The PT:FT r a t i o i s the r a t i o of the number of p a r t - t i m e f a c u l t y members to the number of f u l l - t i m e f a c u l t y members.  Restrictions  and  Limitations  Community c o l l e g e s  of the  d i f f e r greatly  i n g a study on p a r t - t i m e f a c u l t y the  Study i n f a c u l t y make-up.  i n colleges  one  l a c k of a common p r o f i l e of f a c u l t y member.  colleges i n the  i n B.C.  were i n v o l v e d i n the  Lower Mainland.  reservation The  The  findings  to p a r t - t i m e c o l l e g e q u e s t i o n n a i r e used as  limitation.  Prior  to the  can  faculty the  p r e v i o u s l y been used elsewhere and known v a l i d i t y or r e l i a b i l i t y .  study and  In  conduct-  might t h e r e f o r e  anticipate  Only s i x of  fourteen  a l l but  t h e r e f o r e be  one  the are  applied  located  only w i t h  throughout B r i t i s h Columbia.  d a t a c o l l e c t i o n i n s t r u m e n t had  hence c o u l d not  Care was  study, i t was  be  not  claimed to have  ,..  taken, however, to overcome t h i s submitted to the  principal  and  7  f a c u l t y a s s o c i a t i o n p r e s i d e n t o f each c o l l e g e f o r t h e i r  criticism,  followed by t r i a l runs i n a c l a s s a t the U n i v e r s i t y o f B r i t i s h  Columbia  s t u d y i n g c o m m u n i t y c o l l e g e s a n d i n one o f t h e p a r t i c i p a t i n g c o l l e g e s involving  their part-time  faculty.  Checks on t h e r e l i a b i l i t y  o f t h e f i n d i n g s do n o t e x i s t .  B.C. M i n i s t r y o f E d u c a t i o n P o s t - S e c o n d a r y  Annual  Only the  S t a t i s t i c s h a s any  d a t a a t a l l on p a r t - t i m e f a c u l t y and t h e s e a r e s c a n t .  This  limitation  c o u l d n o t be overcome a n d , i n d e e d , i t s v e r y e x i s t e n c e c o n s t i t u t e s major j u s t i f i c a t i o n Finally,  f o r the study.  t h e f i n d i n g s a r e s u b j e c t t o any e r r o r s r e s u l t i n g  the speed w i t h which  a  from  c o l l e g e s d r e w t o g e t h e r some o f t h e i r d a t a , a n d t h e  f a c t t h a t c o l l e g e s had d i f f e r e n t methods o f d a t a s t o r a g e and r e t r i e v a l . Every  attempt  was made t o c h e c k t h e s e d a t a b u t t h e l i m i t a t i o n c a n n o t  be  ignored.  Overview of the Thesis T h i s c h a p t e r h a s shown t h e n e e d f o r t h e s t u d y o n p a r t - t i m e and h a s s t a t e d t h e p r o b l e m ations. on  this  Chapter topic.  as w e l l as d i s c u s s i n g d e f i n i t i o n s and l i m i t -  I I p r e s e n t s a r e v i e w o f some o f t h e i m p o r t a n t Chapter  I I I outlines  Chapter i n which  literature  the design o f t h e study, and des-  c r i b e s t h e data c o l l e c t i o n instruments used, the data c o l l e c t i o n ,  faculty  the l o g i s t i c s  t h e computer a n a l y s i s , and s t a t i s t i c a l  o f managing techniques.  IV then analyzes and d i s c u s s e s t h e data f o l l o w e d by Chapter  V  c o n c l u s i o n s a r e d r a w n , r e c o m m e n d a t i o n s made a n d i m p l i c a t i o n s  stated f o rfuture research.  CHAPTER I I  REVIEW OF  This chapter related  presents  to the study  THE  LITERATURE  an o v e r v i e w  of previous  of part-time f a c u l t y  view were d e r i v e d the r e s e a r c h q u e s t i o n s presented  Research  i n the l a s t p a r t of the  and  i n colleges.  c u r r e n t work From t h i s  f o r the study which  over-  are  chapter.  Studies  A review  o f r e l e v a n t l i t e r a t u r e r e v e a l e d o n l y two  studies  that  q u a n t i t a t i v e l y examined p a r t - t i m e f a c u l t y i n community c o l l e g e s .  The  f i n d i n g s of the s t u d i e s i n West V i r g i n i a remarkably  s i m i l a r which probably  istics North  C a r o l i n a study.  of p a r t - t i m e  1.  Although  observed  2.  actively The  were  i n patterns  ( 1 9 7 2 ) on  character-  that:  p e r s o n a l s a t i s f a c t i o n and  a desire to  supplement  to teach part-time,  teaching staff  choice, but  i s i n constant  flux  because  the group w h i c h chooses t o r e t u r n each  t e n d s t o a c t as a s t a b i l i z i n g  element.  b u r d e n i s r e p o r t e d l y b o r n e by  the v a r i o u s d i v i s i o n a d m i n i s t r a t o r s  need  few  sought t e a c h i n g p o s i t i o n s .  part-time  members t e a c h b y  6  i n c o m p r e h e n s i v e community c o l l e g e s o f  income were r a t e d as major r e a s o n s f o r c h o o s i n g instructors  Carolina  U.S.  In a d o c t o r a l study  instructors  C a r o l i n a , Cooke  and N o r t h  r e f l e c t s the s i m i l a r i t y  of i n s t i t u t i o n a l e v o l u t i o n w i t h i n the  North  5  teachers.  8  I n most c a s e s ,  the  term  recruitment who  9 3.  Teaching  more t h a n  two  activities  of most i n s t r u c t o r s were l i m i t e d  d a y s p e r week w i t h t h e g r e a t e r number t e a c h i n g  e v e n i n g h o u r s between 5 and  10 p.m.  m e n t i n g an  employment r o u t i n e , r e d u c e d  8 a.m.  t o 5 p.m.  in professional activities 4.  Few  in-service  sponsored  comple-  participation  institutions.  p a r t - t i m e s t a f f members t o o k p a r t i n o r i e n t a t i o n  t r a i n i n g , o r f a c u l t y and  no  during  Such a t e a c h i n g s c h e d u l e ,  by  to  departmental  meetings.  programs,  Participation  b y p a r t - t i m e i n s t r u c t o r s on c u r r i c u l u m d e v e l o p m e n t c o m m i t t e e s was  almost  non-existent. 5.  Not  only d i d part-time teachers f i n d  sphere of p r o f e s s i o n a l a c t i v i t i e s , but a d m i n i s t r a t i v e support 6.  The  for their  s u p p l i e d t o them by  T h o s e who  d i d r e c e i v e course  d e t e r m i n i n g m a t e r i a l t o be  assimilated attractive day.  keeping  classroom  into  complete access  t o such  covered,  did their  7.  reducing  they  s e r v i c e s as  being  counterparts teaching during on campus a n d  the bookstore,  had  less the  less  often neglected.  Instructional As  for instructional  their  after-  to  services.  to s t a t e t h e i r views of the r o l e of  community c o l l e g e , p a r t - t i m e i n s t r u c t o r s  tended  than  l i b r a r y , media c e n t r e ,  secretarial staff.  of support  When t h e y w e r e a s k e d  organize  under  i n c r e a s e d , some i n s t i t u t i o n s made an e f f o r t  the a v a i l a b i l i t y  taught.  the time needed t o  I n - a d d i t i o n to not  to teach courses  t o p a r t - t i m e i n s t r u c t o r s was  strengthen  outlines  o u t l i n e s r e p o r t e d f i n d i n g them h e l p f u l i n  s t u d e n t p e r s o n n e l , d u p l i c a t i o n , and  f i v e entrolments  full  instruction.  t r a d i t i o n a l r o u t i n e s , part-timers laboured  c o n d i t i o n s than  the  receive  the c o l l e g e s f o r the courses  c l a s s e s on s c h e d u l e .  They w e r e l e s s l i k e l y  support  o f t e n d i d not  outside  m a j o r i t y of i n s t r u c t o r s i n d i c a t e d t h a t course  were not  c o u r s e s , and  they  themselves  to r e l a t e i t to  the  the  10 divisions  i n which they  taught.  F o r example, an i n s t r u c t o r i n t h e a d u l t  d i v i s i o n saw t h e c o m m u n i t y c o l l e g e ' s f u n c t i o n a s p r o v i d i n g b a s i c tion,  educa-  t e c h n i c a l t r a i n i n g , c o l l e g e t r a n s f e r e d u c a t i o n , and h e l p i n g  industry  t o upgrade i t s employees.  Part-time faculty  o f t h e community c o l l e g e i n t e r m s o f t h e i n e x p e n s i v e Instructors d i d not l i m i t community c o l l e g e , b u t t o o k concerns.  defined the role education  provided.  themselves t o d e f i n i n g the r o l e of t h e  the opportunity  One i n s t r u c t o r f e l t  local  to express  some  individual  t h a t t h e c o m m u n i t y c o l l e g e s m i g h t become  the p r i v a t e club o f t h e middle  c l a s s , w i t h decoupage and cake  c l a s s e s t a k i n g precedence over  t h e t e a c h i n g o f b a s i c academic s k i l l s  adults.  decorating to  A n o t h e r s t r e s s e d t h e need f o r more a r t i c u l a t i o n between community  c o l l e g e s and t h e h i g h s c h o o l so t h a t t r a i n i n g w o u l d n o t be u n n e c e s s a r i l y duplicated. 8.  Because remuneration  t i m e , some i n s t r u c t o r s such a c t i v i t i e s 9. one  suggested  advisement.  f r o m t h e i n s t i t u t i o n was i n d i c a t e d b y  i n s t r u c t o r who r e f e r r e d t o h i m s e l f a s a n " o r p h a n c h i l d . "  role  teacher diploma,  teaching  t h a t a d d i t i o n a l p a y was i n o r d e r f o r  as p l a n n i n g and s t u d e n t  A feeling of isolation  experience cant  was g i v e n o n l y f o r . c l a s s r o o m  r e l a t e d b y one p a r t - t i m e  i n s t r u c t o r underscores  The p e r s o n a l  the s i g n i f i -  t h a t t h e community c o l l e g e p l a y s i n g r a s s r o o t s e d u c a t i o n .  had i n i t i a l l y e n r o l l e d i n a c o l l e g e t o o b t a i n a h i g h had continued  t o take a d d i t i o n a l courses,  and was  This  school subsequently  employed t o t e a c h p a r t - t i m e i n t h e i n s t i t u t i o n . 10.  As e v i d e n c e  of t h i s  s a t i s f a c t i o n w i t h employment i n t h e  c o m m u n i t y c o l l e g e s , more t h a n h a l f r e s p o n d i n g t h a t they would accept  to a questionnaire  said  f u l l - t i m e employment i n t h e community c o l l e g e  s y s t e m i f i t w e r e o f f e r e d t o them.  Almost a l l of the respondents  (95%)  s a i d they would teach f o r the c o l l e g e again.  West V i r g i n i a s t u d y . West V i r g i n i a N o r t h e r n a t u r e s e a r c h on  I n 1972,  i n s t r u c t i o n a l administrators at  Community C o l l e g e c o n d u c t e d  c h a r a c t e r i s t i c s and  concerns  an e x t e n s i v e  of p a r t - t i m e  They a l l e g e d t h a t p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s designed  for part-time faculty  i s o l a t i o n and feel.  on  l a c k of a d m i n i s t r a t i v e support  of p a r t - t i m e f a c u l t y  closed that probably  specially  that part-time  summarized as  A m e r i c a n c o m m u n i t y , j u n i o r and  the use  faculty.^  c o u l d a l l e v i a t e much o f t h e s e n s e o f  T h e i r m a j o r f i n d i n g s c a n be 1.  liter-  faculty  follows:  technical colleges rely heavily  to teach.  (The  l i t e r a t u r e search  t h e m a j o r i t y o f t h e t o t a l number o f f a c u l t y  p a r t - t i m e employees, although they  teach fewer courses  than  disare  full-time  employees.) 2.  There i s evidence  t h a t v e r y few  colleges are p r o v i d i n g  a d e q u a t e means o f a s s i s t i n g p a r t - t i m e f a c u l t y i n b e c o m i n g w i t h the c o l l e g e s they p o l i c i e s , procedures, c a r r y out any  r e p r e s e n t — i . e . statements p r o g r a m s , and  their responsibilities.  of  philosophy,  services available Furthermore,  acquainted  to help  fewer c o l l e g e s p r o v i d e  a s s i s t a n c e i n the development of p r o f e s s i o n a l t e a c h i n g 3.  A number o f p e r s o n s  development a c t i v i t i e s  f o r p a r t - t i m e f a c u l t y but  l i m i t e d number o f s c h o o l s p r o v i d i n g any  i n n o v a t i v e means f o r  to i d e n t i f y .  s e s s i o n , a copy of the semester s c h e d u l e A few  m a t e r i a l s as v i d e o - t a p e s , t o u r s , and  The  a s s i s t a n c e do s o m a i n l y  a r e a o f o r i e n t a t i o n , w i t h p a r t - t i m e f a c u l t y h a n d b o o k s , an  the main methods used.  capabilities.  have c i t e d t h e need f o r p r o f e s s i o n a l  meeting the needs of t h i s group a r e d i f f i c u l t  being  them  and  very in  orientation  other p r i n t e d handouts  are u s i n g such instructional  the  individualized packets.  12  4. help  P a r t - t i m e f a c u l t y d e s i r e more i n f o r m a t i o n and a s s i s t a n c e t o  them c a r r y o u t t h e i r p r o f e s s i o n a l r e s p o n s i b i l i t i e s  a " p a r t " o f t h e c o l l e g e they r e p r e s e n t .  and want t o f e e l  Both thesurveys  of part-time  i n s t r u c t o r s r e p o r t e d i n t h e l i t e r a t u r e s t u d i e s and t h e survey V i r g i n i a Northern say  they  Community C o l l e g e p e r s o n n e l  indicated that  instructors  e s p e c i a l l y want more h e l p o n v a r i o u s a p p r o a c h e s t o t e a c h i n g ,  more i n f o r m a t i o n a b o u t how o t h e r s of t h e course 5.  they  teach  teach i nr e l a t i o n  Both part-time f a c u l t y  numerous o b s t a c l e s i n a t t e m p t i n g  t h e same c o u r s e ,  activities,  greater obligation  and t h e f u n c t i o n  t o the t o t a l student  curriculum.  and c o l l e g e a d m i n i s t r a t o r s  recognize  t o implement " t r a d i t i o n a l " methods o f  p r o f e s s i o n a l development such as a l a c k o f a v a i l a b i l i t y  ing  o f West  f o r many g r o u p  t o other r e s p o n s i b i l i t i e s , and c o n f l i c t -  schedules.  B r i t i s h Columbia M a t e r i a l s F i v e i n f o r m a t i o n sources in British  Columbia.  concerning  p a r t - t i m e f a c u l t y were found  T h e s e a r e , t h e UBC S t a t u s o f Women R e p o r t , t h e  C o l l e g e F a c u l t i e s F e d e r a t i o n o f B.C., a s t u d y ducted  on p a r t - t i m e f a c u l t y  con-  a t V a n c o u v e r Community C o l l e g e , t h e B.C. M i n i s t r y o f E d u c a t i o n  Post-Secondary S t a t i s t i c s Report,  and t h e C o l l e g e and P r o v i n c i a l  I n s t i t u t e s A c t ( B i l l 82).  UBC S t a t u s o f Women R e p o r t . Status  o f Women R e p o r t ^  Columbia  o f 1975 d e v i a t e d f r o m i t s c o n c e r n s w i t h s e x d i s -  c r i m i n a t i o n i npost-secondary status of part-time faculty a.  The U n i v e r s i t y o f B r i t i s h  institutions (of both  t o make some comments  sexes).  I t recommended  on t h e  that:  t h e s t a t u s o f p a r t - t i m e work be changed so t h a t p a r t - t i m e f a c u l t y members e n j o y t h e same r i g h t s t o p r o m o t i o n , tenure, s a l a r y i n c r e a s e s , l e a v e a n d o t h e r b e n e f i t s , a n d t h e same r i g h t s t o v o t e and s i t on committees a s f u l l - t i m e f a c u l t y .  13  b.  p a r t - t i m e w o r k b e no l o n g e r c o n s i d e r e d a b l a c k m a r k on a p e r s o n ' s r e c o r d o f e m p l o y m e n t and t h a t t h o s e who h a v e w o r k e d p a r t - t i m e i n t h e u n i v e r s i t y s h o u l d be c o n s i d e r e d f o r f u l l t i m e e m p l o y m e n t when t h e i r own l i v i n g c i r c u m s t a n c e s allow f o r t h i s change.  c.  t h e F a c u l t y A s s o c i a t i o n be colleagues i n a l l ranks.  College Faculties Federation c o m m u n i t y c o l l e g e s i n B.C. t h a t part-:time f a c u l t y r e c o g n i t i o n are  allowed  o f B.C.  t h e r e has  to represent  Since  part-time  the development of  b e e n a c o n c e r n among many  faculty  a r e g e t t i n g " s h o r t c h a n g e d " as f a r as rewards  concerned.  The  College Faculties Federation  of  (CFFBC) r e c o g n i z e s  t h a t t h e r e i s a s t r o n g community of i n t e r e s t  full  f a c u l t y and  and  part-time  t h a t t h e p r i n c i p l e o f e q u a l pay  work s h o u l d be more c o n s i s t e n t l y a p p l i e d . b a r g a i n i n g powers i t i s i m p o s s i b l e their  i n t e r e s t s except to the  c o l l e g e has stance units.  been w i l l i n g  o f t h e B.C. The  right  their  part-time  of other  cause.  This i s the  for  equal  official  the  present  bargaining  unions which  employees.  Any  such  c o n s i d e r a t i o n s such as h i r i n g  t o s t r i k e , e v a l u a t i o n o f j o b p e r f o r m a n c e and  to management/labour  between  t h a t the f a c u l t y a s s o c i a t i o n of  CFFBC d r a w s a p a r a l l e l w i t h some l a b o u r  s o n m u s t b e made i n l i g h t  B.C.  I n t h e a b s e n c e o f any  Labour R e l a t i o n s Board towards c o l l e g e  n e g o t i a t e f o r b o t h f u l l - t i m e and  and  to o b t a i n adequate r e p r e s e n t a t i o n f o r  extent  t o t a k e up  the  other  comparipolicies,  f a c t o r s common  relations.  I n an u n o f f i c i a l r e p o r t , t h e CFFBC c o n t e n d e d  that:  F a c u l t y A s s o c i a t i o n s as u n i o n s m i g h t f o l l o w t h e l e a d o f o t h e r u n i o n s i n b a r g a i n i n g f o r i t s p a r t - t i m e f a c u l t y as w e l l a s t h e i r f u l l - t i m e members. C e r t a i n l y t h e p a r t - t i m e f a c u l t y t h e m s e l v e s a r e b e c o m i n g m o r e v o c a l and p o l i t i c a l l y a c t i v e s u c h a s a t V a n c o u v e r Community C o l l e g e w h e r e a l a r g e p r o p o r t i o n d e p e n d on p a r t - t i m e t e a c h i n g a s t h e i r s o l e source of income.^  14  If bargaining  the present s i t u a t i o n continues  with  p o s i t i o n then r a t h e r p a r a d o x i c a l l y , p a r t - t i m e  the most i m p o r t a n t groups i n the  f u n c t i o n i n g of  l e s s i n f l u e n t i a l i n m a t t e r s o f s a l a r y and are  some s i g n s  their part-time voting  o f change as constituents  c o l l e g e s , may  of  become  There supporting  i n t h e i r q u e s t f o r f u l l membership  and  status.  and  have produced a s h o r t but  common c o n c e r n s o f p a r t - t i m e ations.''"^ part-time  One  interesting statistic  f a c u l t y s a m p l e d d e p e n d e d on  'living'  conditions  salary.  i n other  Part  of  part-time  faculty.  term  listing  them-  many  m a k i n g some p o s i t i v e recommend-  i n t h i s s t u d y was  t h a t 82%  s a l a r i e s from teaching 38%  The  (Langara) have organized  comprehensive r e p o r t  f a c u l t y , but  p r i n c i p a l s o u r c e of income w i t h o n l y a  f a c u l t y , one  f a c u l t y a s s o c i a t i o n s move t o w a r d  i n s t r u c t o r s a t V a n c o u v e r Community C o l l e g e  was  the  official  working conditions.  S t u d y b y V a n c o u v e r Community C o l l e g e  selves  a l a c k o f any  of  them e a r n i n g  the p r e s e n t study w i l l  as  of  the  their  what they  analyse  felt  salary  colleges.  Department of E d u c a t i o n Post-Secondary S t a t i s t i c s .  The  B.C.  D e p a r t m e n t o f E d u c a t i o n S t a t i s t i c s R e p o r t on P o s t - S e c o n d a r y I n s t i t u t i o n s f o r t h e y e a r 1 9 7 6 - 1 9 7 7 shows t h a t 39% were p a r t - t i m e  o f a l l f a c u l t y i n B.C.  faculty.''"''" Compared t o t h e  f i g u r e o f 10%  colleges  i n a 1973  study  12 by  Dennison,  there  seems t o b e  by  the B r i t i s h  Columbia L e g i s l a t u r e (Appendix F ) , does not  b e t w e e n f u l l - t i m e and s i o n a l employees.  part-time  The  a marked i n c r e a s e .  faculty.  s t a g e seems t o b e  Recent  distinguish  I t v i e w s them a l l as s e t f o r some p o l i t i c a l  e s p e c i a l l y b e t w e e n e s t a b l i s h e d f a c u l t y a s s o c i a t i o n s and time f a c u l t y seeking  legislation  more a d e q u a t e r e m u n e r a t i o n .  professtruggles,  groups of  part-  15  Impact of B i l l and It  82.  At the time of t h i s study,  P r o v i n c i a l I n s t i t u t e s Act) i s the f i r s t  legislation  had j u s t been enacted  directly  concerned w i t h  Bill  community  may h a v e a p r o f o u n d i m p a c t o n t h e s t a t u s o f p a r t - t i m e  Act  categorizes  states  colleges  faculty.  f a c u l t y as " p r o f e s s i o n a l employees."  t h a t a l l p r o f e s s i o n a l employees w i l l  r e p r e s e n t a t i o n they want.  (College  ( r e f e r to Appendix F ) .  and  a l l teaching  82  I f part-time  decide  This It  on t h e k i n d o f  f a c u l t y are included i n the vote  t h e y may w e l l b e t h e d e c i d i n g e l e m e n t a b o u t t h e mode o f r e p r e s e n t a t i o n for  a l l faculty.  Their  i n c l u s i o n may h a v e a m a j o r e f f e c t o n c o l l e c t i v e  agreements which a r e g e n e r a l l y addressed t o t h e concerns o f f u l l - t i m e o r permanent f a c u l t y .  Commentary a n d H y p o t h e s e s None o f t h e r e f e r e n c e s important  questions  w h i c h have been c i t e d d e a l t w i t h  which, i n the author's estimation, are e s s e n t i a l i n  part-time/full-time faculty relationships i n colleges.  profile  two v e r y  These a r e :  a.  On a s t r i c t l y t e a c h i n g b a s i s , do p a r t - t i m e as e f f e c t i v e l y a s f u l l - t i m e f a c u l t y ?  b.  How much o f a f u l l - t i m e f a c u l t y member's j o b c o m p r i s e s teaching functions? F u r t h e r t o t h i s , how l a r g e a c o r e o f f u l l - t i m e f a c u l t y i s required t o perform those necessary n o n - t e a c h i n g f u n c t i o n s s u c h as c u r r i c u l u m d e v e l o p m e n t , budget p r e p a r a t i o n , and c o u r s e e v a l u a t i o n .  The  studies described  i n the previous  faculty  section help  o f the c h a r a c t e r i s t i c s and concerns o f p a r t - t i m e  Whether o r n o t they a p p l y  i nBritish  I n C h a p t e r I a p r e v i e w was g i v e n  to build  a  faculty.  Columbia c o l l e g e s i s questionable.  of the t h i r d p a r t of t h i s  t h e a n a l y s i s o f some o f t h e a s s u m p t i o n s a b o u t p a r t - t i m e more p r e v a l e n t  teach  study,  faculty.  i.e. The  o f t h e s e a s s u m p t i o n s , made b y many o f t h e p r i n c i p a l s a n d  faculty association presidents  involved i n this  study,  a r e now  stated  16  as  hypotheses. Specifically  i t i s asserted that:  1.  Part-time faculty desire full-time teaching  positions.  2.  They t e a c h p a r t - t i m e p r i m a r i l y f o r f i n a n c i a l  3.  They a r e n o t i n v o l v e d i n n o n - t e a c h i n g  4.  They h a v e no t e a c h i n g  credentials.  5.  They h a v e no p r e v i o u s  teaching  6.  T h e y a r e n o t members o f t h e c o l l e g e f a c u l t y  7.  They a r e n o t e l i g i b l e f o r membership i n t h e c o l l e g e ' s f a c u l t y  reasons.  duties i n the i n s t i t u t i o n .  experience. association.  association. 8.  They e x h i b i t a h i g h t u r n o v e r r a t e a n d t y p i c a l l y  i n one i n s t i t u t i o n f o r l o n g e r t h a n one 9. they  do n o t  teach  semester.  They l i v e w i t h i n a o n e - h o u r d r i v e o f t h e c o l l e g e i n w h i c h  teach. 10.  They t e a c h e v e n i n g  courses  ( a f t e r 4 p.m.).  11.  I n academic c r e d i t  courses, they teach i n the non-laboratory  programs. 12. portionally 13.  F o r t h e amount o f c l a s s r o o m l e s s s a l a r y than  t e a c h i n g done, they r e c e i v e p r o -  full-time faculty  T h e r e i s no s i g n i f i c a n t  members.  d i f f e r e n c e i n the b a s i c salary  scales  f o r p a r t - t i m e f a c u l t y amongst t h e c o l l e g e s s e l e c t e d i n t h e s t u d y . 14.  T h e r e i s no s i g n i f i c a n t  difference i n the ratio  of part-time  t o f u l l - t i m e f a c u l t y members among t h e c o l l e g e s s e l e c t e d i n t h i s 15.  study.  T h e r e i s no f o r m a l i z e d h i r i n g p o l i c y a p p l y i n g t o p a r t - t i m e  faculty. 16.  Part-time f a c u l t y get l e s s a d m i n i s t r a t i v e support s e r v i c e s  than f u l l - t i m e  faculty.  17.  The p e r c e n t a g e  18.  They t e a c h m a i n l y  i n academic ( u n i v e r s i t y  19.  Part-time faculty  teach subjects that are d i r e c t l y  with their present 20.  of part-time f a c u l t y  i s increasing. t r a n s f e r ) programs, connected  work.  P a r t - t i m e f a c u l t y d o n o t d e p e n d on t e a c h i n g i n c o l l e g e s f o r  t h e i r main source  o f income.  CHAPTER I I I  THE DESIGN OF THE STUDY  This  chapter  discusses  colleges participating  some o f t h e u n i q u e c h a r a c t e r i s t i c s o f t h e  i n the study,  f o l l o w e d by a d e s c r i p t i o n o f t h e  mode o f i n f o r m a t i o n c o l l e c t i o n u s e d . of p a r t - t i m e  f a c u l t y i n major c u r r i c u l u m a r e a s o f t h e c o l l e g e s and a  discussion of the logistics review  I t then describes a time a n a l y s i s  o f managing t h e s t u d y ,  o f t h e computer and s t a t i s t i c a l  analyses  Characteristics of the Colleges P a r t i c i p a t i n g  concluding with a  used i n t h e study.  i n t h e Study  W i t h t h e e v o l u t i o n o f i n d i v i d u a l c o l l e g e s t o meet l o c a l needs and t h e d i v e r s i t y  o f programs t h i s i m p l i e s , i t was i m p o r t a n t  d e t e r m i n e i f t h e r e w o u l d e m e r g e a common p r o f i l e o f p a r t - t i m e The i n s t i t u t i o n s  community  chosen represent  to  faculty.  various combinations of the f o l l o w i n g  characteristics: a.  population density of the college region.  b.  geographic area  c.  historical part-time:full-time ratio.  d.  melded o r non-melded c o l l e g e ( i . e . amalgamation o f t h e college with local Provincial vocational institutes).  e.  campus m o d e l o f t h e c o l l e g e ( s i n g l e o r m u l t i - c a m p u s w i t h campus p r i n c i p a l s ) .  served by the c o l l e g e .  T a b l e 1 shows t h e r e l a t i o n o f t h e s e colleges.  characteristics with the selected  E a s t K o o t e n a y and F r a s e r V a l l e y C o l l e g e s , f o r e x a m p l e ,  large geographic areas w i t h r e l a t i v e l y 18  serve  low population d e n s i t i e s , w h i l e  Table 1 C h a r a c t e r i s t i c s of the Selected  BEIT'.: (provincial institute) 1.  Population Density  of the College  high medium low 2.  Geographic  Meld  Fraser Valley  VCC  X  X X  X  X  X  Area not a p p l i c a b l e X X  X  Status not a p p l i c a b l e  X X  X  X X  Campus M o d e l s i n g l e campus multi-campus (with campus p r i n c i p a l s )  5.  East Kootenay  X  melded non-melded 4.  Douglas  Region  not a p p l i c a b l e  high medium low 3.  Capilano  Colleges  X  X  X  X  X  X  H i s t o r i a l PT/FT R a t i o a t e n d o f 1 s t sem. operation of the college) h i g h (> 0.8) medium ( 0 . 4 - 0 . 8 ) low (0.0-0.39)  X  X X  X  X  20 V a n c o u v e r Community C o l l e g e s e r v e s  a small geographic area with a  relatively high density population.  C a p i l a n o and F r a s e r V a l l e y C o l l e g e s  began w i t h h i g h r a t i o s o f p a r t - t i m e t o f u l l - t i m e f a c u l t y w h i l e BCIT began w i t h a c o r r e s p o n d i n g l y low r a t i o .  Two o f t h e s i x c o l l e g e s , D o u g l a s  C o l l e g e a n d V a n c o u v e r Community C o l l e g e s , a r e m u l t i c a m p u s with  campus p r i n c i p a l s , w h i l e t h e o t h e r  principal institutions.  institutions  four colleges are single  Because o f i t s mandate as a p r o v i n c i a l  insti-  t u t i o n , B C I T h a s n o t e r r i t o r i a l r e s t r i c t i o n s a s do t h e o t h e r c o l l e g e s , nor  i s i t a f f e c t e d b y B.C. g o v e r n m e n t l e g i s l a t i o n o n m e l d i n g .  Mode o f I n f o r m a t i o n  Collection  A q u e s t i o n n a i r e was c h o s e n a s t h e p r i m e d a t a c o l l e c t i o n supplemented by i n t e r v i e w s w i t h c o l l e g e p r i n c i p a l s presidents.  and f a c u l t y a s s o c i a t i o n  The d i s t a n c e s b e t w e e n t h e c o l l e g e s made i t n e c e s s a r y  c o n d u c t many o f t h e s e i n t e r v i e w s b y p h o n e a n d b y m a i l . was  instrument,  d i v i d e d i n t o t w o s u b - q u e s t i o n n a i r e s A a n d B.  to  The q u e s t i o n n a i r e  Q u e s t i o n n a i r e A was  a n s w e r e d b y t h e p a r t - t i m e f a c u l t y member w h i l e Q u e s t i o n n a i r e B was answered by an a d m i n i s t r a t o r i n t h e i n s t i t u t i o n . The  q u e s t i o n n a t i r e was c o n s t r u c t e d t o o b t a i n d a t a b o t h a b o u t t h e  hypotheses l i s t e d  a t t h e end o f C h a p t e r I I and a l s o about t h e p e r s o n a l  and w o r k - r e l a t e d c h a r a c t e r i s t i c s  o f i n d i v i d u a l p a r t - t i m e f a c u l t y members.  Part B of the questionnaire requested o f t h e employment o f p a r t - t i m e The  d a t a on t h e o r g a n i z a t i o n a l a s p e c t s  faculty.  q u e s t i o n n a i r e headings a r e as f o l l o w s : *  Questionnaire  A  The  P r o f i l e o f t h e P a r t - T i m e F a c u l t y Member  1.  Personal  *Refer  t o A p p e n d i x K f o r more  details.  21  2.  Academic and P r o f e s s i o n a l Q u a l i f i c a t i o n s  3.  Work E x p e r i e n c e  4.  Teaching  5.  Institutional  6.  Motivations  Questionnaire  (outside of part-time  teaching)  Experience Relations  f o r Teaching  B  a.  C l a s s i f i c a t i o n sof Part-Time  Faculty  b.  Time A n a l y s i s : A semester by semester a n a l y s i s o f t h e d i s t r i b u t i o n o f part-time f a c u l t y i n t h e three main c u r r i c u l u m areas of t h e c o l l e g e ; academic, career, t r a i n i n g .  c.  Expected Duties  d.  Administrative Services  e.  Hiring Policies  and Remuneration o f Part-Time A v a i l a b l e t o Part-Time  f o r Part-Time  Faculty Faculty  Faculty  Time A n a l y s i s B o t h f a c u l t y and a d m i n i s t r a t o r s there were trends own r e a s o n s . any  expressed i n t e r e s t i n seeing i f  i n t h e use o f part-time  With respect  increasing trend  faculty.  Each group had i t s  t o f a c u l t y t h e m o s t common r e a s o n s w e r e  could have serious  i m p l i c a t i o n s on t h e p o l i t i c a l  texture o f f a c u l t y a s s o c i a t i o n s and, f o rt h e a d m i n i s t r a t i o n s , increased a period  use of part-time  on  fact,  Since  cost  less  n e i t h e r o f t h e s e c o n c e r n s may b e f o u n d e d  t h e s t u d y e x a m i n e s t h e s e a r e a s t o s e e how many p a r t - t i m e  a c t u a l l y do b e l o n g It  that  f a c u l t y could be 'budgetarily b e n e f i c i a li n  o f growing economic r e s t r a i n t " — t h a t i s , they c o u l d  than f u l l - t i m e f a c u l t y .  that  faculty  t o f a c u l t y a s s o c i a t i o n s and what t h e i r pay s c a l e s a r e .  i n v e s t i g a t e s t h e n a t u r e o f t h e membership o f p a r t - t i m e  faculty associations relative  faculty i n  to that of the f u l l - t i m e f a c u l t y .  examines t h e s a l a r y s c a l e s f o rp a r t - t i m e  I t also  f a c u l t y and t h e r a t i o n a l e  22  behind faculty fer,  them.  The t i m e a n a l y s i s shows t h e d i s t r i b u t i o n o f p a r t - t i m e  i n three main c u r r i c u l u m areas of t h e c o l l e g e , u n i v e r s i t y t r a n s -  c a r e e r / t e c h n i c a l and v o c a t i o n a l t r a i n i n g .  part-time  I t presents  t o f u l l - t i m e f a c u l t y i n each c u r r i c u l u m a r e a  of t h e c o l l e g e year  going  the r a t i o of  f o reach  back as f a r as c o l l e g e records  semester  allow.  S u p p l e m e n t i n g t h e i n f o r m a t i o n f r o m t h e q u e s t i o n n a i r e a r e d a t a on three other  topics:  a.  c r i t e r i a f o rpart-time  f a c u l t y pay s c a l e s  b.  c r i t e r i a f o r t r a n s i t i o n from a p a r t - t i m e p o s i t i o n t o a f u l l - t i m e p o s i t i o n , and  c.  categories of part-time C, a n d D ) .  faculty  (refer  t o A p p e n d i c e s B,  Managing t h e Study The a joint  a d m i n i s t r a t i o n and f a c u l t y a s s o c i a t i o n o f each c o l l e g e i s s u e d  l e t t e r of support  them t o f i l l  to a l l their part-time  out the questionnaire.  colleagues  They a l s o p r o v i d e d  paid the m a i l i n g costs o f the questionnaire packet f a c u l t y who h a d b e e n a p p o i n t e d Most c r e d i t  courses  repeat  name l i s t s a n d  to a l l part-time  a t some t i m e w i t h i n t h e l a s t  w i t h i n two y e a r s  encouraging  so a l l p a r t - t i m e  two y e a r s . faculty  b e t w e e n 1975 a n d 1 9 7 8 w e r e i n c l u d e d e v e n t h o u g h many may n o t h a v e b e e n  *The q u e s t i o n n a i r e p a c k e t c o n s i s t e d o f t h r e e i t e m s : a) the questionnaire consisting of i) Q u e s t i o n n a i r e A f o r p a r t - t i m e f a c u l t y to f i l l i n , and ii) Questionnaire B f o rthe college t o f i l l i n . b) a r e t u r n s e l f - a d d r e s s e d envelope t o the author o f t h e study. c) a c o v e r i n g l e t t e r f r o m t h e p r i n c i p a l and f a c u l t y a s s o c i a t i o n of t h e c o l l e g e e x p l a i n i n g t h e n a t u r e o f t h e study and a s k i n g their cooperation i n f i l l i n g i t out. Refer  t o A p p e n d i x K.  23 teaching during  the year  E a c h c o l l e g e was  i n which the  each o f the s e m e s t e r s of  intermediate  coding  b a c k as f a r  as  A d m i n i s t r a t o r s were a s k e d t o compute  the  case.  chosen so  t h a t computer  from the q u e s t i o n n a i r e s w i t h o u t  the need  cards of  sheets.  Data  A c o m p u t e r p r o g r a m was questionnaires M o d e l 168  extending  t h e q u e s t i o n n a i r e was  c o u l d be p u n c h e d d i r e c t l y  areas  vocational training) for  to f u l l - t i m e f a c u l t y i n each  format of  A n a l y s i s of  i n three major c u r r i c u l u m  the c o l l e g e year  permitted.  r a t i o of p a r t - t i m e The  faculty  t r a n s f e r , c a r e e r / t e c h n i c a l , and  college records  conducted.  a l s o asked t o conduct a time a n a l y s i s showing  the d i s t r i b u t i o n of p a r t - t i m e (university  s t u d y was  on  s e t up  to handle a l l the data from  the U n i v e r s i t y of B r i t i s h  computer.  The  p r o g r a m f o r m a t was  Package f o r S o c i a l Sciences  b y N.H.  Nie  C o l u m b i a ' s IBM based upon the  e t a l , McGraw H i l l ,  the  System  370  Statistical 2nd  edition  1975. The  procedure f o r the data  1.  E a c h h y p o t h e s e s l i s t e d on p a g e 14 was  on a n u l l h y p o t h e s i s  o  H 1 The  data  as f o l l o w s : treated for significance  basis H  2.  a n a l y s i s was  :  yi =  y  2  :  yi  4  y  2  f r o m t h e q u e s t i o n n a i r e w.ese. a n a l y s e d  question with selected cross r e q u i r e d w i t h i n an m b y n  t a b u l a t i o n s and  chi-square  c r o s s - t a b u l a t i o n (m,  sons are used i n sample p r o p o r t i o n s  n >'2),  f o r t e s t s of  question testing.  by Where  m u l t i p l e compari-  homogeneity.  3. part-time  A t i m e a n a l y s i s was  f a c u l t y i n three main curriculum  (university (Refer  (Refer  presented showing the  t r a n s f e r , c a r e e r / t e c h n i c a l and  areas of the vocational  t o A p p e n d i c e s H and  I.)  4.  made b e t w e e n t h e  A c o m p a r i s o n was  distribution  colleges  colleges  training).  on  a.  c l a s s i f i c a t i o n of p a r t - t i m e  b.  duties  c.  administrative services a v a i l a b l e to part-time  d.  management p r o c e s s e s a f f e c t i n g p a r t - t i m e  to Appendix  J.)  and  faculty  remuneration of p a r t - t i m e  faculty facu  faculty  CHAPTER I V  RESULTS OF THE A N A L Y S I S  The  first  section of this  of the a p p r o p r i a t e hypotheses.  chapter presents  an a n a l y s i s o f each  This a n a l y s i s provides  the beginning of  a p r o f i l e o f p a r t - t i m e f a c u l t y members i n B.C. c o l l e g e s . from Q u e s t i o n n a i r e A of t h e survey on  the p r o f i l e .  with  The r e s u l t s  a r e then  i s t r a t i v e s e r v i c e s and h i r i n g p o l i c i e s . trends i n t h e use of part-time f a c u l t y  q u e s t i o n n a i r e s were sent  2 below.  a n a n a l y s i s i s made o f  i n each c o l l e g e b a s e d on d a t a over  several years.  These f i g u r e s r e f e r t o Q u e s t i o n n a i r e A s i n c e o n l y one  taught  i n per college.  Every  Approximately  c o l l e g e completed  1,531 d i f f e r e n t p a r t -  i n the s i x selected colleges during this  t w i c e a s many a s t a u g h t  Secondary S t a t i s t i c s Report almost  admin-  t o a l l p a r t - t i m e f a c u l t y who h a d  a Q u e s t i o n n a i r e B f o r a 100% r e t u r n .  is  Finally  with  An a n a l y s i s o f t h e r e t u r n s i s g i v e n i n  Q u e s t i o n n a i r e B was t o b e f i l l e d  time f a c u l t y  d u t i e s and remuneration,  i n major c u r r i c u l u m areas  t a u g h t b e t w e e n 1975 a n d 1 9 7 7 . Table  fully  regarding part-time faculty  respect t o job c l a s s i f i c a t i o n , expected  The  g i v e n t o e x p a n d more  of Questionnaire B then f o l l o w , d e a l i n g  the p o l i c i e s of the i n s t i t u t i o n s  showing t h e i r d i s t r i b u t i o n  The f i n d i n g s  i n 1975-1976 a c c o r d i n g t o t h e B.C. (Appendix  G).  time.  This  Post-  I t i n d i c a t e s t h a t t h e r e was  a complete turnover o f teachers w i t h i n t h a t two-year p e r i o d .  T h i s i s c o n s i s t e n t w i t h t h e a n a l y s i s w h i c h showed 9 2 % o f a l l r e s p o n d e n t s having  taught  l e s s than  two y e a r s i n a n y o n e c o m m u n i t y c o l l e g e ( Q u e s t i o n -  n a i r e A, No. 1 7 ) . 25  Table 2 Analysis  BCIT  *  of Questionnaire  Capilano  Returns by  Douglas  East Kootenay  College  Fraser Valley  VCC Langara  VCC W I / K i n g Ed  Questionnaires  sent out  190  270  310  31  100  230  400  Questionnaires  returned  58  66  103  12  28  62  91  31  24  33  39  28  27  23  % return  Total questionnaires toa l l colleges Total questionnaires returned Average r e t u r n  1531 420 28%  The n u m b e r o f q u e s t i o n n a i r e s s e n t o u t ( 1 5 3 1 ) a p p r o x i m a t e s t h o s e a c t u a l l y r e a c h i n g p a r t - t i m e f a c u l t y members. I t i s t h e t o t a l number o f q u e s t i o n n a i r e s d e l i v e r e d t o e a c h c o l l e g e l e s s t h e number r e t u r n e d u n o p e n e d l e s s t h e number r e t u r n e d b y t h e c o l l e g e s a s e x c e s s .  27  EXAMINATION AND DISCUSSION OF THE HYPOTHESES  In analyzing the hypotheses the f o l l o w i n g s t a t i s t i c a l were f r e q u e n t l y used: z - s t a t i s t i c ; interval;  chi-square  student's  procedures  t - d i s t r i b u t i o n and  and K r u s k a l - W a l l i s a n a l y s e s .  confidence  D e t a i l s o f these are  g i v e n i n A p p e n d i x L. Hypothesis  1.  Part-time faculty desire full-time teaching positions  ( Q u e s t i o n n a i r e A, N o s . 6 a n d 38) The  responses t o the q u e s t i o n n a i r e item addressed  to t h i s  i n d i c a t e t h a t a s i g n i f i c a n t percentage (57%) o f p a r t - t i m e accept  a f u l l - t i m e teaching position i f available.  hypothesis time  faculty  Related  would  to this  a r e t h e responses t o t h e q u e s t i o n n a i r e i t e m which asks  faculty  to i n d i c a t e whether t h e i r  p r i n c i p a l source  o f income.  teaching d u t i e s produce  the data i n d i c a t e t h a t h y p o t h e s i s Hypothesis  2.  part-  their  A s i g n i f i c a n t percentage (54%) o f t h e  respondents answered t h i s q u e s t i o n i n t h e a f f i r m a t i v e .  reasons  question  Part-time  1 may b e s u p p o r t e d  faculty  Accordingly,  (z -  teach p r i m a r i l y  statistic).  for financial  ( Q u e s t i o n n a i r e A, No. 36) In Questionnaire  A, r e s p o n d e n t s w e r e a s k e d t o i n d i c a t e i n r a n k  o r d e r a number o f r e a s o n s f o r t e a c h i n g i n a community c o l l e g e . r a n k i n g o f o p t i o n s w a s d e t e r m i n e d b y a mean s c o r e b a s e d u p o n a g r a d i e n t s c a l e f r o m one t o f i v e w h e r e one e q u a l s  first  r e s u l t s o f t h i s q u e s t i o n a r e summarized i n Table  3.  from the data suggested  that s a l a r y ranks  i n the question.  special The  I t i s apparent  t h i r d i n the rank order  I t may b e c o n c l u d e d  choice.  The  of motives  that part-time  faculty  do n o t t e a c h p r i m a r i l y f o r f i n a n c i a l r e a s o n s a n d h e n c e h y p o t h e s i s rejected. .  2i s  28  Table  3  R a n k i n g o f C a t e g o r i e s b y Mean S c o r e i n R e s p o n s e t o t h e 'Why do y o u t e a c h a t a c o m m u n i t y c o l l e g e ? '  Questionnaire Selection for  Mean R a n k  the s a t i s f a c t i o n of s h a r i n g knowledge  it's for  a career  Question  3.842  choice  3.165  money  3.136  f o r developing the o p p o r t u n i t y of g e t t i n g f u l l - t i m e teaching position  2.996  to  2.401  t r y out  a new  experience  f o r the s o c i a l p r e s t i g e of teaching at college  Hypothesis activities The  3.  Part-time  i n the i n s t i t u t i o n .  a 1.778  f a c u l t y are not  involved i n  ( Q u e s t i o n n a i r e B,  p a r t - t i m e f a c u l t y were not  No.  non-teaching  7)  asked to respond to t h i s ,  the c o l l e g e a d m i n i s t r a t i o n s were asked t o s p e c i f y the e x t e n t p a r t - t i m e f a c u l t y were expected s u c h a s c o m m i t t e e w o r k and p o l i c y on  this,  expected,  one  one  extra i n non-teaching The  on  Four c o l l e g e s had  a c t i v i t i e s were  no  not spent  activities.  i n non-teaching  t h e t e a c h i n g d e p a r t m e n t and  c o l l e g e t h e r e c o u l d be  activities  11-50% of t h e t e a c h i n g h o u r s t o be  f o u r c o l l e g e s w h i c h had  the involvement  consultation.  college s a i d non-teaching  c o l l e g e expected  to which  to p a r t i c i p a t e i n non-teaching  student  rather  no  policy  activities  on t h i s a l l commented  of p a r t - t i m e f a c u l t y  t h e number o f c o u r s e s  taught.  that  depended  Within  t h e r e f o r e an a p p r e c i a b l e d i f f e r e n c e a m o n g s t  a  the  29  part-time faculty therefore,  to test  i n extra teaching a c t i v i t i e s . this hypothesis  I t was n o t p o s s i b l e ,  but there i s i n d i c a t i o n i t could  be  supported.  Hypothesis  4.  P a r t - t i m e f a c u l t y have no t e a c h i n g c r e d e n t i a l s  ( Q u e s t i o n n a i r e A, No. 8 ) . E a c h p a r t - t i m e f a c u l t y member was a s k e d t o i n d i c a t e c o m p l e t e d l e v e l s of teaching c e r t i f i c a t i o n or l i c e n s i n g .  The f i n d i n g s showed  that  6 8 . 6 % o f t h e 420 r e s p o n d e n t s h a d a t l e a s t one t e a c h i n g c r e d e n t i a l w i t h 12% p o s s e s s i n g  two o r m o r e .  Hypothesis  5.  The h y p o t h e s i s  i s r e j e c t e d (z -  P a r t - t i m e f a c u l t y have no p r e v i o u s  statistic).  teaching experi-  e n c e ( Q u e s t i o n n a i r e A, No. 1 4 ) . P a r t - t i m e f a c u l t y members w e r e a s k e d i n w h a t e d u c a t i o n a l a r e a s institutions  t h e y had e v e r  s t a t e the l e n g t h of time  taught,  or  i n c l u d i n g community c o l l e g e s , and t o  spent i n each  area.  a.  4 2 . 1 % o f t h e 420 r e s p o n d e n t s h a d g r e a t e r t h a n f i v e y e a r s o v e r a l l t e a c h i n g e x p e r i e n c e b u t o n l y 13.4% had g r e a t e r t h a n f i v e y e a r s ' e x p e r i e n c e i n community c o l l e g e s .  b.  9 0 . 7 % o f t h e 420 r e s p o n d e n t s h a d m o r e t h a n o n e y e a r o f t e a c h i n g e x p e r i e n c e and 71.5% had more t h a n one y e a r o f e x p e r i e n c e i n community c o l l e g e s .  The h y p o t h e s i s Table  i s rejected (z -  statistic).  4 shows t h e d i s t r i b u t i o n o f p r e v i o u s  part-time faculty at various educational  Hypothesis  the c o l l e g e s ( c h i square  6.  of  levels.  The p r o f i l e o f t e a c h i n g e x p e r i e n c e n i f i c a n t l y across  teaching experience  i n t h e above areas v a r i e d  sig-  statistic).  P a r t - t i m e f a c u l t y a r e n o t members o f t h e c o l l e g e  f a c u l t y a s s o c i a t i o n ( Q u e s t i o n n a i r e A, No. 3 0 ) .  30  Table  4  D i s t r i b u t i o n of Previous Teaching of P a r t - T i m e F a c u l t y  Experience  Percent of Part-Time F a c u l t y w i t h teaching experience i n t h i s area Colleges  76%  Universities  35%  Secondary  33%  Schools  Vocational/Trade Elementary  17%  Professional Organizations  13%  college faculty  4% 3%  256 ( 6 1 . 1 % ) s a i d  statistic).  t h e r e was a s i g n i f i c a n t d i f f e r e n c e T h i s d i f f e r e n c e i s due p r i m a r i l y  C o l l e g e and BCIT where i n each  a r e members o f t h e f a c u l t y The In  t h e y w e r e members o f a  association.  Among t h e c o l l e g e s  Valley  General  Education  t h e 420 r e s p o n d e n t s  square  19%  Industry/Business/Commerce  Labor  (chi  20%  Schools  Adult Education, Interest  Of  Schools  however  to Fraser  case only 41% of p a r t - t i m e f a c u l t y  association.  hypothesis i s rejected  (z -  statistic).  two i n s t i t u t i o n s , B C I T a n d W I / K i n g E d w a r d , 3 5 % a n d 3 0 %  r e s p e c t i v e l y of a l lrespondents they belonged  s a i d they weren't sure whether o r n o t  to the college faculty  association.  31  Hypothesis in  7.  P a r t - t i m e f a c u l t y a r e n o t e l i g i b l e f o r membership  t h e c o l l e g e ' s f a c u l t y a s s o c i a t i o n s ( Q u e s t i o n n a i r e B , N o s . 3, 4 ) . O n l y i n one i n s t i t u t i o n , B C I T , a r e p a r t - t i m e f a c u l t y n o t e l i g i b l e  f o r membership. of a f u l l  In a l l the others  l o a d o r more.  they  are eligible  i f they  teach  half  Among c o m m u n i t y c o l l e g e s t h e h y p o t h e s i s i s  rejected.  Hypothesis longer  8.  Part-time faculty  t h a n one s e m e s t e r  for  l e s s than  two  years.  i n one c o l l e g e f o r  ( Q u e s t i o n n a i r e A, No. 1 7 ) .  T h i s q u e s t i o n was a s k e d i n o r d e r of p a r t - t i m e f a c u l t y  do n o t t e a c h  i n colleges.  t o g i v e some i d e a o f t h e t u r n o v e r  Only 30.0% of t h e respondents  one y e a r w i t h t h e m a j o r i t y ( 3 2 % ) t e a c h i n g b e t w e e n o n e t o  Furthermore, 83.5% o f t h e respondents had taught at least  taught  two t i m e s  i n one community  been i n c o n s e c u t i v e  c o l l e g e , although  t h e same  course  t h i s may n o t h a v e  semesters.  The h y p o t h e s i s  i s rejected (z - s t a t i s t i c ) .  Among t h e c o l l e g e s  t h e r e i s no s i g n i f i c a n t d i f f e r e n c e i n t h e p r o p o r t i o n s  ( c h i square  statistic).  Hypothesis  9.  Part-time faculty  the p l a c e i n which they  teach  l i v e w i t h i n one-hour d r i v e o f  ( Q u e s t i o n n a i r e A, No. 4 ) .  The r e l a t i o n s h i p b e t w e e n a v a i l a b i l i t y the time  i ttakes  them t o g e t t o t h e c o l l e g e i s i m p o r t a n t  for colleges serving large geographical  d r i v e from t h e c o l l e g e .  especially  areas.  Of a l l t h e r e s p o n d e n t s 9 6 % s a i d t h e y  t i m e p r o f i l e among  o f p a r t - t i m e f a c u l t y and  l i v e d w i t h i n a one-hour  There i s a s i g n i f i c a n t  the c o l l e g e s ( c h i square  difference i n the travel  statistic).  32  Hypothesis courses—after Of  10.  4 p.m.  Part-time faculty  the evening  ( Q u e s t i o n n a i r e A, No. 1 9 ) .  a l l respondents,  significantly different time  teach mainly  38.3% teach a f t e r  from the percentages  4 p.m.  This percentage i s  responding  to the other  slots. This hypothesis  i s accepted  (z - s t a t i s t i c ) .  Across  the colleges  there i s a s i g n i f i c a n t d i f f e r e n c e i n the p r o p o r t i o n s ( c h i square When a s k e d w h a t t i m e i n t e r v a l replied  time  they would p r e f e r t o t e a c h i n , 45.4%  t h e y w o u l d p r e f e r b e t w e e n 10 a.m.  was s i g n i f i c a n t l y  statistic).  a n d 4 p.m.  d i f f e r e n t from the percentages  This  percentage  responding  to the other  intervals.  Hypothesis teach p r i m a r i l y Of  those  11.  I n academic c r e d i t programs p a r t - t i m e  i n non-laboratory  o r i e n t e d courses  ( Q u e s t i o n n a i r e A , No. 2 1 ) .  sampled, 65.7% taught n o n - l a b o r a t o r y  This hypothesis  i s accepted  (z -  Hypothesis  12.  oriented  courses.  statistic).  Among t h e c o l l e g e s t h e r e i s a s i g n i f i c a n t p o r t i o n s f o r each c o l l e g e ( c h i square  faculty  difference i n the pro-  statistic).  Part-time faculty receive proportionally  t h a n f u l l - t i m e f a c u l t y members f o r t h e same amount o f c l a s s r o o m (Appendix  less  salary  teaching  B a n d Q u e s t i o n n a i r e B, No. 6 ) .  A t B C I T a n d VCC p a r t - t i m e f a c u l t y w e r e p a i d b y c o u r s e s  i n propor-  t i o n t o f u l l - t i m e f a c u l t y pay s c a l e s and g i v e n c r e d i t f o r r e l a t e d experience.  They n e g o t i a t e d t h e i r i n i t i a l p l a c e on t h e s a l a r y  E a s t Kootenay C o l l e g e p a i d i n p r o p o r t i o n t o Step  1.  grid.  1 on t h e f u l l -  t i m e g r i d b u t gave no c r e d i t f o r r e l a t e d work e x p e r i e n c e . p r o g r e s s i o n beyond Step  work  T h e r e was n o  33  Capilano College paid i n proportion to the f u l l - t i m e grid but gave no c r e d i t f o r r e l a t e d work e x p e r i e n c e . Step  4 o f a 12-step  This progressed  only to  scale.  Douglas C o l l e g e p a i d t w o - t h i r d s of t h e g r i d r e l a t e d work experience.  A separate  11-step  and gave no c r e d i t f o r  scale exists f o r part-time  faculty. F r a s e r V a l l e y C o l l e g e h a s two c o n t r a c t r a t e s t h e h i g h e s t o f w h i c h i s a b o u t 1/10 t h e l o w e s t  s t e p on t h e f u l l - t i m e f a c u l t y  salary grid.  Both  r a t e s a r e i n c r e a s e d a t t h e p l e a s u r e o f t h e c o l l e g e however and a r e n o t necessarily  incremented  r e l a t e d work  be s a i d  with the faculty grid.  No c r e d i t i s g i v e n f o r  experience.  O n l y i f a p a r t - t i m e f a c u l t y h a s no r e l a t e d work e x p e r i e n c e  can i t  t h a t he i s t r u l y g e t t i n g p a i d p r o p o r t i o n a l t o a f u l l - t i m e  faculty  member o n a c o u r s e b a s i s .  He w o u l d h a v e t o s t a r t on t h e l o w e s t  the s a l a r y g r i d w h i c h i s where f u l l - t i m e f a c u l t y w i t h no work usually  start.  Thereafter parity  diminishes.  I f not after  semester then c e r t a i n l y a f t e r r e a c h i n g a g r i d p l a t e a u l e s s a t t a i n a b l e by f u l l - t i m e Disparity  e x i s t s immediately  than  that  i n a l l colleges f o rthe part-time a t VCC w h e r e t h e y  could  experience.  t o these q u a l i f i c a t i o n s  Hypothesis  13.  the hypothesis  i s accepted.  There i s no s i g n i f i c a n t d i f f e r e n c e i n t h e b a s i c  salary scales f o r part-time faculty study.  the f i r s t  s t a r t a t t h e same l e v e l a s a f u l l - t i m e f a c u l t y member w i t h  equal r e a l t e d working Subject  experience  faculty.  f a c u l t y w i t h r e l a t e d work e x p e r i e n c e , except theoretically  step of  among t h e c o l l e g e s s e l e c t e d i n t h e  34  Measurements a r e b a s e d on t h e minimums o f e a c h c o l l e g e ' s scale. there  I n some c o l l e g e s i s only  f o r each  a progression  one f i x e d r a t e .  scale exists while  Table 5 l i s t s  the basic  salary  i n others  salary  scales  college.  Table 5 Salary  Scales  by College  f o rPart-Time  College  Faculty  $/Credit  BCIT  21  Capilano  16  Douglas  12 9  East Kootenay Fraser  10  Valley  VCC-Langara  13  VCC-VVI/King Edward  13 13.49  = Mean ( X )  BCIT and E a s t Kootenay have s i g n i f i c a n t l y at  t h e 0.05 l e v e l .  H y p o t h e s i s 14.  in  this  (student's  scales t-  interval).  There i s no s i g n i f i c a n t d i f f e r e n c e  i n the ratio  t o f u l l - t i m e f a c u l t y members among t h e c o l l e g e s  selected  study. The  fall  different salary  Therefore the hypothesis i s rejected  d i s t r i b u t i o n confidence  of p a r t - t i m e  Hour  average o f t h e p a r t - t i m e / f u l l - t i m e r a t i o s f o r t h e s p r i n g and  s e m e s t e r s o f 1977 a r e s u m m a r i z e d i n T a b l e 6.  35  Table 6 Average Part-Time/Full-Time Ratio S p r i n g a n d F a l l S e m e s t e r 1977  College  Average Part-Time/Full-Time  BCIT  0.193  Capilano  1.75  Douglas  1.14  East Kootenay  (no data)  Fraser Valley  1.00  VCC-Langara  0.55  V C C - W I / K i n g Edward  0.809  BCIT and C a p i l a n o The  hypothesis  part-time  have s i g n i f i c a n t l y  i s rejected (student  Hypothesis faculty  15.  Ratio  different salary scales.  t - d i s t r i b u t i o n confidence  There i s no f o r m a l i z e d h i r i n g p o l i c y  (Questionnaire  interval).  applying to  B, No. 1 8 ) .  C o l l e g e s w e r e a s k e d t o i n d i c a t e w h e t h e r t h e r e was a h i r i n g described  i n the faculty  agreement.  a.  T h r e e c o l l e g e s s a i d t h e y do n o t f o l l o w a f o r m a l i z e d p o l i c y — East Kootenay C o l l e g e , F r a s e r V a l l e y C o l l e g e and VCC-WI/ K i n g Edward.  b.  Four c o l l e g e s s a i d they  Of position.  a l l part-time  d i dfollow a formalized hiring  policy.  f a c u l t y , 92% s a i d they were i n t e r v i e w e d f o r a  T h i s does n o t i n d i c a t e t h e e x i s t e n c e o f a f o r m a l i z e d  p o l i c y b u t i t does i m p l y the  policy  t h a t some p r o c e d u r e i s b e i n g  c o l l e g e s o n l y BCIT was s i g n i f i c a n t l y  different  followed.  (lower)  hiring Across  i n t h e number  36  of p e o p l e i n t e r v i e w e d existence  for a position.  The  hypothesis therefore  H y p o t h e s i s 16.  Part-time  not  does not  f a c u l t y get  be  stated  seem  B,  supportable.  Nos.  11  asked i f c e r t a i n a d m i n i s t r a t i v e  to  from l i b r a r y laboratory  of  s e r v i c e s were s e l e c t e d .  support  17).  services  to f u l l - t i m e f a c u l t y were a l s o a v a i l a b l e to p a r t - t i m e  Seven major c a t e g o r i e s  avail-  faculty.  These were:  services  s t a f f , bookstore pruchasing p r i v i l e g e s , a v a i l a b i l i t y  technician assistants, availability  audio-visual  equipment s i g n out  of marking  privileges, eligibility  a s a s t u d e n t i n o t h e r c r e d i t c o u r s e s , and  the  in faculty  less administrative  than f u l l - t i m e f a c u l t y (Questionnaire  E a c h c o l l e g e was able  e v i d e n c e seems t o s u p p o r t  o f h i r i n g p o l i c i e s t h o u g h t h e s e may  agreements.  services  The  availability  of  assistance,  for enrolling of  copying  and  printing privileges. Only F r a s e r others with  three  Valley College categories  time f a c u l t y were not  the  out  was of  same a s  significantly the  d i f f e r e n t than  seven where s e r v i c e s  to  those f o r f u l l - t i m e f a c u l t y .  o t h e r i n s t i t u t i o n s h a d . o n e c a t e g o r y o r l e s s w h e r e s e r v i c e was  the  partA l l  not  the  same. The received  h y p o t h e s i s i s r e j e c t e d on  from c o l l e g e  I n one credit  of the  information  administrations.  category  courses', three  indicated  the b a s i s  'eligibility colleges  t h i s s e r v i c e was  f o r e n r o l l i n g as  a student i n  ( D o u g l a s , E a s t K o o t e n a y and  Fraser  a v a i l a b l e to f u l l - t i m e f a c u l t y but  not  other Valley) to  part-  time f a c u l t y . Of  a l l part-time  d e s k t o work a t ; 29%  f a c u l t y 45%  s a i d t h e y had  i n d i c a t e d t h e y had  not  been given  no  been assigned a m a i l  office box;  37  29%  s a i d t h e y had  41% had  not  r e c e i v e d o u t l i n e s of the course  not been i n v i t e d  difference and  teach;  to a t t e n d p r o f e s s i o n a l development programs i n  the c o l l e g e s (although i t i s i n t e r e s t i n g i n v i t e d 31% d i d not  they were to  attend).  Across  (chi-square s t a t i s t i c )  t o n o t e t h a t o f t h o s e who  t h e c o l l e g e s t h e r e was  a  were  significant  i n the p r o v i s i o n of a desk, a m a i l  i n the degree to which p a r t - t i m e f a c u l t y were i n v i t e d  to  box,  attend  p r o f e s s i o n a l development programs.  Hypothesis  17.  ( Q u e s t i o n n a i r e B, No.  The  percentage of p a r t - t i m e f a c u l t y  5 - Time A n a l y s i s ) .  O n l y f r o m b e t w e e n s p r i n g 1976 a v a i l a b l e from a l l the c o l l e g e s . summer). linear  i f summer s e m e s t e r s a r e 7 lists  f a l l 1977were complete  T h i s spans s i x semesters  Restricting t h e r e i s an  each semester except  is  accepted.  fall  s e m e s t e r s o f 1976  and  18.  one  Thirty-three  (BCIT f a l l  Part-time faculty  (33%)  semesters,  semesters) t h e r e f o r e the  teach mainly No.  of a l l respondents taught  T h i s c o m p a r e s w i t h 3 1 % who  v o c a t i o n a l / t r a d e s t r a i n i n g programs.  1977.  of part-time f a c u l t y i n every  t r a n s f e r ) p r o g r a m s ( Q u e s t i o n n a i r e A,  t r a n s f e r programs.  approximately  c a l c u l a t i o n s t o 1976-1977 f o r s i m i l a r  for  (university  (including  omitted.  i n c r e a s e i n the percent  Hypothesis  data  the change i n numbers o f p a r t - t i m e a t each c o l l e g e  b e t w e e n s u c c e s s i v e s p r i n g and  e x c e e d 50%  and  G r a p h 9 i n A p p e n d i x I shows t h e t r e n d t o b e  Table  i s increasing  hypothesis  i n academic 13).  i n academic  taught  I n o n l y two  college  in  university  technical/  c o l l e g e s d i d t h e number  i n a c a d e m i c t r a n s f e r programs-^-Fraser V a l l e y w i t h 64%  and  Table 7 Change i n Number o f P a r t - T i m e F a c u l t y S p r i n g  D i f f e r e n c e Between Semesters o f Spring Spring  Fall Fall  '76 a n d '77  '76 a n d '77  BCIT  Capilano  Douglas °  Change i n numbers  84-86  114-117  109-160  % change  +2.3%  +11%  +46.7%  Change i n numbers  85-72  % change  -15%  c  130-141  148-168  +8%  +13.5%  T  East , _ Kootenay  NO  DATA  '76 t o F a l l  Fraser T  7  1  .  Valley  '77  VCC T  Langara  VCC  TTTTT/^-  WI/Kxng  Ed  TOTAL  629-706  47-52  93-99  182-182  +10.6%  +6.5%  0%  57-73  84-91  166-174  670-719  +28%  +8.3%  +4.8%  +7.3%  +12.2%  co  39  VCC-Langara w i t h 62%.  Across  ference i n these p r o p o r t i o n s The e v i d e n c e part-time faculty  t h e c o l l e g e s t h e r e was ( c h i square  programs t h e r e f o r e the h y p o t h e s i s  Hypothesis  19.  F a c u l t y answering t h i s t h e i r p r i n c i p a l source  contributed directly  teaching.  Across  Hypothesis  teach  ( Q u e s t i o n n a i r e A, No. 2 3 ) .  to the content  The h y p o t h e s i s  of t h e courses  they  were  difference i n  i s accepted.  o f i n c o m e ( Q u e s t i o n n a i r e A, No. 6 ) .  Of a l l r e s p o n d e n t s 5 4 % s a i d from t e a c h i n g i n c o l l e g e s .  t h e i r p r i n c i p a l source  o f income  On t h e s u p p o s i t i o n t h e r e i s a 5 0 %  t h a t a p a r t - t i m e f a c u l t y member d e r i v e s t h e i r p r i n c i p a l s o u r c e from t h e c o l l e g e s , t h e above h y p o t h e s i s t h e c o l l e g e s t h e r e was  (chi-squared  work  P a r t - t i m e f a c u l t y do n o t d e p e n d o n t e a c h i n g i n  c o l l e g e s f o r t h e i r main source  Across  not  They n u m b e r 179 o r 4 2 . 6 % o f t h e t o t a l  t h e c o l l e g e s t h e r e was n o s i g n i f i c a n t  20.  i n other  subjects that are d i r e c t l y  Of t h i s n u m b e r , 7 8 % s a i d t h e i r p r e s e n t  experience  these p r o p o r t i o n s .  t r a n s f e r programs than  q u e s t i o n i n d i c a t e d t h a t t e a c h i n g was  o f income.  number o f r e s p o n d e n t s .  l a r g e r percentage of  i s rejected.  Part-time faculty  connected w i t h t h e i r p r e s e n t work  dif-  statistic).  indicates only a s l i g h t l y  i n academic u n i v e r s i t y  a significant  i s accepted  a significant  (z -  was  probability of income  statistic).  d i f f e r e n c e i n the proportions  statistic).  THE P R O F I L E OF THE PART-TIME FACULTY MEMBER  The a c q u i r e d d a t a w e r e a n a l y z e d p a r t - t i m e f a c u l t y members, who respect  f o r p r o f i l e p a t t e r n s among t h e  responded to the q u e s t i o n n a i r e , w i t h  t o : p e r s o n a l c h a r a c t e r i s t i c s , academic and p r o f e s s i o n a l  40  q u a l i f i c a t i o n s , work e x p e r i e n c e , r e l a t i o n s and,  motivations  teaching experience,  institutional  for teaching.  Personal Characteristics  Age. o f age. years  Of  a r e b e t w e e n 25 and  This i n d i c a t e s that recent u n i v e r s i t y graduates  o f age)  o f age)  a l l p a r t - t i m e f a c u l t y 96%  and  are not  teaching.  The  r e t i r e d or s e m i - r e t i r e d people  i n v o l v e d t o any age  great extent  proportions across  60  years  ( l e s s than  ( g r e a t e r than  i n part-time  the c o l l e g e were n o t  60  25  years  college significantly  different.  Sex.  Of  a l l p a r t - t i m e f a c u l t y 56.5%  are male.  There are  signifi-  cant d i f f e r e n c e s i n the p r o p o r t i o n s across  the c o l l e g e s w i t h t h e l a r g e s t  number o f m a l e s a t B C I T and  70.0%  WI  ( 8 3 . 6 % and  l a r g e s t number o f f e m a l e s a t V C C / K i n g E d w a r d and and  52.6%  no  to c o l l e g e .  p l a c e of work, about 95%  l e s s to get was  Douglas C o l l e g e  may  (66.2%  to the c o l l e g e .  W h e t h e r t h e y w e r e c o m i n g f r o m home o r of p a r t - t i m e f a c u l t y  About 25%  took  t o o k an h o u r  15 m i n u t e s o r l e s s .  s i g n i f i c a n t d i f f e r e n c e i n these p r o p o r t i o n s across  have access  only  to those  l i v i n g w i t h i n an h o u r ' s  or There  the c o l l e g e s .  This would i n d i c a t e that i f a c o l l e g e i s l o o k i n g f o r p a r t - t i m e it  the  respectively).  T r a v e l time another  r e s p e c t i v e l y ) and  faculty  driving  distance from the c o l l e g e .  Incomes. source  Of  o f i n c o m e was  d i f f e r e n c e i n annual  a l l p a r t - t i m e f a c u l t y 54%  said their  principal  from .teaching i n c o l l e g e s .  There i s an  i n c o m e b e t w e e n t h o s e who  and  do  t h o s e who  appreciable do  not  41  get  t h e i r main income from c o l l e g e t e a c h i n g .  O f t h o s e who d o , 8 2 . 8 % make  $20,000 o r l e s s c o m p a r e d w i t h 5 0 . 3 % o f t h e o t h e r g r o u p who e a r n range.  i n this  Of t h o s e who d o , 1 5 . 2 % make b e t w e e n $20,000 a n d $30,000 c o m p a r e d  w i t h 35.1% o f t h e other group.  The p a t t e r n o f t o t a l a n n u a l  incomes  across  t h e c o l l e g e s was s i g n i f i c a n t l y d i f f e r e n t w i t h t h e number e a r n i n g m o r e $30,000 b e i n g  l a r g e s t a t BCIT and E a s t K o o t e n a y C o l l e g e  r e s p e c t i v e l y ) , a n d t h e number e a r n i n g l e s s t h a n a t VCC/King Edward and F r a s e r V a l l e y C o l l e g e  than  (20% and 12.5%  $10,000 b e i n g  greatest  (53.7% and 43.8% r e s p e c t i v e l y ) .  Academic and P r o f e s s i o n a l Q u a l i f i c a t i o n s The those  f i g u r e s from t h i s  given f o rfull-time  R e p o r t o f 1977.  study  faculty  on p a r t - t i m e f a c u l t y were s i m i l a r t o i n t h e B.C. P o s t  The f i g u r e s a r e shown i n T a b l e  Secondary  Statistics  8.  •  Table  Highest  8  Educational  Attainment  Doctorate  Masters;  Bachelors  Others  Full-time faculty*  11%  41%  25%  22.8%  Part-time faculty of this study  5.5%  37.6%  27.6%  29.3%  *From t h e B.C. D e p a r t m e n t o f E d u c a t i o n P o s t 1976-1977.  The  Secondary  o n l y l a r g e d i f f e r e n c e i s i n t h e number o f f a c u l t y  a doctorate.  Across  Statistics,  possessing  t h e c o l l e g e s t h e r e was a s i g n i f i c a n t d i f f e r e n c e i n  the p r o p o r t i o n s of f a c u l t y a t t h e d i f f e r e n t VCC-Langara had t h e h i g h e s t percentages  levels of q u a l i f i c a t i o n s .  o f f a c u l t y w i t h d o c t o r a t e and  42  master's degrees (14.3%  and 55.1% r e s p e c t i v e l y ) w h i l e b o t h VCC-WI and  E a s t K o o t e n a y C o l l e g e h a d t h e l o w e s t number o f d o c t o r a t e s w i t h VCC-WI and BCIT h a v i n g  the lowest percentages  (none each)  o f master's  degrees  (15% and 23% r e s p e c t i v e l y ) .  Teaching  certification.  teaching c e r t i f i c a t e 12.4%  had more than  Of a l l p a r t - t i m e f a c u l t y  31.4% had no  o f a n y k i n d ; 5 6 . 2 % h a d one t e a c h i n g  certificate;  one t e a c h i n g c e r t i f i c a t e .  Across  was a s i g n i f i c a n t d i f f e r e n c e i n t h e p r o p o r t i o n s . and  Capilano  College had the highest percentages  w i t h no t e a c h i n g  certificate  the colleges  Fraser Valley of part-time  ( 5 6 % and 44% r e s p e c t i v e l y ) .  f a c u l t y w i t h a t l e a s t one t e a c h i n g c e r t i f i c a t e  College  faculty  VCC-King  Edward and E a s t Kootenay C o l l e g e h a d t h e h i g h e s t p e r c e n t a g e s time  there  of part-  ( 7 4 % and 6 3 %  respectively).  Work  Experience  Present  a r e a o f work.  T h e r e was a f a i r l y  w o r k b a c k g r o u n d among p a r t - t i m e f a c u l t y . categories of business  (17.1%).  Across  significant difference i n the proportions. t h e h i g h e s t and l o w e s t p e r c e n t a g e s  of p a r t - t i m e f a c u l t y Capilano and  T h e m a j o r i t y came f r o m t h e  a n d commerce ( 2 6 . 5 % ) , s e l f - e m p l o y e d  (17.5%) and i n s t i t u t i o n a l  had  even d i s t r i b u t i o n o f  i nBusiness  non-specific  t h e c o l l e g e s t h e r e was a BCIT and VCC-King Edward  i n the order  among t h e c o l l e g e s  a n d Commerce w i t h 4 7 % a n d 6% r e s p e c t i v e l y ;  and VCC-King Edward i n s e l f - e m p l o y e d  part-time f a c u l t y w i t h 27%  1 3 % r e s p e c t i v e l y ; VCC-King Edward and BCIT i n f a c u l t y f r o m  i n s t i t u t i o n s w i t h 5 6 % a n d 3% r e s p e c t i v e l y .  other  43  Years  of work e x p e r i e n c e  whose p r i n c i p a l s o u r c e b e t w e e n 3 t o 10 y e a r s 50.2%  h a v e 11 y e a r s  ( o u t s i d e of c o l l e g e t e a c h i n g ) .  For  those  o f income i s n o t f r o m c o l l e g e t e a c h i n g , 44.3% of work experience  o r more.  Across  have  o u t s i d e of c o l l e g e t e a c h i n g ,  t h e c o l l e g e s t h e r e was  no  and  significant  d i f f e r e n c e i n these p r o p o r t i o n s .  Present  employment s t a t u s .  The  l a r g e s t number o f p a r t - t i m e  (32.4%) were i n t h e employee-managerial a r e a , f o l l o w e d c l o s e l y by  t h o s e who  a r e owners o r p a r t owners of b u s i n e s s e s .  number (13.5%) i n d i c a t e d  they were a c t i v e l y  A  s e e k i n g new  (25.9%)  significant jobs.  Presumably  many o f t h e s e w e r e i n c l u d e d i n t h e number ( 5 7 . 9 % ) o f p a r t - t i m e who  said  they would accept  negotiate a satisfactory experience  and  Across different.  who  commensurate w i t h  t h e c o l l e g e s t h e p r o f i l e o f e m p l o y m e n t was  BCIT and  VCC-King Edward had  the h i g h e s t and  E a s t K o o t e n a y C o l l e g e and a c t i v e l y s e e k i n g new  secondary  significantly lowest  East Kootenay C o l l e g e i n p a r t - t i m e  percent-  and  10%  and  faculty  respectively;  C a p i l a n o C o l l e g e i n p a r t - t i m e f a c u l t y who  p o s i t i o n s w i t h 30%  and  0%  are  respectively.  Experience  Areas of teaching.  interest  their  f r o m e m p l o y e e - m a n a g e r i a l s t a t u s w i t h 48%  a r e owners-_or p a r t o w n e r s o f a b u s i n e s s w i t h 4 0 %  colleges.  could  credentials.  r e s p e c t i v e l y ; V C C - W I and  Teaching  faculty  of f u l l - t i m e p o s i t i o n s i f they  starting salary  ages of p a r t - t i m e f a c u l t y 6%  offers  faculty  The  Many p a r t - t i m e f a c u l t y  (29.8%) had  n e x t most f r e q u e n t c a t e g o r i e s of response  courses schools  i n adult education (13.4%).  Few  had  (13.9%) and any  were  universities  teaching experience  taught  in  general (13.7%)  and  in vocational  44  o r t r a d e s c h o o l s ( 8 . 4 % ) o r i n d u s t r y , b u s i n e s s , commerce ( 6 . 8 % ) , o r l a b o r education  (1.0%).  Across  t h e c o l l e g e s t h e r e was a s i g n i f i c a n t  difference  i n these proportions.  At VCC-King Edward, f o r example, 2 1 % had taught  secondary  c o u r s e s c o m p a r e d t o 2% a t V C C - W I .  school level  Langara 22% had taught u n i v e r s i t y  A t VCC-  l e v e l c o u r s e s c o m p a r e d t o 7% a t E a s t  Kootenay C o l l e g e . Teaching  experience of part-time faculty  Only 19.4% s a i d t h e y had t a u g h t s o l e l y at l e a s t i n secondary had  seems q u i t e  diverse.  i n c o l l e g e s , w h i l e 44.2% had  s c h o o l s and c o l l e g e s .  Of a l l t h e r e s p o n d e n t s  taught 19.8%  t a u g h t a t l e a s t i n i n d u s t r y a s w e l l a s c o l l e g e s , w h i l e 7.4% h a d  taught a t l e a s t i n v o c a t i o n a l s c h o o l s and u n i v e r s i t i e s as w e l l as c o l l e g e s .  Curriculum areas i n which part-time f a c u l t y percent  (33%) o f p a r t - t i m e f a c u l t y  w h i l e 30.7% taught sections  teach.  taught u n i v e r s i t y  technical/vocational subjects.  Thirty-three  transfer subjects,  The p r o p o r t i o n o f  t a u g h t may n o t b e i n t h e same r a t i o h o w e v e r .  Those t e a c h i n g  n o n - l a b o r a t o r y c o u r s e s may b e a s s i g n e d more s e c t i o n s t h a n t h o s e who c o u r s e s w i t h l a b o r a t o r y components.  The s t u d y y i e l d e d n o d a t a o n t h e  number o f c o u r s e s a n d s e c t i o n s o f c o u r s e s t a u g h t b y p a r t - t i m e Across  the colleges  teach  t h e r e was a s i g n i f i c a n t  faculty.  difference i n the  proportions teaching university  t r a n s f e r s u b j e c t s and t h o s e t e a c h i n g i n  t e c h n i c a l / v o c a t i o n a l programs.  Fraser Valley  the l a r g e s t percentages and  63.3% r e s p e c t i v e l y ) .  of part-time faculty  C o l l e g e and VCC-Langara had i n t h e former  area  BCIT and V C C - W I had t h e l a r g e s t p e r c e n t a g e s  t h o s e t e a c h i n g i n t e c h n i c a l / v o c a t i o n a l programs (85.3% and 85.0% respectively).  (64.4% of  45  Years faculty had  of teaching.experience  I n a l l areas.  42.4% h a d more t h a n f i v e y e a r s  more t h a n t h r e e Across  Of a l l p a r t - t i m e  of t e a c h i n g e x p e r i e n c e , w h i l e 72%  years.  t h e c o l l e g e s t h e r e was no s i g n i f i c a n t  d i f f e r e n c e i n these  proportions.  Years previous  o f t e a c h i n g i n community c o l l e g e s .  statistic,  o n l y 13.2% o f p a r t - t i m e f a c u l t y h a d more t h a n  years' teaching experience years.  i n c o l l e g e s , a n d 4 3 . 4 % h a d more t h a n  T h i s may b e d u e p a r t l y  gests the l i k e l i h o o d  three  Columbia, but i t a l s o  sug-  t h a t many p a r t - t i m e f a c u l t y h a v e a l r e a d y t a u g h t , o r  teaching i n other educational i n s t i t u t i o n s besides colleges.  Across proportions. than  five  to the comparatively recent a r r i v a l of  c o l l e g e s on t h e e d u c a t i o n a l scene i n B r i t i s h  are s t i l l  In contrast to the  t h e c o l l e g e s t h e r e was a s i g n i f i c a n t d i f f e r e n c e i n t h e VCC-Langara had t h e l a r g e s t percentage  f i v e years' experience  (22.4%) and BCIT h a d t h e l a r g e s t number o f  those w i t h no p r e v i o u s e x p e r i e n c e  Number o f i n s t i t u t i o n s time f a c u l t y  o f t h o s e w i t h more  (10%).  f o r whom w o r k i n g .  Less  than 13% of p a r t -  s a i d t h e y were u n d e r c o n t r a c t t o two o r more  a t one t i m e , w h i l e 27.8% s a i d d a t a a r e due p r o b a b l y  they had no c o n t r a c t s a t a l l .  to the f a c t that the study  p e r i o d a n d i n c l u d e d some r e s p o n d e n t s  covered  These  last  a two-year  whose c o u r s e o r c o u r s e s  r e c y c l e d o r who h a d d e c i d e d n o t t o t e a c h Across  institutions  had not y e t  again.  t h e c o l l e g e s t h e r e was n o s i g n i f i c a n t  d i f f e r e n c e i n these  proportions.  Longest time taught  less  than  i n one c o l l e g e .  two y e a r s  Of t h e p a r t - t i m e f a c u l t y 6 1 . 9 % h a d  i n colleges.  This implies a rather large  46  turnover rate.  V C C - W I and  Douglas C o l l e g e had  o f t h o s e w i t h more t h a n f i v e y e a r s r e s p e c t i v e l y ) , w h i l e BCIT and  i n one  the h i g h e s t  c o l l e g e (15.8%  VCC-King Edward had  o f t h o s e w i t h l e a s t number o f y e a r s  i n one  percentage  and  12%  the highest  c o l l e g e (35.0%  percentage  and  33.8%  respectively). Across  t h e c o l l e g e s t h e r e was  no  significant  difference i n  these  proportions.  Number o f t i m e s r e p e a t i n g t h e same c o u r s e p a r t - t i m e f a c u l t y 61.6% i n one two  college.  years  have taught  c o l l e g e t h i s could imply  f a c u l t y are given a course p e r h a p s more l i k e l y , t o t e a c h f o r one  proportions. repeated  50.5%  that especially suits  are given courses  reason  or  VCC  and  BCIT had  hours.  F o r t y (40%)  or,  t h a t f u l l - t i m e f a c u l t y do n o t  o r m o r e ( 7 2 % and  of those 65%  of part-time f a c u l t y  who  respectively).  teach a f t e r 4 With  the  t h e r e seems t o  be  This i s c o n s i s t e n t w i t h the i n c r e a s i n g d e p e n d on p a r t - t i m e t e a c h i n g a s  the w i l l i n g n e s s of almost  t h e c o l l e g e s t h e r e was  p r o p o r t i o n o f t e a c h i n g h o u r s and  p.m.  exception  57%  to accept  a  their  a significant  preferences  d i f f e r e n c e i n the  i n teaching  hours.  main  full-time  position. Across  wish  d i f f e r e n c e i n the  w o u l d p r e f e r t o t e a c h a f t e r 4 p.m.,  number o f p a r t - t i m e f a c u l t y who o f income and  (61.9%) s t a y  skills  the greatest, percentages  a preference f o r e a r l i e r hours*  source  their  t h e y w o u l d p r e f e r t o t e a c h b e f o r e 4 p.m.  of BCIT, where 62.3%  o r more  t h a t most p a r t - t i m e  a significant  t h e same s u b j e c t t h r e e t i m e s  said  three times  Of a l l  another.  t h e c o l l e g e s t h e r e was  Teaching but  t h e same c o u r s e  college.  Since the m a j o r i t y of p a r t - t i m e f a c u l t y  o r l e s s a t one  Across  i n one  47  At VCC-WI f o r example, 16% o f t h e p a r t - t i m e f a c u l t y c o m p a r e d t o 0% a t E a s t K o o t e n a y .  t a u g h t b e f o r e 10 a.m.  A t VCC-King Edward 62% t a u g h t  10 a.m. a n d 4 p.m. c o m p a r e d t o 2 1 % a t B C I T .  between  A t BCIT 6 2 % t a u g h t  after  4 p.m. c o m p a r e d t o 5% a t V C C - W I .  Laboratory related  courses.  Of t h e p a r t - t i m e f a c u l t y 6 6 % t a u g h t  i n non-laboratory related  courses.  Across  the colleges  significant difference i n the proportions. centage t e a c h i n g l a b o r a t o r y - o r i e n t e d courses the lowest percentage  Availability  highest percentages respectively).  and  (65%).  VCC-King Edward h a d  i n laboratory courses.  48.5% s a i d they had t e c h n i c i a n a s s i s t a n t s .  were a t VCC-Langara and BCIT  Fraser Valley  highest percentages  VCC-WI had t h e h i g h e s t per-  (19.1%).  of technician assistants  the p a r t - t i m e f a c u l t y  t h e r e was a  The  (60.9% and 55.0%  C o l l e g e and E a s t Kootenay C o l l e g e had t h e  o f t h o s e who h a d n o t e c h n i c i a n a s s i s t a n t s  57.1% r e s p e c t i v e l y ) .  Of  (63.6%  Furthermore 14.5% o f a l l p a r t - t i m e . f a c u l t y  t e a c h i n g l a b o r a t o r y courses were n o t sure whether they had a s s i s t a n t s or not.  C a p i l a n o C o l l e g e was t h e h i g h e s t o f t h e s e w i t h 24.1%.  Across the colleges  t h e r e was no s i g n i f i c a n t  difference i n the  proportions.  Relevance respondents  o f work e x p e r i e n c e t o t e a c h i n g i n c o l l e g e s .  Of t h e  79.2% s a i d t h e i r work e x p e r i e n c e c o n t r i b u t e d d i r e c t l y  t othe  content o f t h e course they were t e a c h i n g . Across proportions.  t h e c o l l e g e s t h e r e was no s i g n i f i c a n t  difference i n the  48  Availability Of  o f a s s i s t a n c e f o r m a r k i n g p a p e r s and  a l l part-time faculty  84.5%  said  t h e y had  f o r marking papers or l a b o r a t o r y r e p o r t s . ence i n the p r o p o r t i o n s a c r o s s had  the l a r g e s t percentages  and  90.8%  c o l l e g e s s u c h t h a t B C I T and  w h e r e a s s i s t a n c e was  s a i d they had been i n v i t e d T h e r e was  the c o l l e g e s .  n u m b e r o f t h o s e who respectively).  Of  t h o s e who  compare t h i s t h o s e who  invited  were i n v i t e d  highest 63.3%  highest  53.8%  the c o l l e g e s .  I t w o u l d be  t h e r e was  interesting  no to  attend  not.  they were informed  this varied significantly h i g h e s t i n making t h i s  the h i g h e s t percentages 43.8%  ( 6 5 . 0 % and  and  the  In this regard  respectively).  Of a l l p a r t - t i m e  faculty  of the c o l l e g e ' s c o n d i t i o n s of  employment,  across  VCC-Langara  the c o l l e g e s .  B C I T and  i n f o r m a t i o n known ( 8 2 . 0 % and  r e s p e c t i v e l y ) , w h i l e F r a s e r V a l l e y C o l l e g e and  and  (83.3%  the  f i g u r e w i t h t h e p e r c e n t a g e o f f u l l - t i m e f a c u l t y who do  faculty  to attend p r o f e s s i o n a l develop-  I n f o r m e d o f c o n d i t i o n s o f employment.  ranked  the  proportions  F r a s e r V a l l e y C o l l e g e had  a c t u a l l y attended.  s i g n i f i c a n t difference across  Of  D o u g l a s C o l l e g e had  s a i d they were i n v i t e d  s a i d they were not  ment p r o g r a m s , o n l y 6 9 . 7 %  but  Langara  a v a i l a b l e (90.2%  d i f f e r e n c e i n the  V C C - K i n g E d w a r d and  r e s p e c t i v e l y ) , w h i l e VCC-VVI a n d  said  not  differ-  to attend c o l l e g e p r o f e s s i o n a l develop-  a significant  n u m b e r o f r e p l i e s o f t h o s e who  70.9%  a significant  to a t t e n d p r o f e s s i o n a l development programs.  ment p r o g r a m s .  and  T h e r e was  college  Relations  Invited  across  a s s i s t a n c e from the  respectively).  Institutional  59.4%  the  no  laboratory reports.  o f t h o s e who Eighty  said  75.5%  East Kootenay C o l l e g e  they were not  informed  (80.0%) of a l l p a r t - t i m e  faculty  had  (46.2% said  49  t h e y knew o f t h e e x i s t e n c e o f s u c h p o l i c i e s ,  so i t would appear t h a t t h e  c o l l e g e s h a d n o t t r a n s m i t t e d them t o t h e i r p a r t - t i m e f a c u l t y . a s i g n i f i c a n t d i f f e r e n c e i n responses C a p i l a n o h a d ,the h i g h e s t  percentage  -  across  the colleges.  of 'informed'  faculty  T h e r e was  BCIT and (90%), while  F r a s e r V a l l e y C o l l e g e and E a s t Kootenay C o l l e g e had t h e lowest ages (53.8%  and 40.0% r e s p e c t i v e l y ) .  Interviewed f o rpart-time teaching. 88%  said  percent-  Of a l l t h e p a r t - t i m e  faculty  they were i n t e r v i e w e d f o r p a r t - t i m e t e a c h i n g p o s i t i o n s .  percentages  varied significantly  across  the colleges.  College  and  VCC-Langara had the h i g h e s t percentages  and  93.9% r e s p e c t i v e l y ) , w h i l e BCIT and E a s t K o o t e n a y C o l l e g e h a d t h e  lowest percentages  of those  of those  Capilano  The  i n t e r v i e w e d (67.2%  interviewed  and 80.0% r e s p e c t i v e l y ) .  Membership i n t h e c o l l e g e f a c u l t y a s s o c i a t i o n s . faculty  60.5% s a i d  t h e y w e r e members o f t h e i r varied significantly  (96.8%  Of a l l p a r t - t i m e  colleges' faculty associations  but  the percentages  across  the colleges.  and  C a p i l a n o h a d t h e h i g h e s t n u m b e r s o f members ( 9 3 . 9 %  VCC-Langara  and 76.2%  r e s p e c t i v e l y ) , w h i l e E a s t K o o t e n a y C o l l e g e and BCIT h a d t h e l o w e s t (12.5%  and 39.3% r e s p e c t i v e l y ) .  I n a d d i t i o n , 10.4% o f a l l p a r t - t i m e  f a c u l t y d i d n o t know w h e t h e r t h e y w e r e members o r n o t . Of t h o s e who w e r e members o f t h e c o l l e g e f a c u l t y a s s o c i a t i o n s o n l y 5 5 . 8 % w e r e v o t i n g members a n d t h i s p e r c e n t a g e cantly across centages  the colleges.  d i d not vary  signifi-  VCC-WI and Capilano had t h e l a r g e s t  of part-time faculty with the vote  (73.3%  and 72.0% r e s p e c t i v e l y ) ,  w h i l e BCIT and F r a s e r V a l l e y C o l l e g e had t h e l a r g e s t percentages who s a i d t h e y d i d n o t h a v e t h e v o t e  per-  ( 5 0 % and 42.9% r e s p e c t i v e l y ) .  of those Of  t h o s e who knew t h e y w e r e f a c u l t y a s s o c i a t i o n members 2 0 . 3 % d i d n o t know  50  whether o r n o t they had t h e v o t e .  Formal teaching evaluation.  Of a l l p a r t - t i m e f a c u l t y 3 4 . 7 %  they had n o t h a d any f o r m a l t e a c h i n g e v a l u a t i o n .  Across  said  the colleges  t h e r e was a s i g n i f i c a n t d i f f e r e n c e i n t h e p r o p o r t i o n s . Capilano who  and VCC-King Edward had t h e h i g h e s t p e r c e n t a g e s  o f those  h a d a f o r m a l e v a l u a t i o n (85.7% and 79.4% r e s p e c t i v e l y ) ' , w h i l e  C o l l e g e and East Kootenay had the lowest percentages  (19.2%  Douglas  and 3 1 . 3 %  respectively).  Received  o u t l i n e s of the courses  r e p l i e d they had r e c e i v e d course  had  no desk a s s i g n e d  significantly  across  and  69.1%  Of t h e p a r t - t i m e f a c u l t y  the colleges.  colleges.  43.6%s a i d  of faculty  they  The p r o p o r t i o n s v a r i e d  BCIT and VCC-King Edward h a d t h e  t o whom d e s k s w e r e n o t a s s i g n e d  r e s p e c t i v e l y ) , w h i l e VCC-Langara and Capilano  percentages  across  different.  t o them a t t h e i r  highest percentage of f a c u l t y  Seventy (70%)  o u t l i n e s and t h e p r o p o r t i o n s  the c o l l e g e s were n o t s i g n i f i c a n t l y  O f f i c e desks provided.  t o be taught.  t o whom d e s k s w e r e a s s i g n e d  (71.7%  had the highest  (100%  and 88.7%  respectively).  M a i l boxes assigned. assigned across (100%  Seventy  (70%)  said  they had m a i l boxes  t o them b u t t h e r e w a s a s i g n i f i c a n t d i f f e r e n c e i n t h e p r o p o r t i o n s  the colleges. a n d 90.3%  (25.0% and 48.3%  VCC-Langara and C a p i l a n o h a d the h i g h e s t  r e s p e c t i v e l y ) , w h i l e E a s t Kootenay and BCIT h a d t h e l o w e s t respectively).  involving part-time  Some o f t h e c o m m u n i c a t i o n s  difficulties  f a c u l t y may b e due i n p a r t t o t h i s r a t h e r  problem o f n o t a l l o c a t i n g m a i l boxes so t h a t necessary p i c k e d up.  percentages  simple  information canbe  51  Motivations  f o r Teaching  Time s p e n t p r e p a r i n g  f o r .class.  Of a l l t h e p a r t - t i m e  f a c u l t y 37.2%  s a i d p r e p a r a t i o n t i m e f o r c l a s s e s w a s a b o u t t h e same a s i n - c l a s s while  3 8 . 9 % s a i d i t was m o r e .  T h e r e was a s i g n i f i c a n t colleges.  The r e m a i n d e r , 2 3 . 9 % , s p e n t l e s s  d i f f e r e n c e i n these  proportions  The p e r c e n t a g e s f o r g r e a t e r t i m e w e r e h i g h e s t  C o l l e g e and VCC-Langara  time, time.  across the at Fraser Valley  (62.5% and 47.9% r e s p e c t i v e l y ) , w h i l e  ages f o r l e s s time were h i g h e s t a t VCC-WI and East Kootenay  the percentCollege  (47.4% and 43.8% r e s p e c t i v e l y ) .  Reasons f o r t e a c h i n g faculty  t e a c h a t community  i n community  colleges.  The r e a s o n s  part-time  c o l l e g e s a r e t a b u l a t e d w i t h mean r a n k i n  T a b l e 9.  Table 9 R e a s o n s f o r T e a c h i n g a t a Community ( W i t h Mean R a n k S c o r e s )  College  Reason f o r Teaching 1.  Mean R a n k  Teaching f o r the s a t i s f a c t i o n o f sharing knowledge  3.86  2.  F o r money  3.13  3.  As a c a r e e r  4.  F o r developing t h e o p p o r t u n i t i e s of g e t t i n g full-time positions  choice  5.  To t r y o u t new e x p e r i e n c e s  6.  For the s o c i a l prestige of teaching  7.  A s s o m e t h i n g t o do  3.01  2.81 2.42  at colleges  1.71 1.43  52  The previous  high ranking  data  ( r e f . p.  of items 40)  would accept  3,  and  4 above i s c o n s i s t e n t  t h a t o v e r h a l f (54%)  derive t h e i r p r i n c i p a l source t h a t 57.3%  2,  57.3%  Of  19.2%  a l l the p a r t - t i m e  These p r o p o r t i o n s v a r i e d  across  the c o l l e g e s w i t h the percentages of those  accept  f u l l - t i m e positions being  Edward  (71.4% and  who  s a i d they would not  College  ( 3 4 . 4 % and  i n c o m e was  not  s a i d i t was  d i f f e r e n c e i n these  K o o t e n a y C o l l e g e and  BCIt  ( 4 5 . 0 % and  a n s w e r e d by  would  VCC-King  C o l l e g e and  those  Douglas  than teaching  Of  t h e r e s p o n d e n t s 39.0%  t h e same o r h i g h e r .  proportions across  the  V C C - L a n g a r a ( 7 5 . 0 % and  44.4% r e s p e c t i v e l y ) .  T h e r e was colleges.  a The  l o w e r , were h i g h e s t  r a t e f o r t e a c h i n g was  at  those whose p r i n c i p a l s o u r c e  45.5%  of  said  than f o r t h e i r r e g u l a r j o b s , w h i l e  r a t e f o r t e a c h i n g was  s a i d t h e pay  they  highest percentages of  r a t e s w i t h work other  from c o l l e g e teaching.  r a t e s f o r teaching were lower  who  The  qualifi-  27.6% r e s p e c t i v e l y ) .  T h i s q u e s t i o n was  s a y i n g t h e pay  saying  and  on  significantly  a t VCC-Langara and  accept were at Capilano  colleges.  35%  highest  respectively).  C o m p a r i s o n o f h o u r l y pay  imately  faculty  f u l l - t i m e p o s i t i o n s i f they were p l a c e d  were undecided.  68.4%  and  below).  s c a l e s a t a l e v e l commensurate w i t h t h e i r e x p e r i e n c e  cations;  faculty  i n colleges  o f f e r s of f u l l - t i m e p o s i t i o n s (see  s a i d they would accept  salary  of a l l p a r t - t i m e  of income from t e a c h i n g  Acceptance of f u l l - t i m e p o s i t i o n s .  with  the  approx-  significant percentages at  East  respectively).  h i g h e r were Capilano  Those  College  and  53  THE ADMINISTRATION OF PART-TIME FACULTY  E a c h c o l l e g e was a s k e d  I n Questionnaire B to indicate i t s policy,  w i t h r e s p e c t t o p a r t - t i m e f a c u l t y , on p o s i t i o n c l a s s i f i c a t i o n , d u t i e s and r e m u n e r a t i o n , hiring  availability  expected  o f a d m i n i s t r a t i v e s e r v i c e s , and  procedures.  Classification The  of Part-Time  classifications  Faculty o f p a r t - t i m e f a c u l t y i n A p p e n d i x D seem t o  i n d i c a t e that part-time f a c u l t y are support  personnel  to full-rtime  faculty.  T h e t e r m s may v a r y b u t r e g a r d l e s s o f w h e t h e r o r n o t t h e y  designate  full  or p a r t i a l fringe benefits, fractions of a ' f u l l '  load,  h o u r l y p a i d , l e a d i n g o r n o t l e a d i n g t o f u l l - t i m e employment, e t c . , all  r e f e r t o t h e f u l l - t i m e f a c u l t y p o s i t i o n i n some d e r i v a t i v e  I n some c o l l e g e s , n o t a b l y D o u g l a s a n d C a p i l a n o  form.  Colleges, there i s a  t r e n d towards e s t a b l i s h i n g p a r t - t i m e f a c u l t y as a separate instead of viewing  they  them as ' m i n i a t u r e ' f u l l - t i m e f a c u l t y .  entity At Capilano,  some p a r t - t i m e f a c u l t y h a v e a c q u i r e d a t e n u r e p r i v i l e g e i n s o f a r a s t h e y w i l l be assured  of contracts i f sections are a v a i l a b l e .  can be w i t h d r a w n o n l y w i t h cause. scale w i t h r e g u l a r increments Although  there i s s t i l l  has been e s t a b l i s h e d f o r p a r t - t i m e  a broad  variety  'gapfiller';  2) t h e p a r t - t i m e r s who w a n t t o r e m a i n . s o ,  into  D u t i e s and Remuneration o f Part-Time  faculty.  t h r e e groups:  1.  partthe  a n d 3) t h e  positions.  Most i n s t i t u t i o n s had no p o l i c i e s time  faculty.  o f terms used t o designate  t h e y b r e a k down f u n c t i o n a l l y  Expected  privilege  A t Douglas C o l l e g e a s e p a r a t e pay  time f a c u l t y  aspirants to full-time  This  A l s o , most i n s t i t u t i o n s  Faculty  on t h e expected  duties of part-  do n o t h a v e p o l i c i e s o n t h e e x p e c t e d  54  d u t i e s of  full-time faculty,  a b o u t t i m e s p e n t on  teaching  deployment of p a r t - t i m e teaching  divisions.  between the and  a l t h o u g h some do h a v e and  faculty  time involved i n seems t o b e  the  There a l s o a p p e a r s t o be  f r a c t i o n of a f u l l  load  ' u n o f f i c i a l agreements' 'committee work'.  r e s p o n s i b i l i t y of  a direct  that a part-time  the  relationship  f a c u l t y person  t h e amount o f t i m e s p e n t on n o n - t e a c h i n g a c t i v i t i e s .  Most of  f r i n g e b e n e f i t s i f the  part-time  l o a d o r more.  are  ineligible  f o r t h e s e b e n e f i t s when t h e i r  s c a l e s of p a r t - t i m e indicate.  full  f a c u l t y vary widely,  Some h a v e b u i l t - i n  as  contracts the  increments while  others  are  to have t h e i r f a c u l t y and  Capilano  but  others,  College s u c h as  associations negotiate faculty  f o r them.  East Kootenay, have been forbidden  Services  Administrative  pay J  fixed.  In  associations  and  a s s o c i a t i o n s h a v e made s u c h  B r i t i s h Columbia Labour R e l a t i o n s  Administrative  faculty  they  The  data i n Appendix  c o n d u c t i n g t h i s s t u d y the a u t h o r found t h a t most f a c u l t y were s y m p a t h e t i c to the s i t u a t i o n of p a r t - t i m e  Often  end.  has  the  c o l l e g e s i n t h i s study grant p a r t i a l or f u l l f a c u l t y person teaches a h a l f  The  were  willing  Douglas  College  representations,  t o do  so b y  the  Board.  A v a i l a b l e to Part-Time  s e r v i c e s are  officially  Faculty much t h e  same f o r  part-time  faculty  as f o r f u l l - t i m e f a c u l t y  except f o r e l i g i b i l i t y  for free enroll-  ment a s  students i n other  courses.  h o w e v e r , many  these s e r v i c e s are not 40%  of a l l p a r t - t i m e  of p a r t - t i m e  faculty  credit  available  faculty  after  teach.  In p r a c t i c e ,  5 p.m.,  This  w h i c h i s when a t  study d i d not  seek the  about t h e i r view of a d m i n i s t r a t i v e s e r v i c e s  determine i f i t corroborated  the  o f f i c i a l views of c o l l e g e  of  least opinion to  administrations.  55  H i r i n g P o l i c i e s for Part-Time Written  h i r i n g and  from "non-existent"  Faculty  d i s m i s s a l p o l i c i e s v a r y a c r o s s the  to only  "moderately defined".  l a c k of adequate r e p r e s e n t a t i o n association executives,  of p a r t - t i m e  t h e s e and  THE  The  to increasing the  trend  the  spring  r a t i o , while  a rather  semester of  time f a c u l t y teaching An  three major c u r r i c u l u m vocational  fixed  Valley  there  overload the  areas  are  The  the  (university transfer,  vocational  a ratio  of  t o w e l l o v e r 4:1.  Capilano,  colleges  D o u g l a s and  exception  of part-  f a c u l t y by  It varies  the  study from spring  Valley Colleges,  programs have p a r t - t i m e / f u l l - t i m e r a t i o s t h a t  evident  easily  are  the  in  the  i n some i n s t i t u t i o n s  lists  the  career/technical,  t r a i n i n g a r e a has  T a b l e 10  i n the  Fraser  Colleges  a l w a y s more f u l l - t i m e t h a n  d i s t r i b u t i o n of p a r t - t i m e  part-time/full-time ratios.  r a t i o s f o r a l l the  trend  courses.  highest  1:1  is a  ratio.  t r a i n i n g ) , shows t h a t q u i t e d i f f e r e n t t r e n d s a r e  almost every c o l l e g e .  At  VCC-Langara, there  at Capilano'and Fraser  or a f a i r l y  areas  a t V C C - W I / K i n g Edeward.  unique s i t u a t i o n where, w i t h  1975,  examination of  for a l l curriculum  a t B C I T t o 1.7:1  c o l l e g e s , D o u g l a s and  i s to a decreasing  BCIT has the  two  suffici-  PART-TIME FACULTY  part-time/full-time faculty ratio  example, at  faculty  MAIN CURRICULUM AREAS  c o m b i n e d v a r i e s f r o m a b o u t 0.3:1 For  f a c u l t y on  of  associations.  D I S T R I B U T I O N OF  I N THE  Perhaps because  other p o l i c y matters are not  e n t l y developed i n the p o l i c i e s of those  TIME A N A L Y S I S OF  colleges  from  part-time/full-time 1975  to f a l l  1977.  career/technical  c o n s i s t e n t l y between  56  T a b l e 10 Part-Time/Full-Time Faculty Ratios F r o m S p r i n g 1975 t o F a l l 1977  College  Spring  Change i n PT/FT R a t i o  PT/FT R a t i o s 1 9 7 5 t o F a l l 1977  % Change  BCIT  0.38:1 t o 0.18:1  -0.20: 1  -.52..6  Capilano.  1.6:1  +0.1:1  + 6.,3  +0.4:1  +50. .0  0.8:1  Douglas East  t o 1.7:1  ( S p r i n g 1 9 7 6 ) t o 1.2:1 NO  Kootenay  Fraser Valley 0.4:1  VCC-Langara VCC-WI/King  Capilano 28:1.  0.9:1  t o 0.91:1  + 0 . 1 :1  +11. .1  (Fall  1 9 7 5 ) t o 0,.57:1  +0.17: 1  -42.,5  -0.78: 1  -52..0  1.50:1 t o 0.72:1  Edward  1:1 a n d 2 : 1 , w h i l e  DATA  a t VCC ( a l l c a m p u s e s ) t h e r a t i o  has the highest  i s always below one.  r a t i o i n c a r e e r / t e c h n i c a l programs a t about  I n the u n i v e r s i t y transfer area, part-time/full-time ratios  p r e s e n t l y f r o m D o u g l a s C o l l e g e ' s 0.98:1 h i g h  t o VCC-Langara's  range  low o f  0.46:1. I t may a l s o b e n o t e d t h a t t h e number o f f u l l - t i m e f a c u l t y a t m o s t c o l l e g e s has n o t changed a p p r e c i a b l y over t h e l a s t university programs  t r a n s f e r and c a r e e r / t e c h n i c a l areas.  two y e a r s i n b o t h t h e  The v o c a t i o n a l  seem t o a c c o u n t f o r m o s t o f t h e i n c r e a s e .  training  T h i s may b e d u e t o  i n c r e a s e d f e d e r a l a n d p r o v i n c i a l f u n d i n g b e i n g made a v a i l a b l e f o r a d u l t retraining,  career planning  and s k i l l  development  programs.  CHAPTER V  CONCLUSIONS AND RECOMMENDATIONS  This chapter the study:  draws c o n c l u s i o n s upon t h e t h r e e m a i n p u r p o s e s o f  t o develop  a p r o f i l e of part-time faculty,  i n s t i t u t i o n a l relationships involving part-time t i m e a n a l y s i s on t h e d i s t r i b u t i o n curriculum areas  faculty,  of part-time f a c u l t y  f i n d i n g s from the analyses  the study  a  i n major from  Many o f t h e  of the hypotheses c o n t r i b u t e d to forming the  of part-time f a c u l t y  relationships.  to develop  a n d , t o t e s t a number o f h y p o t h e s e s s t e m m i n g  a s s u m p t i o n s f r e q u e n t l y made a b o u t p a r t - t i m e f a c u l t y .  profile  to analyze  and t o c l a r i f y i n g  some o f t h e i n s t i t u t i o n a l  R e c o m m e n d a t i o n s a r e t h e n made b a s e d o n t h e f i n d i n g s o f  f o l l o w e d b y some i m p l i c a t i o n s f o r f u r t h e r r e s e a r c h .  CONCLUSIONS  Although  only s i x of the fourteen colleges i n the province  cipated i n t h i s study,  their part-time faculty  the t o t a l o f a l l p a r t - t i m e given i n this  faculty  summary i s a c c u r a t e  in British  c o n s t i t u t e over Columbia.  60% o f  The p r o f i l e  t h e r e f o r e i n terms o f t h e d a t a  P r o f i l e o f t h e P a r t - T i m e F a c u l t y Member i n S i x B r i t i s h  parti-  gathered.  C o l u m b i a Community  Colleges 1.  T h e r e a r e s i g n i f i c a n t l y more male p a r t - t i m e  colleges.  57  faculty  i n B.C.  58  2.  They a r e b e t w e e n 25 a n d 60 y e a r s o f a g e .  Though t h i s  is a  w i d e a g e i n t e r v a l i t shows t h a t f e w p a r t - t i m e f a c u l t y a r e r e c e n t u n i v e r s i t y graduates 3.  or are r e t i r e d .  T h e y a r e m a n a g e r i a l e m p l o y e e s i n b u s i n e s s a n d commerce e a r n -  i n g a p p r o x i m a t e l y $24,000 a y e a r f r o m a l l s o u r c e s . 4.  Those whose p r i n c i p a l s o u r c e o f income i s f r o m  college teaching  e a r n a p p r o x i m a t e l y $15,000 a y e a r . 5.  They do n o t d e p e n d on t e a c h i n g i n c o l l e g e s f o r t h e i r m a i n  source of income. 6.  They w o u l d a c c e p t a n o f f e r o f a f u l l - t i m e p o s i t i o n f r o m  c o l l e g e i f they could get c r e d i t f o r t h e i r academic c r e d e n t i a l s work e x p e r i e n c e b u t , i n g e n e r a l , they a r e not a c t i v e l y full-time 7.  and  looking f o r a  position. S h a r i n g o f knowledge and t h e development o f a c a r e e r c h o i c e  are the main m o t i v a t i o n behind teach p r i m a r i l y  for financial  their  teaching at a college.  T h e y do n o t  reasons.  8.  They a r e n o t a c t i v e l y  9.  T h e y t e a c h t h e same c o u r s e a t o n l y one c o l l e g e a t w h i c h  s t a y f o r two o r t h r e e 10.  s e e k i n g a new j o b .  Their courses are u s u a l l y offered i n the l a t e afternoon or t o t e a c h b e t w e e n 10 a.m.  and 4  drive of t h e i r  p.m.  11.  They l i v e w i t h i n an h o u r ' s  12.  They have e i g h t o r n i n e y e a r s o f work e x p e r i e n c e w h i c h  13.  they  semesters.  evening but they p r e f e r  directly  a  connected w i t h the s u b j e c t s they They h a v e t a u g h t  secondary  college. are  teach.  school level  c o u r s e s a n d some  g e n e r a l i n t e r e s t o f f e r i n g s i n a d u l t education programs.  59  14. sity  The n e e d f o r t h e i r  s e r v i c e s i s as great  i n either univer-  t r a n s f e r or c a r e e r / t e c h n i c a l programs, but i n e i t h e r area  usually  teach 15.  a non-laboratory  I f they teach  oriented  they  course.  a l a b o r a t o r y course they a r e l e s s a p t t o have  t h e same t e c h n i c i a n s u p p o r t s e r v i c e a s f u l l - t i m e f a c u l t y .  the  16.  They have no a s s i s t a n c e i n m a r k i n g  17.  The t i m e s p e n t o n p r e p a r i n g  time spent i n the 18.  assignments.  e a c h l e s s o n i s a b o u t t h e same a s  classroom.  They a r e i n v i t e d  t o t h e c o l l e g e ' s p r o f e s s i o n a l development  p r o g r a m s b u t u s u a l l y do n o t a t t e n d . 19.  Officially  they a r e n o t r e q u i r e d by t h e c o l l e g e t o p a r t i c i p a t e  i n non-teaching a c t i v i t i e s . on  the s i z e of their 20.  but  their  teaching  f o ra part-time  p o s i t i o n and r e c e i v e d  on c o n d i t i o n s o f employment.  They a r e e l i g i b l e eligibility  the p a r t - t i m e  directly  l o a d and t h e department they teach i n .  They w e r e i n t e r v i e w e d  written information 21.  They t a k e p a r t , h o w e v e r , d e p e n d i n g  faculty  f o r membership i n t h e f a c u l t y a s s o c i a t i o n  t o v o t e d e p e n d s o n how many c o u r s e s t h e y t e a c h a n d category.  22.  They g e t a n o u t l i n e o f t h e c o u r s e t h e y a r e t o t e a c h .  23.  T h e y h a v e t h e i r own m a i l b o x b u t a r e a s l i k e l y a s n o t t o h a v e  a desk t o work a t . 24.  Their  have no o f f i c i a l part-time their  teaching bearing  performance i s evaluated.  These  evaluations  on c o n t r a c t r e n e w a l s i n c e , i n m o s t c o l l e g e s , a  f a c u l t y member c a n b e r e l e a s e d w i t h o u t  c o n t r a c t o r employment p e r i o d .  cause a t t h e end o f  60  The ies is  p a r t - t i m e f a c u l t y member a n d i n s t i t u t i o n a l r e l a t i o n s .  f o r p a r t - t i m e f a c u l t y a r e l e s s than  Salar-  f o rfull-time faculty.  Credit  seldom g i v e n f o r academic and t e a c h i n g c r e d e n t i a l s o r f o r work  experience.  P a y r a t e s a r e u s u a l l y b a s e d on t h e l o w e s t r a t e o f t h e f u l l -  time  scale.  faculty  Among t h e c o l l e g e s , t h e r e i s a s i g n i f i c a n t  ence i n t h e s e pay r a t e s .  I n c r e m e n t s a r e n o t u s u a l l y g i v e n and when  a r e t h e y p l a t e a u a t a l e v e l b e l o w t h a t a t t a i n a b l e by f u l l - t i m e F a c u l t y agreements say v e r y beyond d e f i n i n g t h e i r c a t e g o r y a  'no r e l e a s e w i t h o u t  differ-  cause'  little  about p a r t - t i m e  as a teacher.  Capilano  they  faculty.  faculty  C o l l e g e has added  condition f o rpart-time faculty  to i t s  agreement w h i l e Douglas C o l l e g e has e s t a b l i s h e d a s p e c i a l j o b d e s c r i p t i o n c a t e g o r y and pay s c a l e f o r s e s s i o n a l f a c u l t y . are not o f f i c i a l l y  r e p r e s e n t e d by f a c u l t y  Generally part-time  associations.  The L a b o u r  R e l a t i o n s Board has p r o h i b i t e d the East Kootenay C o l l e g e f a c u l t y ation  to represent  their part-time faculty.  faculty  The r e c e n t l y  associ-  enacted  " B r i t i s h C o l u m b i a C o l l e g e s a n d P r o v i n c i a l I n s t i t u t e s A c t " may r e s o l v e t h i s r e s t r i c t i o n w i t h some f o r m o f p r o v i n c e - w i d e  representation.  T h e r e was n o a g r e e m e n t among t h e c o l l e g e s o n t h e c r i t e r i a f o r t r a n s i t i o n from p a r t - t i m e t o f u l l - t i m e s t a t u s . is  explicitly  A t BCIT, f o r example, i t  s t a t e d i n t h e C o l l e c t i v e Agreement t h a t a f u l l - t i m e  s h a l l b e c r e a t e d a s soon as t h e number o f c o u r s e s instructors i n a discipline  equals  a full  load.  taught by p a r t - t i m e By c o n t r a s t , D o u g l a s  C o l l e g e and E a s t Kootenay C o l l e g e have no p o l i c y a t a l l on t h i s faculty  position  i n their  agreements. College administrations reported that generally part-time  h a v e t h e same r i g h t , services.  i f n o t as ready  access  faculty  t o , a d m i n i s t r a t i v e support  61  Part-time f a c u l t y at (Langara), are association Faculty  unorganized.  e x e c u t i v e s and  associations  time f a c u l t y . t i m e and  a l l colleges, They do are  not  seem q u i t e  T h e r e i s an  not  with  the  have p o s i t i o n s  ambivalent about the  there are  example, not  pay  f o r e q u a l work" nor  interests  to  a l l associations  equally  scale  ledging  the  for  are  generally  the  'sessional'  instructors  premise of  credentials  set as  up  in  the  i n s t i t u t i o n a t BCIT were the  same a s  s t a t i s t i c s were not  s i g n i f i c a n t l y , but  altered  o f p a r t - t i m e f a c u l t y members t h e  and  interests  w e r e 50.6%  and  49.2%  respectively.  of  and  s t e p t o w a r d s acknow-  i n the  was  i n the  profile faculty  other  I n most cases case of  i n c l u s i o n of BCIT (84%  colleges. the  sex  of whose  female part-time, f a c u l t y  respectively.  i t  part-time  male) d i d produce a s i g n i f i c a n t d i f f e r e n c e .  p e r c e n t a g e s o f m a l e and  43.8%  full-time  G e n e r a l l y , the  r e l a t i o n of  w i t h o u t BCIT i n p u t .  colleges  establishing  faculty.  D a t a w e r e a n a l y z e d w i t h and  BCIT, the  in  "equal  a separate status  a first  study f o r comparative purposes.  time f a c u l t y are  full-  associations.  t e c h n i c a l l y a community c o l l e g e ,  p a r t - t i m e f a c u l t y member and  members t o t h e  56.2%  faculty  d e f i n e d i n terms of  Douglas C o l l e g e has  u n i q u e r o l e of p a r t - t i m e  i n the  part-  scales.  A l t h o u g h BCIT i s not included  of  obvious problems  C o l l e g e f a c u l t y agreements d e a l m a i n l y w i t h the  salary  of  committees.  might they consider i t i n t h e i r c o l l e c t i v e  Part-time faculty  full-time faculty.  faculty  interests  agree w i t h the  c r e d i t p r i o r w o r k e x p e r i e n c e and  p a r t - t i m e f a c u l t y pay  faculty.  may  VCC  i n t e r e s t between  g r a n t i n g p a r t - t i m e f a c u l t y m o r e r e p r e s e n t a t i o n on For  on  members o f b a r g a i n i n g  o b v i o u s community of  p a r t - t i m e f a c u l t y but  e x c e p t i o n of  ratios part-  Without  i n a l l the  W i t h BCIT, t h e s e changed  to  62  All  t h e f a c u l t y a t BCIT a r e i n t h e c a r e e r / t e c h n i c a l a r e a .  the o n l y i n s t i t u t i o n t h a t used courses. time  Part-time faculty  'day' and ' e v e n i n g '  teach mainly  students, while full-time faculty  I t was  descriptions f o r i t s  the evening  courses  t e a c h day courses  f o rpart-  to full-time  students.  T i m e a n a l y s i s on t h e d i s t r i b u t i o n o f p a r t - t i m e f a c u l t y i n m a j o r curriculum 1.  areas. B C I T a n d VCC ( L a n g a r a )  r a t i o s w i t h approximately has  have t h e lowest p a r t - t i m e / f u l l - t i m e  0.3:1 a n d 0.5:1 r e s p e c t i v e l y .  the highest r a t i o w i t h approximately  colleges i s approximately 2.  The r a t i o  0.7:1.  (approximately  2:1) f o l l o w e d b y t h e u n i v e r s i t y  0.6:1).  On t h e b a s i s o f t h e i n s t i t u t i o n s  studied there i s a trend  towards i n c r e a s e d use o f p a r t - t i m e f a c u l t y . spring  Between s u c c e s s i v e  semesters,,  1976 a n d s p r i n g 1 9 7 7 , t h e i n c r e a s e was 629 t o 706 p a r t - t i m e  o r 12.2%.  While  between s u c c e s s i v e semesters,  t h e i n c r e a s e was 670 t o 719 p a r t - t i m e f a c u l t y 4. to  i s highest i n the  ( a p p r o x i m a t e l y 0.7:1) a n d t h e c a r e e r / t e c h n i c a l a r e a  (approximately 3.  College  The a v e r a g e f o r a l l t h e  of part-time/full-time faculty  v o c a t i o n a l t r a i n i n g area transfer area  1.8:1.  Capilano  There i s a s i g n i f i c a n t  full-time  fall  faculty  1976 a n d f a l l 1 9 7 7 ,  o r 7.3%.  difference i n the r a t i o of part-time  f a c u l t y members among t h e c o l l e g e s .  Summary o f t h e f i n d i n g s on t h e h y p o t h e s e s c o n c e r n i n g f a c u l t y i n B.C. c o l l e g e s .  The h y p o t h e s e s t h a t w e r e a c c e p t e d  Those t h a t were r e j e c t e d a r e r e s t a t e d h e r e i n t h e i r  part-time are restated.  antithetical  v  63  form w i t h t h e o p e r a t i v e words u n d e r l i n e d .  The l a t t e r h y p o t h e s e s a r e  d e s i g n a t e d w i t h an a s t e r i s k (*). Example: Hypothesis  2:  P a r t - t i m e f a c u l t y d_o t e a c h for f i n a n c i a l reasons.  primarily  T h i s h y p o t h e s i s was r e j e c t e d , t h e r e f o r e : *Hypothesis  Hypothesis  1.  2:  P a r t - t i m e f a c u l t y do n o t t e a c h for f i n a n c i a l reasons.  Part-time faculty are looking for a teaching  * H y p o t h e s i s 2. Hypothesis  3.  primarily  full-time  position.  T h e y do n o t t e a c h p r i m a r i l y They a r e n o t o f f i c i a l l y  for financial  reasons.  involved i n non-teaching  duties i n the i n s t i t u t i o n . *Hypothesis  4.  T h e y do_ h a v e t e a c h i n g  *Hypothesis  5.  T h e y do h a v e p r e v i o u s t e a c h i n g e x p e r i e n c e .  * H y p o t h e s e s 6, 7 T h e y a r e e l i g i b l e  credentials.  f o r membership i n and they a r e  members o f t h e c o l l e g e f a c u l t y *Hypothesis  8.  associations.  T h e y dx) t e a c h i n one i n s t i t u t i o n  f o r more t h a n  one  semester. Hypothesis  9.  T h e y do l i v e w i t h i n a o n e - h o u r d r i v e f r o m t h e c o l l e g e .  Hypothesis  10.  They t e a c h i n t h e e v e n i n g  Hypothesis  11.  Among a c a d e m i c c r e d i t p r o g r a m s , t h e y t e a c h i n non-laboratory  Hypothesis  12.  (after  4 p.m.).  courses.  F o r t h e amount o f t e a c h i n g d o n e , t h e y r e c e i v e proportionally  less  s a l a r y than a  full-time  f a c u l t y member. *Hypothesis  13.  There j L s a s i g n i f i c a n t  salary difference f o r  p a r t - t i m e f a c u l t y among t h e c o l l e g e s .  64  *Hypothesis  14.  T h e r e ±s_ a s i g n i f i c a n t d i f f e r e n c e i n t h e r a t i o of  p a r t - t i m e t o f u l l - t i m e f a c u l t y members among  the *Hypothesis  15.  colleges.  There jis a f o r m a l i z e d h i r i n g p o l i c y a p p l y i n g t o part-time  *Hypothesis  16.  faculty.  T h e y do n o t g e t l e s s a d m i n i s t r a t i v e s e r v i c e s than f u l l - t i m e  Hypothesis  17.  The p e r c e n t a g e  support  faculty.  of part-time faculty  i s increasing  i n a l lof the colleges studied. *Hypothesis  18.  T h e y do n o t t e a c h m a i n l y i n u n i v e r s i t y  transfer  programs. Hypothesis  19.  They t e a c h s u b j e c t s t h a t a r e d i r e c t l y  connected  w i t h t h e i r p r e s e n t work. Hypothesis  20.  T h e y do n o t d e p e n d o n t e a c h i n g i n c o l l e g e s f o r t h e i r main s o u r c e s o f income.  RECOMMENDATIONS  1.  On t h e b a s i s o f t h e d a t a g a t h e r e d i n t h e s t u d y a n d f r o m t h e  i n f o r m a t i o n s u p p l i e d t o t h e author from to  be a need f o r p a r t - t i m e f a c u l t y  i n f o r m a l sources, there appears  t o become a w a r e o f t h e i r  an e n t i t y w i t h i n t h e c o l l e g e system.  I n view  i n being able to get together a t convenient  e x i s t e n c e as  of the d i f f i c u l t y  many h a v e  times, those part-time  f a c u l t y who a r e p u r s u i n g c o l l e g e t e a c h i n g a s a c a r e e r c h o i c e w o u l d b e w e l l advised p o l i t i c a l l y referred  to i n this  to take the lead.  regard.  T h e VCC m o d e l may b e  65  2.  The  C o l l e g e F a c u l t i e s F e d e r a t i o n o f B.C.  f a c u l t y a s s o c i a t i o n , should and  Part-time faculty  t h e m a s members o f b a r g a i n i n g  should  consider forming  b a r g a i n i n g u n i t i n the event t h e i r i n t e r e s t s time  f a c u l t y who 4.  records  support  Colleges should begin  own  collective  information  b)  t h e r a t i o n a l e f o r d i s p a r i t i e s b e t w e e n wage s c a l e s , f r i n g e b e n e f i t s , p o l i t i c a l r e p r e s e n t a t i o n and j o b s e c u r i t y s h o u l d b e made m o r e c l e a r .  c)  the B r i t i s h Columbia M i n i s t r y of Education w i l l p r o b a b l y r e q u i r e m o r e d e t a i l e d i n f o r m a t i o n on p a r t time f a c u l t y f o r i t s annual r e p o r t s , e s p e c i a l l y as B i l l 82 d o e s n o t d i s t i n g u i s h b e t w e e n p a r t - t i m e a n d f u l l - t i m e f a c u l t y as ' p r o f e s s i o n a l employees'.  O n l y 42%  i n v e s t i g a t e ways t o i m p r o v e a d m i n i s t r a t i v e  4 o r 5 p.m.,  when m o s t p a r t - t i m e f a c u l t y  of a l l ^ p a r t - t i m e f a c u l t y have been a b l e to Colleges could develop  a u d i o - v i s u a l p a c k a g e s c o u l d be  one  more i n n o v a t i v e  (and v i c e v e r s a ) colleges.  study  the  The  use  mutual  o f t e a c h i n g a r r a n g e m e n t s , such as  conventional f u l l - t i m e person, teaching loads.  The  way.  f a c u l t y a s s o c i a t i o n s should  advantages of d i f f e r e n t types  with split  such  teach. attend  ways of p r o v i d i n g p r o f e s s i o n a l development t o meet t h i s n e e d .  C o l l e g e s and  and  since:  i f t r e n d s c o n t i n u e , t h e numbers o f p a r t - t i m e f a c u l t y w i l l i n c r e a s e and t h e i r p o l i t i c a l i n v o l v e m e n t may expand.  Colleges should  full-  units.  t o keep more s y s t e m a t i c  p r o f e s s i o n a l development programs.  7.  units.  a)  services after 6.  their  faculty  c o n f l i c t w i t h those of  dominate the e x i s t i n g b a r g a i n i n g  on p a r t - t i m e f a c u l t y  5.  each c o l l e g e  i n v e s t i g a t e the s t a t u s of p a r t - t i m e  the i m p l i c a t i o n s of i n v o l v i n g 3.  and  h u s b a n d - w i f e and  other  'team' p a c k a g e s  t r a n s i t i o n from part-time  teaching arrangements i s not  the  to  full-time  c l e a r l y d e f i n e d i n most  of  66  8.  Faculty associations should  'Employment f o r T e a c h i n g two  Only' c r i t e r i a .  o f t h e s i x c o l l e g e s had  sibilities  consider  for part-time  any  The  f a c u l t y doing not  this  trend continues  f a c u l t y are  at North  Teaching  Island  non-teaching  a large contingent  of  part-time Whether  f a c u l t y a s s o c i a t i o n s and  institutional  i n t e r e s t s where  With changing l i f e  Any  r e s e a r c h on  s t y l e s and  full-time  groups i s becoming  teaching projects involving part-time f a c u l t y develop  o f p r o f e s s i o n a l d e v e l o p m e n t f o r t h e i r own  e s t a b l i s h t h e i r own  intellectual stimulation.  t h e y may  wish  some d a t a  bargaining positions.  s i x c o l l e g e s , a l l but  these  collection  This  would  political  to follow.  most s e r i o u s l i m i t a t i o n  W h i l e i t i s s a f e t o say in  themselves  them t o n e g o t i a t e w i t h m o r e s t r e n g t h r e g a r d l e s s o f t h e  The to  f a c u l t y a s s o c i a t i o n s , do  i d e n t i t i e s and  and  more c r e a t i v e f o r m s  I n d i v i d u a l p a r t - t i m e f a c u l t y groups s h o u l d , e i t h e r by or i n cooperation w i t h t h e i r  and  increasing social  the m i g r a t i o n between these  f u l l - t i m e teaching s t y l e s would help  direction  colleges  Research  care from " c r a d l e to grave"  enable  or  part-time  groups have t r a d i t i o n a l l y been d i v i d e d i n t o  part-time categories.  to  respon-  concerned.  Implications f o r Further  more f l u i d .  only  non-teaching  scrutiny i n this regard.  d e p e n d s o n how  v i e w t h e i r p r o f e s s i o n a l and  showed t h a t  faculty handling  c u r r i c u l u m d e s i g n and  teaching only, bears  concerning  'experiment'  C o l l e g e w i t h a s m a l l core of f u l l - t i m e f u n c t i o n s such as  This study  policies  faculty.  the i m p l i c a t i o n s of  one  of t h i s study  i s t h a t i t was  o f w h i c h i s l o c a t e d i n t h e Lower  restricted Mainland.  t h a t the m a j o r i t y of p a r t - t i m e f a c u l t y a r e l o c a t e d  c o l l e g e s , i t does n o t  f o l l o w t h a t the f i n d i n g s of the study  apply  67  qualitatively  to those  example, N o r t h t h a n any  is  c o l l e g e s not  I s l a n d C o l l e g e has  of the other  This present  other  study  i n c l u d e d i n the study.  quite a different faculty  e x t e n d e d t o i n c l u d e a l l B.C.  something the College F a c u l t i e s F e d e r a t i o n  consider  breakdown  c o l l e g e s because of i t s unique s t y l e of  c o u l d be  i n c o o p e r a t i o n w i t h t h e B.C.  o f B.C.  A s s o c i a t i o n of  For  operation.  colleges.  might very Colleges.  This  profitably  FOOTNOTES  ^H.L. C o o k e , " P a r t - T i m e F a c u l t y N e e d s F u l l - T i m e C o l l e g e R e v i e w (Summer 1 9 7 6 ) , p . 1 5 .  S u p p o r t , " Community  2 D.A. H e m i n g , "The F o r g o t t e n M i n o r i t y a t Community C o l l e g e s : The P a r t - T i m e F a c u l t y , " J o u r n a l o f t h e A s s o c i a t i o n o f Community C o l l e g e s , V o l . I , No. 3 ( F a l l 1 9 7 7 ) , p . 4 6 .  3 J . D e n n i s o n , " S t u d y o n B.C. C o l l e g e F a c u l t y , " R e p o r t 10 ( A u g u s t 1 9 7 3 ) , B.C. R e s e a r c h .  the  4 J . D e n n i s o n , e t a l , " T h e I m p a c t o f Community C o l l e g e s : A S t u d y o f C o l l e g e C o n c e p t i n B.C." (November 1 9 7 5 ) , B.C. R e s e a r c h .  ~*G. P e r s i n g e r , " P r o f e s s i o n a l D e v e l o p m e n t f o r P a r t - T i m e F a c u l t y , " R e s e a r c h R e p o r t t o N o r t h C e n t r a l Community J u n i o r C o l l e g e s , V i r g i n i a N o r t h e r n Community C o l l e g e , p . ^H.L. C o o k e , " C h a r a c t e r i s t i c s o f P a r t - T i m e I n s t r u c t o r s i n C o m p r e h e n s i v e Community C o l l e g e s o f N o r t h C a r o l i n a . " D o c t o r a l D i s s e r t a t i o n , Duke U n i v e r s i t y , 1 9 7 2 . 7  UBC S t a t u s  o f Women R e p o r t , F a c u l t y , 1 9 7 5 , p . 8 4 .  8 E r i c G r e e n , "B.C. Community C o l l e g e s a n d B a r g a i n i n g U n i t s , " D r a f t R e p o r t f o r t h e C o l l e g e ' s F a c u l t y F e d e r a t i o n o f B r i t i s h Columbia, 1976. 9  E r i c . Green, op. c i t .  "^M. N o v i k , e t a l . , " R e c o m m e n d a t i o n s o f t h e C o m m i t t e e o f Term I n s t r u c t o r s , " Memo, V a n c o u v e r Community C o l l e g e ( L a n g a r a ) , ( D e c e m b e r , 1977). "*"^B.C. D e p a r t m e n t o f E d u c a t i o n P o s t - S e c o n d a r y E d u c a t i o n Statistics, 1975-1977. B . C . M i n i s t r y o f E d u c a t i o n : E d u c a t i o n a l D a t a S e r v i c e s , p. 12 J . D e n n i s o n , " S t u d y on B.C. C o l l e g e F a c u l t y , " R e p o r t 10 ( A u g u s t 1 9 7 3 ) , B.C. R e s e a r c h .  68  BIBLIOGRAPHY  B.C.  C o l l e g e and P r o v i n c i a l I n s t i t u t e s A c t , B i l l 82. See D e f i n i t i o n s ; P r o f e s s i o n a l E m p l o y e e s , Q u e e n ' s P r i n t e r : B.C., 1 9 7 7 .  "B.C. D e p t . o f E d u c a t i o n P o s t - S e c o n d a r y E d u c a t i o n S t a t i s t i c s , E d u c a t i o n a l D a t a S e r v i c e s , B.C. M i n i s t r y o f E d u c a t i o n .  1975-1977,"  C o o k e , H.L. " C h a r a c t e r i s t i c s o f P a r t - T i m e I n s t r u c t o r s i n C o m p r e h e n s i v e Community C o l l e g e s o f N o r t h C a r o l i n a . " Doctoral dissertation, Duke U n i v e r s i t y , 1 9 7 2 . . " P a r t - T i m e F a c u l t y N e e d s F u l l - T i m e S u p p o r t , " Community R e v i e w (Summer 1 9 7 6 ) , p . 1 5 . D e n n i s o n , J . " S t u d y o n B.C. C o l l e g e F a c u l t y , " R e p o r t 10 ( A u g u s t B.C. R e s e a r c h .  College  1973),  , e t a l . "The I m p a c t o f Community C o l l e g e s : A S t u d y o f t h e C o l l e g e C o n c e p t i n B.C'.' (November 1 9 7 5 ) , B.C. R e s e a r c h . Gleazer.  " T h i s i s t h e Community C o l l e g e . "  H o u g h t o n - M i f f l i n , 1968.  Green, E r i c . "B.C. Community C o l l e g e s a n d B a r g a i n i n g U n i t s , " D r a f t R e p o r t f o r t h e C o l l e g e s ' F a c u l t y F e d e r a t i o n o f B r i t i s h Columbia (1976). H e m i n g , D.A. "The F o r g o t t e n M i n o r i t y a t Community C o l l e g e s : The P a r t - T i m e F a c u l t y , " J o u r n a l o f t h e A s s o c i a t i o n o f Community C o l l e g e s , V o l . 1 , No. 3 ( F a l l 1 9 7 7 ) , p . 4 6 . M a r a s u i l o & McSweeny. "Non-Parametric and D i s t r i b u t i o n - F r e e Methods f o r the S o c i a l S c i e n c e s . " Brooks-Cole (1977). N i e , N.H., e t a l . " S t a t i s t i c a l P a c k a g e 2nd E d . ( 1 9 7 5 ) .  f o r Social Sciences,"  McGraw  Hill  N o v i k , M., e t a l . " R e c o m m e n d a t i o n s o f t h e C o m m i t t e e o n T e r m I n s t r u c t o r s , " Memo. V a n c o u v e r Community C o l l e g e ( L a n g a r a ) ( D e c e m b e r 1 9 7 7 ) . P e r s i n g e r , G. " P r o f e s s i o n a l D e v e l o p m e n t f o r P a r t - T i m e F a c u l t y , " R e s e a r c h R e p o r t t o N o r t h C e n t r a l Community J u n i o r C o l l e g e s . West V i r g i n i a : N o r t h e r n Community C o l l e g e ( O c t o b e r 1977). S a m p s o n , e t a l . P a r t - T i m e A s s i g n m e n t o f Women i n T e a c h i n g . Department o f E d u c a t i o n , E r i c Ed 003396.  69  Augusta,  Maine:  70  Simms, J . H a n d b o o k on A d u l t E d u c a t i o n P e r s o n n e l P o l i c i e s and Procedures. Sacramento, C a l i f o r n i a : S t a t e Department of E d u c a t i o n , Bureau o f A d u l t E d u c a t i o n , E r i c //DO72350. UBC  S t a t u s o f Women R e p o r t ,  S e c t i o n on F a c u l t y ( 1 9 7 5 ) , p .  U.S.  Government O f f i c e o f E d u c a t i o n . Guide f o r Part-Time I n s t r u c t o r s .  W i n e g a r d R e p o r t on P a r t - T i m e F a c u l t y . Education.  84.  D i s t r i b u t i v e Education of Adult's R e p o r t 0E82003, E r i c ED013889. British  Columbia: Department  of  APPENDIX A RECOMMENDATIONS OF THE COMMITTEE ON TERM INSTRUCTORS AT.VANCOUVER COMMUNITY COLLEGE  71  7 la  APPENDIX A RECOMMENDATIONS OF THE COMMITTEE ON TERM INSTRUCTORS * AT VANCOUVER COMMUNITY COLLEGE  P r e p a r e d b v C. F l o o d , M. G e r s o n . M. N o v i k . a t t h e December 1, 1977 m e e t i n g . Committee:  A.  Adopted by t h e term  instructors  C. C o l e . J . F a u b e r t , M. G e r s o n . A. G o u l d e n . R. H o l d s t o c k . J . L a l o g e . M. N o v i k ( c h a i r ) . C. S i g m u n d . P. Thompson  Introduction The P r e s e n t  Situation  D u r i n g t h e p r e s e n t t e r m ( F a l l 1 9 7 7 ) a t L a n g a r a , 84 i n s t r u c t o r s a r e on t e r m a p p o i n t m e n t s a n d a n o t h e r 16 a r e o n o n e - y e a r t e m p o r a r y a p p o i n t ments. Of t h e 77 i n s t r u c t o r s o n t e r m a p p o i n t m e n t s f o r whom i n f o r m a t i o n i s r e a d i l y a v a i l a b l e , 1 9 % a r e e m p l o y e d a p p r o x i m a t e l y 1/4 t i m e , 4 3 % a r e e m p l o y e d a p p r o x i m a t e l y 1/2 t i m e , 2 1 % a r e e m p l o y e d a p p r o x i m a t e l y 3/4 t i m e , and 17% a r e employed f u l l - t i m e . I n s h o r t , o n l y 38% o f t h e i n s t r u c t o r s on t e r m a p p o i n t m e n t s a r e e m p l o y e d 3/4 t i m e o r m o r e . One o f t h e q u e s t i o n s o n a q u e s t i o n n a i r e s e n t t o t e r m i n s t r u c t o r s a t L a n g a r a i n S e p t e m b e r 1977 w a s , " I s y o u r j o b h e r e y o u r p r i n c i p a l s o u r c e of income?" O u t o f t h e 34 p e o p l e who r e p l i e d t o t h a t q u e s t i o n , 8 2 % a n s w e r e d Y e s , 6% a n s w e r e d A l m o s t , a n d 1 2 % a n s w e r e d No. T h e r e f o r e i t i s a p p a r e n t t h a t a l t h o u g h most term i n s t r u c t o r s depend on t h e i r L a n g a r a s a l a r y as t h e i r p r i n c i p a l s o u r c e o f income, few o f us ( o n l y 3 8 % i n f a c t ) can, b y any s t r e t c h o f t h e i m a g i n a t i o n , be s a i d t o be making a decent salary. The R e a s o n s Why T h e r e a r e a number o f r e a s o n s f o r t h i s s i t u a t i o n , o f w h i c h two seem p a r t i c u l a r l y i m p o r t a n t . S e v e r a l u n w r i t t e n r u l e s g u i d e t h e e m p l o y m e n t of term i n s t r u c t o r s a t Langara. Two r e s t r i c t i o n s a r e o f t e n e n f o r c e d : a l i m i t o f t h r e e s e c t i o n s p e r term, p e r term i n s t r u c t o r , and a l i m i t o f two t e r m s e m p l o y m e n t i n a r o w . T h e s e g u i d e l i n e s h a v e t h e e f f e c t o f r e d u c i n g t h e w a g e s o f a t e r m i n s t r u c t o r t o a maximum o f 6 0 % o f t h e s t a t e d annual salary f o r h i s or her l e v e l . I n many c a s e s , e a r n i n g s a r e w e l l below 60%. Further, i t i s c l e a r that the c o l l e g e has strayed from i t s o r i g i n a l i n t e n t i o n i n a d o p t i n g t h e 2 0 % c e i l i n g on s e c t i o n s t a u g h t b y t e r m i n s t r u c t o r s w h i c h was recommended b y t h e J o i n t A d m i n i s t r a t i o n / F a c u l t y C o m m i t t e e o n C o n t i n u i n g A p p o i n t m e n t s i n J a n u a r y 1 9 7 4 . T h i s 2 0 % f i g u r e was a r r i v e d a t b y e x a m i n i n g s t a t i s t i c s f o r t h e t e r m s 70/3 7 3 / 3 . I t w a s c o n c l u d e d t h a t * i n s t r u c t o r s , c o u n s e l l o r s , and l i b r a r i a n s on t e r m a p p o i n t m e n t s and one-year temporary appointments  72 t h e p e r c e n t a g e o f s e c t i o n s t a u g h t b y t e r m i n s t r u c t o r s i n t h o s e t e r m s was s a t i s f a c t o r y ( 1 7 % f o r 1971, 21.5% f o r 1972, 15.2% f o r 1973). According to t h e J o i n t Committee, a s l i g h t l y h i g h e r p e r c e n t a g e (20%) o f s e c t i o n s t a u g h t by t e r m i n s t r u c t o r s " w o u l d h a v e accommodated a l l b u t one d e c r e a s e i n departmental enrollment." I f a 2 0 % c e i l i n g o n t h e number o f t e r m i n s t r u c t o r s w e r e o b s e r v e d f o r F a l l terms, fewer term i n s t r u c t o r s would be employed t o t e a c h t h e same t o t a l n u m b e r o f s e c t i o n s ( 2 0 % o f t o t a l o f f e r i n g s ) , a n d e a c h i n s t r u c t o r w o u l d be p a i d a l i v i n g wage f o r h i s o r h e r s e r v i c e t o t h e c o l l e g e . ( S i m i l a r c e i l i n g s c o u l d b e c a l c u l a t e d f o r t h e S p r i n g a n d Summer t e r m s f r o m t h e 70/3 t o 73/3 d a t a . ) The P r i m a r y  Concern  I t has become c l e a r t o t h e Committee, f r o m t h e r e s u l t s o f t h e q u e s t i o n n a i r e r e f e r r e d t o above and a l s o f r o m d i s c u s s i o n s i n m e e t i n g s of the term f a c u l t y , that the overwhelmingly primary concern of the m a j o r i t y of term i n s t r u c t o r s i s j o b s e c u r i t y — b o t h s h o r t - r a n g e s e c u r i t y ( " W i l l I be g i v e n enough s e c t i o n s n e x t t e r m t o pay t h e b i l l s ? " ) and l o n g - r a n g e s e c u r i t y ("When a r e g u l a r p o s i t i o n f i n a l l y p r e s e n t s i t s e l f , w i l l I be p a s s e d o v e r ? " ) The r e p o r t o f . t h e J o i n t C o m m i t t e e o n C o n t i n u i n g A p p o i n t m e n t s s t a t e d t h a t t h e C o m m i t t e e was " o f t h e o p i n i o n t h a t i n t h o s e i n s t i t u t i o n s w h i c h o f f e r c o n t i n u i n g appointment/tenure, the sense of s e c u r i t y p r o v i d e d by s u c h an a p p o i n t m e n t t e n d s t o f o s t e r g r e a t e r commitment and l o y a l t y t o t h e i n s t i t u t i o n " (p. 9 ) . S u r e l y i f a greater sense of s e c u r i t y c o n t r i b u t e s t o b e t t e r r e g u l a r f a c u l t y t h e n t h e same m u s t a l s o b e t r u e f o r t e r m f a c u l t y .  B.  Recommendations  W i t h t h e a i m , t h e n , o f i n c r e a s i n g t h e j o b s e c u r i t y and s a t i s f a c t i o n o f t h o s e f a c u l t y members on t e r m o r o n e - y e a r t e m p o r a r y a p p o i n t m e n t s w i t h o u t j e o p a r d i z i n g e i t h e r t h e a d m i n i s t r a t i v e f l e x i b i l i t y o b t a i n e d by t h e 8 0 % / 2 0 % s p l i t o r t h e s e c u r i t y o f r e g u l a r f a c u l t y , t h e t e r m members o f t h e L a n g a r a F a c u l t y A s s o c i a t i o n s u b m i t t h e f o l l o w i n g recommendations and a s k t h e L F A t o a d o p t t h e s e r e c o m m e n d a t i o n s a s i t s own, a n d t o s t r i v e i n i t s d e a l i n g s w i t h the A d m i n i s t r a t i o n ( C o l l e c t i v e Agreement, L e t t e r s of I n t e n t , e t c . ) t o have them p u t i n t o e f f e c t . A t t h e same t i m e , we a p p e a l t o t h e i n d i v i d u a l d e p a r t m e n t s a n d d i v i s i o n s o f L a n g a r a t o s t r i v e t o f o l l o w t h e r e c o m m e n d a t i o n s made b e l o w , WHENEVER P O S S I B L E , i n t h e i r d i r e c t d e a l i n g s w i t h t e r m i n s t r u c t o r s . 1.  Job S e c u r i t y and a.  Salary  t h a t a new i n s t r u c t o r b e c o n s i d e r e d p a r t o f a n e s t a b l i s h e d p o o l of term i n s t r u c t o r s a f t e r c o m p l e t i n g an e i g h t - s e c t i o n p r o b a t i o n a r y p e r i o d o f t e a c h i n g ; t h a t an i n s t r u c t o r b e c o n s i d e r e d t o have " p a s s e d m u s t e r " a f t e r t e a c h i n g e i g h t s e c t i o n s * , and b e g i v e n f a i r  *or the e q u i v a l e n t , i n the case of c o u n s e l l o r s , l i b r a r i a n s , or i n s t r u c t o r s w h o s e w o r k l o a d i s c a l c u l a t e d I n number o f n o u r s r a t h e r t h a n s e c t i o n s .  73  t r e a t m e n t and d e f i n e d s e c u r i t y i n a p p r e c i a t i o n o f t h e v a l u e d c o n t r i b u t i o n s/he i s m a k i n g t o t h e c o l l e g e ; t h a t e v e r y a t t e m p t b e made t o p r o v i d e i n s t r u c t o r s w i t h a l i v i n g wage a f t e r t h e y h a v e proved t h e i r v a l u e t o the c o l l e g e by passing s u c c e s s f u l l y through the p r o b a t i o n a r y p e r i o d . b.  t h a t a s e n i o r i t y s y s t e m b e e s t a b l i s h e d among t h e p o o l i n s t r u c t o r s i n e a c h d e p a r t m e n t , a c c o r d i n g t o t h e number o f s e c t i o n s e a c h i n s t r u c t o r has taught.  c.  that a r e g u l a r appointment or a one-year temporary appointment w h i c h i s v a c a n t i n any g i v e n department be f i l l e d from t h e p o o l o f t e r m i n s t r u c t o r s i n t h a t d e p a r t m e n t , u n l e s s i t c a n b e demons t r a t e d i n a r g u a b l y t h a t no p e r s o n i n t h e p o o l h a s t h e r e q u i r e d qualifications f o rthe position.  d.  that a r e g u l a r appointment o r a one-year temporary appointment w h i c h i s v a c a n t i n any g i v e n department be o f f e r e d t o t h e most s e n i o r o f t h e members o f t h e p o o l i n t h a t d e p a r t m e n t who h a s t h e necessary q u a l i f i c a t i o n s f o r the p o s i t i o n .  e.  t h a t p o o l i n s t r u c t o r s who h a v e b e e n t e a c h i n g 3/4 t i m e o r l e s s b y p r e f e r e n c e be c o n s i d e r e d e l i g i b l e f o r these v a c a n c i e s .  f.  i f n o member o f t h e p o o l h a s a n i d e a l b a c k g r o u n d f o r a r e g u l a r v a c a n c y known t o b e f o r t h c o m i n g , t h e n t h e s e n i o r o f t h o s e members of t h e p o o l i n s u f f i c i e n t l y c l o s e areas should, i f p o s s i b l e , be g i v e n a d v a n c e n o t i c e s o t h a t s / h e may r e t r a i n him-r-or h e r s e l f f o r the p o s i t i o n .  g.  t h a t p o o l i n s t r u c t o r s ( i n c l u d i n g those o f f - d u t y ) be asked each term t o f i l l o u t a f o r m i n d i c a t i n g how many s e c t i o n s t h e y w o u l d l i k e i n the forthcoming term o r whether they would l i k e t h e term o f f . I n t h i s w a y , D e p a r t m e n t C h a i r m e n c o u l d a c c u r a t e l y d e t e r m i n e how much work each p o o l i n s t r u c t o r wants.  h.  t h a t i n each term courses be a l l o c a t e d t o t h e p o o l i n s t r u c t o r s a c c o r d i n g t o s e n i o r i t y a n d t h a t , WHENEVER P O S S I B L E : i.  ii.  i i i .  iv.  m o v i n g down t h e s e n i o r i t y l i s t , i n d i v i d u a l b y i n d i v i d u a l , e a c h p o o l i n s t r u c t o r b e o f f e r e d a minimum o f 3 s e c t i o n s ( p r e f e r a b l y 4) i n e a c h t e r m ( u n l e s s s / h e w a n t s f e w e r s e c t i o n s ) . f u l l - t i m e work be o f f e r e d t o p o o l i n s t r u c t o r s as o f t e n asi t is available. p o o l i n s t r u c t o r s b e o f f e r e d a minimum o f 8 s e c t i o n s p e r academic year. i fa p o o l i n s t r u c t o r has taught fewer than 8 s e c t i o n s i n two t e r m s t h e n s / h e s h o u l d b e o f f e r e d a d d i t i o n a l s e c t i o n s i n t h e t h i r d t e r m i n o r d e r t o t e a c h a minimum o f 8 s e c t i o n s per academic year. I n o t h e r w o r d s , n o s y s t e m o f two t e r m s on a n d o n e o f f s h o u l d b e e n f o r c e d u n l e s s t h e i n s t r u c t o r w i s h e s t o h a v e t h e t h i r d t e r m o f f , a s many d o .  74  v.  vi.  vii.  viii.  no i n s t r u c t o r s h o u l d l o s e f a v o r i n h i s / h e r department f o r r e q u e s t i n g a term o f f i f o f f e r e d o n l y l . o r 2 s e c t i o n s i n t h a t t e r m , o r f o r r e q u e s t i n g t h e t h i r d term i n a row o f f . pool i n s t r u c t o r s be o f f e r e d e x t r a sections according t o s e n i o r i t y i f a d d i t i o n a l s e c t i o n s a r e opened a t r e g i s t r a t i o n . e v e r y a t t e m p t b e made t o e n s u r e f u l l - t i m e e m p l o y m e n t f o r t h o s e p o o l i n s t r u c t o r s who w a n t i t b e f o r e new i n s t r u c t o r s a r e hired. p o o l i n s t r u c t o r s b e g i v e n two m o n t h s ' w a r n i n g o f t h e e m p l o y ment s i t u a t i o n f o r f o l l o w i n g t e r m s .  t h a t s t e p s be t a k e n t o e n s u r e t h a t term i n s t r u c t o r s a r e p a i d what a r e g u l a r i n s t r u c t o r w o u l d b e p a i d f o r d o i n g t h e same w o r k i f , i n f a c t , d i s p a r i t i e s e x i s t i n some d e p a r t m e n t s , a s h a s b e e n s u g g e s t e d to t h e Committee; i n p a r t i c u l a r , t h a t i n departments i n w h i c h t h e work l o a d i s c a l c u l a t e d w h o l l y o r p a r t i a l l y i n number o f h o u r s r a t h e r than i n s e c t i o n s , c u r r e n t p r a c t i c e s be examined t o determine w h e t h e r t e r m i n s t r u c t o r s a r e b e i n g p a i d t h e same a s r e g u l a r f a c u l t y f o r t h e same w o r k , a n d w h e t h e r i n d i v i d u a l t e r m i n s t r u c t o r s a r e g i v e n t h e same o r d i f f e r e n t w o r k l o a d s . t h a t t h e c o l l e g e , when c a l c u l a t i n g i n c r e m e n t s , a u t o m a t i c a l l y i n c l u d e concurrent experience elsewhere i f a term i n s t r u c t o r i s teaching a t another c o l l e g e o r u n i v e r s i t y as w e l l , and t h a t a form be sent t o each term i n s t r u c t o r w i t h e v e r y c o n t r a c t so t h a t s/he c a n s u b m i t a r e c o r d o f such experience. 2.  Recognition a.  that a l l term i n s t r u c t o r s  be l i s t e d  i n the calendar.  b.  that term i n s t r u c t o r s be c o n s u l t e d about t e x t s , schedules, of p r e p a r a t i o n s , o f f i c e s , and so on.  c.  that p o o l i n s t r u c t o r s be i n v i t e d t o departmental d i v i s i o n a l meetings and b e a l l o w e d v o i c e a n d v o t e i n t h o s e m e e t i n g s .  d.  t h a t p o o l i n s t r u c t o r s be a l l o w e d an i n c r e a s e d r o l e i n c o l l e g e o p e r a t i o n s and d e c i s i o n s , f o r example i n t h e e l e c t i o n o f d i v i s i o n and d e p a r t m e n t c h a i r s .  e.  t h a t p o o l i n s t r u c t o r s have permanent m a i l b o x e s so t h a t they can keep i n t o u c h w i t h t h e a f f a i r s o f t h e c o l l e g e throughout t h e y e a r .  f.  t h a t p o o l i n s t r u c t o r s b e g i v e n p e r m a n e n t o f f i c e s , when a v a i l a b l e , on a y e a r - r o u n d b a s i s s o t h a t t h e y may u s e them f o r u n p a i d p r o f e s s i o n a l development i f they choose.  g.  that p o o l i n s t r u c t o r s be allowed t o attend conferences, meetings, e t c . i n t h e i r f i e l d as r e p r e s e n t a t i v e s of L a n g a r a .  number  75  3.  Replacement of R e g u l a r  Faculty  G i v e n t h a t i n c r e a s e d j o b s e c u r i t y and more r e s p o n s i b i l i t y f o r t e r m i n s t r u c t o r s w i l l make them b e t t e r c o l l e a g u e s , we w o u l d s u g g e s t t h a t t h e p o o l o f t e r m i n s t r u c t o r s b e d r a w n on f o r r e p l a c i n g r e g u l a r i n s t r u c t o r s w h i l e they take time to s t r e t c h t h e i r legs from a f u l l teaching load. I n p a r t i c u l a r we recommend t h a t :  4.  a.  r e g u l a r f a c u l t y members s h o u l d n o t b e d i s c o u r a g e d , as seems t h e ease a t p r e s e n t , from r e d u c i n g t h e i r t e a c h i n g l o a d to h a l f - t i m e f o r any l e n g t h o f t i m e . ( S u c h a s u g g e s t i o n h a s a l r e a d y b e e n made i n t h e R e p o r t o f t h e J o i n t C o m m i t t e e on C o n t i n u i n g A p p o i n t m e n t s , )  b.  r e g u l a r f a c u l t y members s h o u l d n o t b e d i s c o u r a g e d f r o m t a k i n g p e r i o d i c leaves of absence, f o r p e r s o n a l or p r o f e s s i o n a l reasons.  c.  e v e r y r e g u l a r f a c u l t y member on a l e a v e o f a b s e n c e s h o u l d b e r e p l a c e d w i t h a one-year temporary appointment o f f e r e d to the m o s t s e n i o r member o f t h e p o o l i n t h a t d e p a r t m e n t w i t h t h e required qualifications.  d.  r e g u l a r f a c u l t y members s h o u l d n o t b e d i s c o u r a g e d f r o m e a r l y i s t h e y h a v e any i n c l i n a t i o n s i n t h a t d i r e c t i o n .  Joint Administration/Faculty  retiring  Committee  We recommend t h a t a J o i n t A d m i n i s t r a t i o n / F a c u l t y C o m m i t t e e , w i t h a t l e a s t one t e r m i n s t r u c t o r member, b e s e t up t o i n v e s t i g a t e t h e following possibilities: a.  c r e a t i n g a d d i t i o n a l r e g u l a r appointments i n d i v i s i o n s i n which the p e r c e n t a g e o f s e c t i o n s t a u g h t by t e r m i n s t r u c t o r s has b e e n o v e r 20% f o r s e v e r a l y e a r s .  b.  c r e a t i n g renewable one-year temporary appointments wherever a c o n t i n u o u s n e e d f o r an a d d i t i o n a l i n s t r u c t o r h a s b e e n s h o w n .  c.  p r o v i d i n g p r o - r a t e d p r o f e s s i o n a l development time f o r a l l i n s t r u c t o r s on t e r m a p p o i n t m e n t s ( o n e m o n t h f o r e v e r y 4 s e c t i o n s t a u g h t o r e q u i v a l e n t , two w e e k s f o r e v e r y 2 s e c t i o n s taught, and s o o n ) .  1  • ETQIA\S.^9J  /acuity  i n 77/3  Compared  t o 70/3,  a  A //' o f R e g u l a r Instructors*  7 l / 3 , 72/3,  C  If o f Term Ins t r u e t o r a *  rr o f R e g u l a r Ins t r u e t o r s Teaching**  and  73/3  D // o f Term Ins t r a c t o r s Teaching**  E Total of C & 0  F D expressed a s % of E  70/3  173  22  155  22  177  12*  71/3  162  40  1•'; i  39  160  22%  72/3  171  29  144  28  172  16%  73/3  174  38  146  38  184  21%  77/3  188  100  149  9a  245  29%  * Inc l u d i n g C o u n s e 1 1 o r s a n d L i b r a r i a n s ••Including D i v i s i o n and D e p a r t m e n t C h a i r m e n Non-Teaching Instructors  I I. firenkdonn  of  77/3 r  faculty  by  A If o f R e g u l a r I n s t rue t o r s Teaching  but e x c l u d i n g C o u n s e l l o r s , L i b r a r i a n s ,  y  I  / 18/4 [  )  and  Oi'Asion b rr o f R e g u l a r Ins t r u e t o r s Total  .C 0 E rf o f Tern1 I n s t r u c t o r s on Term on Y e a r T o t a l App'ts App'ts Teaching  F  Total of Teaching Instructors 1 A fr F ) 10  C E expressed as % of F  Couns e 1 1 i n g  8  6  1  1  2  L ibrary  9  9  0  1  1  10  10%  30  3B  16  1  17  47  26%  and  31  33  10  1  11  42  26%  Sciences  42  45  26  1  27  69  29%  46  55  31  11*  41  87  4 7#  166  168  84  16*  99  265  E n g l i s h and Modern L a n g . Mathematics Sciences Social Career Total *on s n o t  teaching  20%  37^  APPENDIX B C R I T E R I A OF P A Y I N G PART-TIME FACULTY AT THE COLLEGES I N THE STUDY  77  78  APPENDIX B C R I T E R I A OF P A Y I N G PART-TIME FACULTY AT THE COLLEGES I N THE STUDY  (See  copies o f F a c u l t y Agreements i n Appendix E f o r f u r t h e r d e t a i l . )  BCIT  P r o - r a t a o f f u l l - t i m e g r i d x 4/5; p r i o r w o r k creditable.  Capilano College  1/8 o f f u l l - t i m e g r i d S t e p 1 p e r c o u r s e s e c t i o n w i t h a d v a n c e m e n t t o n e x t s t e p a f t e r 8 s e c t i o n s t a u g h t up t o S t e p 4 maximum o n a 1 2 - s t e p g r i d ; n o c r e d i t f o r p r i o r w o r k e x p e r i e n c e .  Douglas College  2/3 p r o - r a t a o f f u l l - t i m e g r i d , s t a r t a t S t e p 1 o f 13 S t e p s p e c i a l s c a l e f o r s e s s i o n a l f a c u l t y ; no c r e d i t f o r p r i o r work experience.  East Kootenay College  1/10 o f p r o r a t a f u l l - t i m e g r i d S t e p 1 p e r 3 c r e d i t no c r e d i t f o r p r i o r work e x p e r i e n c e .  Fraser Valley College  Two s e p a r a t e s e t c o n t r a c t f e e s f o r c o u r s e s w i t h l e s s t h a n 45 h o u r s / s e m e s t e r a n d f o r c o u r s e s w i t h m o r e t h a n 45 h o u r s / semester; no c r e d i t f o r p r i o r w o r k i n g e x p e r i e n c e .  VCCLangara  P e r d i e m r a t e x number o f d u t y d a y s t e a c h i n g ( i . e . 1/205 x f u l l - t i m e g r i d at a l e v e l which i s negotiated according t o c r e d i t a b l e p r i o r work experience).  VCC-WI/ King Edward  Same a s  Langara.  experience  course;  APPENDIX C C R I T E R I A FOR TRANSITION FROM PART-TIME  STATUS  TO F U L L - T I M E STATUS AT THE COLLEGES I N THE STUDY  79  80  APPENDIX C C R I T E R I A FOR TO  TRANSITION FROM PART-TIME STATUS  F U L L - T I M E STATUS AT  THE  COLLEGES I N THE  STUDY  BCIT  I n any t e a c h i n g d e p a r t m e n t no m o r e t h a n 12 h o u r s / w e e k o f c l a s s r o o m a n d / o r l a b o r a t o r y i n s t r u c t i o n may b e d o n e b y p a r t - t i m e f a c u l t y e m p l o y e e s i n any t e r m o r q u a r t e r ; i f more, t h e n a f u l l - t i m e p o s i t i o n i s d e c l a r e d open.  Capilano College  When o v e r a p e r i o d o f 3 c o n s e c u t i v e r e g u l a r s e m e s t e r s a d e p a r t m e n t p r o g r a m has a d i f f e r e n t i a l o f a t l e a s t 2 s e c t i o n s p e r t e r m between t h e t o t a l s e c t i o n s o f f e r e d and t h o s e t a u g h t b y r e g u l a r ( f u l l - t i m e ) employees', t h e n t h e Dean s h a l l c o n s i d e r the a p p r o p r i a t e n e s s of c r e a t i n g a r e g u l a r f u l l t i m e p o s i t i o n , g i v e n t h e l i m i t a t i o n s and c o n s t r a i n t s i n h e r e n t i n f i s c a l b u d g e t s and c u r r i c u l u m r e q u i r e m e n t s .  Douglas College  No  quota p o l i c y .  East Kootenay College  No  quota p o l i c y .  Fraser Valley College  U n o f f i c i a l p o l i c y : i f c o n t i n u i n g enrollments warrant then a f u l l - t i m e p o s i t i o n i s o p e n e d w h e n t h e number o f p a r t - t i m e courses i n a department equals a f u l l load.  VCCLangara  F u l l - t i m e p o s i t i o n i s o p e n e d when 1) o f f i c i a l l y , the p a r t - t i m e / f u l l - t i m e r a t i o exceeds 35/65 on a h e a d c o u n t b a s i s o r 20/80 on a f u l l - t i m e l o a d equivalent b a s i s , or 2) u n o f f i c i a l l y , when t h e number o f p a r t - t i m e c o u r s e s i n a d i s c i p l i n e e q u a l s a f u l l l o a d and t h e n , s u b j e c t t o enrollment trends.  WCWI/King Edward  A t e m p o r a r y i n s t r u c t o r who h a s b e e n e n g a g e d f u l l - t i m e f o r a c o n t i n u o u s 12-month p e r i o d ( i n c l u s i v e o f n o r m a l a n n u a l v a c a t i o n e n t i t l e m e n t ) i n a p o s i t i o n t h a t has e x i s t e d f o r a t l e a s t one f u l l y e a r and t h a t c a n r e a s o n a b l y b e e x p e c t e d t o e x i s t s h a l l be a p p o i n t e d as a r e g u l a r i n s t r u c t o r i f he i s recommended f o r r e - a p p o i n t m e n t t o s t a f f a t t h a t t i m e .  APPENDIX D CATEGORIES OF PART-TIME FACULTY AT THE COLLEGES I N THE STUDY  81  82  APPENDIX D CATEGORIES OF Categories BCIT  PART-TIME FACULTY AT  of P a r t - t i m e  THE  STUDY  Faculty  Temporary: e s s e n t i a l l y only to replace a f u l l - t i m e f a c u l t y member who i s s i c k o r on l e a v e , one y e a r a t a t i m e t o a maximum o f 3 y e a r s . Auxiliary: a p e r s o n e m p l o y e d on f o r an u n s t a t e d t e r m and p a i d on  Capilano College  COLLEGES I N THE  Regular Part-time: an a c a d e m i c y e a r .  a non-continuous b a s i s an h o u r l y b a s i s .  minimum o f 4 i n s t r u c t i o n a l s e c t i o n s  Temporary Employee: has a t e a c h i n g c o n t r a c t n o r m a l l y e x c e e d i n g 4 months a t a time. The a p p o i n t m e n t i s n o t i n t e n d e d t o l e a d t o r e g u l a r employment. Douglas College  or  over  not  Sessional Faculty: a l l combinations of p a r t - t i m e i n s t r u c t i o n i s done by s e s s i o n a l f a c u l t y . Temporary F a c u l t y : are appointed f o r a s p e c i f i e d p e r i o d of 15 m o n t h s o r l e s s t o r e p l a c e a f a c u l t y member on l e a v e o r t o f i l l a temporary p o s i t i o n . C o n t r a c t I n s t r u c t o r : i s a s e s s i o n a l p e r s o n who h a s s u c c e s s f u l l y c o m p l e t e d 4 s e m e s t e r s o f s e s s i o n a l employment w i t h i n a 3-year period. A c o n t r a c t i n s t r u c t o r may t h e n r e c e i v e a 3 - y e a r c o n t r a c t a s s u r i n g him o f employment d u r i n g t h e v a r i o u s s e m e s t e r s o f t h e 3-year p e r i o d p r o v i d i n g t h e r e are courses a l l o t t e d f o r c o n t r a c t instruction. He h a s p r i o r i t y o v e r o t h e r s e s s i o n a l f a c u l t y and i s ranked w i t h other contract i n s t r u c t o r s f o r course a l l o c a t i o n s .  East Kootenay College  No  official  categories.  Fraser Valley College  Regular Part-time: t h e s e t e a c h c o u r s e s on b a s i s w i t h no q u o t a s t i p u l a t i o n .  a regular  semester  Sessional: t h e s e t e a c h on an o v e r l o a d b a s i s o n l y w i t h i n t e n t i o n of l e a d i n g to a r e g u l a r f u l l - t i m e p o s i t i o n . VCC Langara  no  R e g u l a r One Y e a r C o n t r a c t : (deemed a p a r t - t i m e c a t e g o r y employment can be t e r m i n a t e d w i t h o u t a p p e a l t o p r o c e s s . )  since  N o r m a l l y v i e w e d as a p r o b a t i o n a r y c o n t r a c t , i t i s s u b j e c t t o t e r m i n a t i o n b y t h e C o l l e g e C o u n c i l a t any t i m e u p o n one m o n t h ' s n o t i c e without recourse to the grievance procedure or appeal. Two m o r e 2 - y e a r c o n t r a c t s f o l l o w t h e f i r s t when a c o n t i n u i n g contract i s given. A l l of these r e q u i r e cause f o r t e r m i n a t i o n .  83  VCC Langara (cont.)  T e m p o r a r y F a c u l t y Member: i s appointed t o a p o s i t i o n under w r i t t e n c o n t r a c t o f employment w h i c h s t i p u l a t e s s t a r t i n g and ending dates. Such an.appointment i s n o t i n t e n d e d t o l e a d t o a p p o i n t m e n t a s a r e g u l a r f a c u l t y member. A u x i l i a r y F a c u l t y Member: i s appointed f o r an u n s p e c i f i e d p e r i o d on a d a y - t o - d a y b a s i s w h e t h e r f o r a f u l l day o r p a r t of a day.  WC KE  - VVI/  E s s e n t i a l l y t h e same a s f o r W C - L a n g a r a e x c e p t f o r r e g u l a r one-year c o n t r a c t there i s p r o b a t i o n a r y r e g u l a r i n s t r u c t o r .  APPENDIX E CATEGORIES OF PART-TIME AND F U L L - T I M E TEACHING AT THE COLLEGES I N THE STUDY  84  EMPLOYEES  85 APPENDIX E CATEGORIES OF PART-TIME AND F U L L - T I M E TEACHING EMPLOYEES AT THE COLLEGES I N THE STUDY  A R T I C L E 4.00  4.01  - CATEGORIES OF  EMPLOYEES  BCIT  REGULAR EMPLOYEES  4.01.1  A p e r s o n employed f u l l t i m e o r p a r t t i m e on a c o n t i n u o u s b a s i s w i t h o u t t e r m , i n c l u d i n g a n E m p l o y e e on p r o b a t i o n a r y s t a t u s , i s d e f i n e d as a R e g u l a r Employee.  4.01.2  Each R e g u l a r F a c u l t y o r R e g u l a r T e c h n i c a l S t a f f Employee s h a l l b e s u b j e c t t o an i n i t i a l o n e - y e a r p r o b a t i o n a r y p e r i o d , d u r i n g w h i c h he s h a l l be i n c l u d e d w i t h i n a l l p r o v i s i o n s o f t h i s Agreement r e g a r d i n g R e g u l a r F a c u l t y o r Regular T e c h n i c a l S t a f f Employees. I f , after appraisal a s p r o v i d e d i n A r t i c l e 11.07 b y a n a p p r o v e d s y s t e m a s p r o v i d e d i n A r t i c l e 11.07, h i s performance i s found t o be u n s a t i s f a c t o r y , he w i l l b e s o n o t i f i e d . I f h i s performa n c e i s f o u n d t o b e so u n s a t i s f a c t o r y t h a t i t i s n o t i n t e n d e d t o re-employ him a f t e r t h e f i r s t y e a r , he must b e s o n o t i f i e d no l a t e r t h a n t h r e e ( 3 ) m o n t h s p r i o r t o the expected t e r m i n a t i o n date.  4.01.3  An E m p l o y e e may b e r e a p p o i n t e d f o r a s e c o n d y e a r on t h e same b a s i s a s i n 4.01.2 A f t e r s i x ( 6 ) m o n t h s i n t h e s e c o n d y e a r o f a p p o i n t m e n t a n . E m p l o y e e may b e t e r m i n a t e d b a s e d on a n a p p r a i s a l b y a n a p p r o v e d s y s t e m u n d e r A r t i c l e 11.07, by g i v i n g t h e Employee t h r e e (3) months w r i t t e n n o t i c e , i n c l u d i n g reasons, before the expected termination date.  4.01.4  A f t e r t h e f i r s t y e a r t h e E m p l o y e e may b e g i v e n a n a p p o i n t m e n t w i t h o u t t e r m , and a f t e r t h e s e c o n d y e a r , f u r t h e r appointment must be w i t h o u t term. A l l i n s t r u c t i o n o f r e g u l a r l y s c h e d u l e d day c l a s s e s i n t e c h n o l o g y programmes w i l l be done by R e g u l a r E m p l o y e e s , except: a) when a R e g u l a r E m p l o y e e i s on s i c k l e a v e o r o t h e r l e a v e ; b) to r e s o l v e temporary s c h e d u l i n g d i f f i c u l t i e s f o r a maximum o f 6 m o n t h s ; and c ) when A r t i c l e 4.05 o f t h i s A g r e e m e n t . s h a l l t a k e e f f e c t .  4.02 4.02.1  TEMPORARY EMPLOYEES A p e r s o n employed p a r t - t i m e or f u l l - t i m e w i t h a s t a t e d t e r m o f e m p l o y m e n t w h o s e p a y i s b a s e d on t h e s a l a r y s c a l e f o r R e g u l a r Employees i s d e f i n e d as a Temporary Employee.  86  4.02.2  T e m p o r a r y E m p l o y e e s s h a l l b e u s e d i n day c l a s s e s o f technology programs i n the f o l l o w i n g circumstances only: a) t o r e p l a c e a R e g u l a r E m p l o y e e who i s a b s e n t on l e a v e f o r a s t a t e d time; b) t o r e p l a c e a R e g u l a r E m p l o y e e on s i c k l e a v e , o r c) i n case of s c h e d u l i n g d i f f i c u l t i e s .  4.02.3  A t e m p o r a r y a p p o i n t m e n t may b e made up t o one y e a r a t a t i m e , a n d may b e r e n e w e d f o r up t o a t o t a l o f t h r e e y e a r s , p r o v i d e d t h i s a p p o i n t m e n t i s c l e a r l y made t o r e p l a c e a R e g u l a r Employee.  4.02.4  An E m p l o y e e o n l e a v e f o r any r e a s o n s h a l l , i f r e p l a c e d , b e r e p l a c e d b y a T e m p o r a r y E m p l o y e e o n l y , who s h a l l , i f s a t i s f a c t o r y , be g i v e n p r i o r i t y i n a p p l i c a t i o n f o r a r e g u l a r p o s i t i o n when one i s a v a i l a b l e .  4.03  A U X I L I A R Y EMPLOYEES 4.03.1  A p e r s o n e m p l o y e d o n n o n - c o n t i n u o u s b a s i s o r f o r an u n s t a t e d t e r m a n d p a i d on an h o u r l y b a s i s i s d e f i n e d an A u x i l i a r y E m p l o y e e .  as  4.03.2  A u x i l i a r y E m p l o y e e s s h a l l b e u s e d i n day c l a s s e s o f technology programs i n cases of s c h e d u l i n g d i f f i c u l t i e s a n d f o r up t o s i x ( 6 ) m o n t h s o n l y .  4.03.3  When i t i s i n t e n d e d t o r e p e a t a c o u r s e i n day c l a s s e s i n a t e c h n o l o g y program w h i c h has been t a u g h t by an A u x i l i a r y E m p l o y e e , a r e g u l a r a p p o i n t m e n t m u s t b e made.  4.03.4  O n l y A u x i l i a r y Employees s h a l l be u s e d i n C a r e e r Programmes courses e x c e p t f o r the p r o v i s i o n f o r use o f R e g u l a r E m p l o y e e s i n 4.01 R e g u l a r E m p l o y e e s .  87  CAPILANO COLLEGE  R e g u l a r F u l l - t i m e Employee A r e g u l a r f u l l - t i m e e m p l o y e e (RFT) s h a l l b e e m p l o y e d a t a f u l l d u t y l o a d o f e i g h t ( 8 ) i n s t r u c t i o n a l s e c t i o n s o r t h e e q u i v a l e n t , o v e r an academic y e a r . L e s s t h a n a f u l l d u t y l o a d may b e a s s i g n e d on a b a s i s a g r e e d b e t w e e n t h e e m p l o y e e , t h e c o o r d i n a t o r and the Dean. Where a r e g u l a r f u l l - t i m e e m p l o y e e i s e n t i t l e d , h a v i n g r e c e i v e d a s a t i s f a c t o r y e v a l u a t i o n , t o a r e n e w a l o f h i s / h e r RFT a p p o i n t m e n t , s u c h r e n e w a l must be f o r a f u l l d u t y l o a d a s s i g n m e n t u n l e s s the R e d u c t i o n Sequence i n s e c t i o n 11.6.4.2. i s employed. Regular Part-time  Employee  A r e g u l a r p a r t - t i m e e m p l o y e e (RPT) s h a l l b e e m p l o y e d f o r a minimum o f f o u r (4) i n s t r u c t i o n a l s e c t i o n s o r the e q u i v a l e n t , o v e r an academic year. L e s s t h a n f o u r ( 4 ) i n s t r u c t i o n a l s e c t i o n s may b e a s s i g n e d on a b a s i s a g r e e d b e t w e e n t h e e m p l o y e e , t h e c o o r d i n a t o r and t h e D e a n . Where a r e g u l a r p a r t - t i m e employee i s e n t i t l e d , h a v i n g r e c e i v e d a s a t i s f a c t o r y e v a l u a t i o n , t o a r e n e w a l o f h i s / h e r RPT a p p o i n t m e n t , s u c h r e n e w a l m u s t b e f o r a minimum o f f o u r ( 4 ) i n s t r u c t i o n a l s e c t i o n s o r t h e e q u i v a l e n t , o v e r an a c a d e m i c y e a r , u n l e s s t h e R e d u c t i o n S e q u e n c e i n s e c t i o n 11.6.4.2. i s employed. The p a r t i e s a g r e e t h a t t h e C o l l e g e i s u n d e r no o b l i g a t i o n t o r e n e w RPT a p p o i n t m e n t s f o r more t h a n t h e m i n i m u m number o f s e c t i o n s d e t a i l e d a b o v e . ( d e l e t e d - see  6.5.1.2.1.1)  Temporary Employee A t e m p o r a r y e m p l o y e e (TEMP) i s one a p p o i n t e d t o a c o n t r a c t o f e m p l o y m e n t p u r s u a n t t o s e c t i o n 11.5.5 o f t h i s Agreement. A p p o i n t m e n t as a t e m p o r a r y employee i s n o t i n t e n d e d t o l e a d t o r e g u l a r employment.  88  DOUGLAS COLLEGE  PROBATIONARY PERIOD The f i r s t f o u r s e m e s t e r s o f s e s s i o n a l e m p l o y m e n t s h a l l b e c o n s i d e r e d probationary i n nature. A f t e r s u c c e s s f u l completion of four semesters o f s e s s i o n a l employment w i t h i n a t h r e e - y e a r p e r i o d , t h e s e s s i o n a l f a c u l t y member i s e l i g i b l e a n d may a p p l y f o r a t h r e e - y e a r c o n t r a c t a s a c e r t i f i e d c o n t r a c t i n s t r u c t o r . T h e a p p l i c a t i o n w i l l b e made t o t h e a p p r o p r i a t e d i s c i p l i n e s e l e c t i o n committee which w i l l , i n t u r n , convey i t s d e c i s i o n to t h e P e r s o n n e l Department. C E R T I F I E D CONTRACT (i)  (ii)  (iii)  (iv)  16.04  INSTRUCTOR  A c e r t i f i e d c o n t r a c t i n s t r u c t o r s h a l l be a s s u r e d employment during the various semesters o f the three-year period i f there are courses a l l o t t e d f o r contract i n s t r u c t i o n which, i n the o p i n i o n o f t h e S e l e c t i o n Committee, the c e r t i f i e d cont r a c t i n s t r u c t o r i s q u a l i f i e d t o teach. When more c e r t i f i e d c o n t r a c t i n s t r u c t o r s than r e q u i r e d a r e a v a i l a b l e t o teach s c h e d u l e d c o n t r a c t s e c t i o n s , t h e S e l e c t i o n Committee s h a l l r a n k them a n d t h e c o n t r a c t s s h a l l b e o f f e r e d i n a c c o r d a n c e with that ranking. The c e r t i f i e d c o n t r a c t i n s t r u c t o r s h a l l h a v e p r i o r i t y o v e r other s e s s i o n a l i n s t r u c t o r s with respect to further contract appointments. The c e r t i f i e d c o n t r a c t i n s t r u c t o r may, w i t h o u t p r e j u d i c e t o h i s / h e r c e r t i f i e d s t a t u s , g i v e n o t i c e t h a t he/she i s u n a v a i l a b l e a t l e a s t one m o n t h p r i o r t o t h e b e g i n n i n g o f t h e t e a c h i n g semester, or l a t e r i facceptable to the College. I f the c e r t i f i e d contract i n s t r u c t o r declines a scheduled contract when i t i s o f f e r e d , h e / s h e t h e r e b y r e l i n q u i s h e s h i s / h e r certified status. The c e r t i f i e d c o n t r a c t i n s t r u c t o r may a p p e a l such relinquishment t o the appropriate d i s c i p l i n e s e l e c t i o n committee. A l l c o n t r a c t o f f e r s w i l l b e made i n w r i t i n g . F o r s c h e d u l e d c l a s s e s , t h e C o l l e g e w i l l i s s u e c o n t r a c t s t h i r t y days p r i o r t o t h e i r commencement. C o n t r a c t s f o r u n s c h e d u l e d c l a s s e s and f o r r e p l a c e m e n t i n s t r u c t o r s w i l l be i s s u e d as r e q u i r e d .  SESSIONAL FACULTY ORIENTATION I t s h a l l b e a c o n d i t i o n o f e m p l o y m e n t t h a t s e s s i o n a l f a c u l t y who h a v e not p r e v i o u s l y a t t e n d e d a C o l l e g e o r i e n t a t i o n p r o g r a m s h a l l a t t e n d an o r i e n t a t i o n s e s s i o n o f n o t more t h a n o n e e v e n i n g , o n e m o r n i n g o r o n e afternoon, immediately p r i o r t o the beginning o f t h e semester f o r which they have been employed.  89  A R T I C L E 8 - S A L A R I E S - SESSIONAL  FACULTY REMUNERATION  8.01  F o r t h e p e r i o d A p r i l 1, 1977 t o D e c e m b e r 3 1 , 1977 t h e m e c h a n i s m f r o m t h e p r e v i o u s c o l l e c t i v e a g r e e m e n t (now d e l e t e d ) f o r d e t e r m i n i n g s a l a r i e s o f p r o r a t a s and c o n t r a c t i n s t r u c t o r s ( i . e . A r t i c l e s 4.2, 4 . 2 . 1 , 4.2.2, 4 . 2 . 3 , 5 . 4 . 1 , 5.4.3) r e m a i n s u n c h a n g e d e x c e p t t h a t t h e a p p l i c a b l e s c a l e s a r e i n c r e a s e d 5% r e t r o a c t i v e t o A p r i l 1,.1977.  8.02  E f f e c t i v e J a n u a r y 1, 1978 t h e f o l l o w i n g s a l a r y s c a l e w i l l become a p p l i c a b l e t o a l l s e s s i o n a l f a c u l t y (which i n c l u d e s those forme r l y d e s i g n a t e d as p r o r a t a ) :  PAYMENT PER SEMESTER CREDIT LEVEL A B C D E F G H I J K L M  J a n u a r y 1/78 - M a r c h 31/78  A p r i l 1/78 - M a r c h 31/79  520 540 560 580 600 620 640 660 680 700 720 740 760  8.03  P r e s e n t S e s s i o n a l s ( p r o r a t a s a n d c o n t r a c t s ) w i l l move t o t h e new s c a l e J a n u a r y 1, 1978 i n a m a n n e r t h a t h a s b e e n a g r e e d u p o n by the r e s p e c t i v e n e g o t i a t i n g committees, t h e e x a c t terms o f w h i c h w i l l be o u t l i n e d i n a l e t t e r t o t h o s e a f f e c t e d .  8.04  H e n c e f o r t h new a p p o i n t m e n t s w i l l  8.05  E f f e c t i v e J a n u a r y 1, 1978 S e s s i o n a l s w i l l b e g i n a c c u m u l a t i n g c r e d i t s a n d w i l l move up one l e v e l o n t h e s c a l e a t t h e t i m e o f t h e i r next appointment, f o l l o w i n g completion o f i n s t r u c t i n g 9 credits.  8.06  F o r purposes o f a p p l y i n g these c a l c u l a t i o n s t o f a c u l t y not s t r i c t l y i n v o l v e d i n t e a c h i n g c r e d i t c o u r s e s , a 12 c r e d i t t e a c h i n g l o a d p e r semester i s equated t o a ' f u l l time' s i t u a t i o n , w i t h l e s s e r time b e i n g d e a l t w i t h on a p r o r a t a b a s i s .  8.07  In addition, a l l Sessional Faculty w i l l  8.08  Sessional Faculty are not subject o r b e n e f i t s as r e g u l a r f a c u l t y .  be a t l e v e l  A.  receive  4% v a c a t i o n  t o t h e same c o n t r a c t  pay.  restrictions  90  VCC - LANGARA DEFINITIONS R e g u l a r F a c u l t y Member - a f u l l - t i m e f a c u l t y member a p p o i n t e d t o a f u l l t i m e p o s i t i o n u n d e r one o f t h e c o n t r a c t s n o t e d i n t h i s Agreement f o r r e g u l a r f a c u l t y members. A r e g u l a r f a c u l t y member may b e e m p l o y e d f o r a s t i p u l a t e d p e r i o d on a p a r t - t i m e b a s i s b y agreement between t h e f a c u l t y member a n d t h e C o l l e g e . A r e g u l a r f a c u l t y member i s e n t i t l e d t o a l l Employee B e n e f i t s under t h i s Agreement. T e m p o r a r y F a c u l t y Member - a f a c u l t y member a p p o i n t e d t o a p o s i t i o n u n d e r w r i t t e n c o n t r a c t o f employment w h i c h s t i p u l a t e s s t a r t i n g a n d e n d i n g dates. Such an a p p o i n t m e n t i s n o t i n t e n d e d t o l e a d t o a p p o i n t m e n t as a r e g u l a r f a c u l t y member. A t e m p o r a r y f a c u l t y member a p p o i n t e d o n a b a s i s o f o n e - h a l f t i m e o r m o r e a n d f o r a m o n t h o r more i s e n t i t l e d t o a l l Employee B e n e f i t s under t h i s Agreement. Any o t h e r f a c u l t y member i s e n t i t l e d t o t h e f o l l o w i n g Employee. B e n e f i t s : annual vacation, general ( s t a t u a t o r y ) h o l i d a y s , Unemployment I n s u r a n c e . A u x i l i a r y F a c u l t y Member - a f a c u l t y member a p p o i n t e d f o r a n u n s p e c i f i e d p e r i o d on a d a y - t o - d a y b a s i s w h e t h e r f o r a f u l l day o r p a r t o f a d a y . An a u x i l i a r y f a c u l t y member i s n o t c o v e r e d b y a n y p r o v i s i o n s o f t h i s Agreement e x c e p t A r t i c l e s 1;2;5;6;7;8.1;8.2;8.8. T h i s agreement does n o t a p p l y Education Services.  t o any employee engaged under  Community  91  VCC  - W I / K I N G EDWAPvD  ARTICLE I I I - DEFINITIONS A.  Regular  Instructor  A f u l l - t i m e i n s t r u c t o r appointed to a f u l l - t i m e p o s i t i o n that i s e x p e c t e d t o be c o n t i n u o u s f r o m y e a r t o y e a r . A regular instructor i s e n t i t l e d to a l l employee b e n e f i t s under t h i s Agreement. Notw i t h s t a n d i n g anything contained i n t h i s Agreement, the term of e n g a g e m e n t o f a r e g u l a r i n s t r u c t o r i s on a m o n t h - t o - m o n t h b a s i s ( a d a t e i n one m o n t h t o t h e c o r r e s p o n d i n g d a t e i n t h e f o l l o w i n g month). A.  1.  Probationary  Regular  Instructor  A r e g u l a r i n s t r u c t o r who i s s e r v i n g t h e p r o b a t i o n a r y period o f a t l e a s t one y e a r , and n o t more t h a n two y e a r s , f o r e v a l u a t i o n of h i s / h e r s u i t a b i l i t y f o r teaching p r i o r ' t o b e i n g a p p o i n t e d as a permanent r e g u l a r i n s t r u c t o r . 2.  Permanent R e g u l a r  Instructor  A r e g u l a r i n s t r u c t o r who b a t i o n a r y p e r i o d and who regular instructor. B.  Temporary  has has  s u c c e s s f u l l y completed the prob e e n a p p o i n t e d as a p e r m a n e n t  Instructor  An i n s t r u c t o r a p p o i n t e d t o a p o s i t i o n u n d e r w r i t t e n c o n t r a c t o f e m p l o y m e n t w h i c h s t i p u l a t e s s t a r t i n g and e n d i n g d a t e s . S u c h an a p p o i n t m e n t i s n o t i n t e n d e d t o l e a d t o a p p o i n t m e n t as a r e g u l a r instructor. A t e m p o r a r y i n s t r u c t o r a p p o i n t e d on a b a s i s o f o n e h a l f t i m e o r more and s p a n n i n g a w h o l e c a l e n d a r m o n t h o r more i s e n t i t l e d t o a l l e m p l o y e e b e n e f i t s u n d e r t h i s A g r e e m e n t . Any other temporary i n s t r u c t o r i s e n t i t l e d to the f o l l o w i n g employee bene f i t s : a n n u a l v a c a t i o n , g e n e r a l ( s t a t u t o r y ) h o l i d a y s , unemployment insurance. C.  Auxiliary Instructor An i n s t r u c t o r a p p o i n t e d f o r an u n s p e c i f i e d p e r i o d on a d a y - t o - d a y b a s i s w h e t h e r f o r a f u l l day o r p a r t o f a d a y . An a u x i l i a r y i n s t r u c t o r i s n o t c o v e r e d b y any p r o v i s i o n s o f t h i s A g r e e m e n t e x c e p t A r t i c l e s I , I I I , I V , V, V I . A , V I . B , V I . C , a n d VI.L.  D.  Change i n T y p e o f  Appointment  A t e m p o r a r y i n s t r u c t o r who h a s b e e n e n g a g e d f u l l - t i m e f o r a c o n tinuous twelve-month p e r i o d ( i n c l u s i v e of normal annual v a c a t i o n e n t i t l e m e n t ) i n a p o s i t i o n t h a t h a s e x i s t e d f o r a t l e a s t one full y e a r and t h a t c a n r e a s o n a b l y b e e x p e c t e d t o c o n t i n u e t o e x i s t  92  s h a l l be a p p o i n t e d as a r e g u l a r i n s t r u c t o r i f he i s recommended f o r reappointment t o s t a f f a t t h a t time. A temporary i n s t r u c t o r who has been a p p o i n t e d as a r e g u l a r i n - ' s t r u c t o r i n the same p o s i t i o n may, a t t h e d i s c r e t i o n o f t h e C o l l e g e , and upon the recommendation o f the P r i n c i p a l , have a l l or p a r t o f h i s e x p e r i e n c e as a temporary i n s t r u c t o r a p p l i e d t o the p r o b a t i o n a r y p e r i o d r e q u i r e d b e f o r e appointment as a r e g u l a r permanent i n s t r u c t o r . E.  The C o l l e g e ' s r i g h t t o a p p o i n t temporary and a u x i l i a r y i n s t r u c t o r s i s o n l y t o be e x e r c i s e d when the n a t u r e and requirements o f the course make i t i m p r a c t i c a l t o a p p o i n t r e g u l a r i n s t r u c t o r s .  A P E N D I X F S E L E C T E D E X T R A C T S F R O M B I L 8 2 THE CROELLAETGIENSG ATNODPPARROTV-ITNICMIEALFAICUNLSTTYITUTES ACT  93  APPENDIX F Government Bill  i: Second Session, Thirty-first Parliament 25-26 Elizabeth i i , 1977 • Legislative Assembly of British Columbia  BILL  COLLEGES AND  82  PROVINCIAL INSTITUTES ACT  Honourable Patrick L. McGcer Minister of Education  I'rimc.l by K . M . M A C D O N A L D , P r i m e r lo ihe Q i i c t n ' s M o s i E j c i - l k - n l M : i j , in riuhl of tlic P r o v i n c e of British C o l u m b i a . 1977  95  MINISTER OF E D U C A T I O N .  XT •  N o  ^  jB l L  OOI  v§ i  L  •  2  [1977  Colleges and Provincial Institutes A c t HER MAJESTY, by and with the advice and consent of the Legislative Assembly of the Province of British Columbia, enacts as follows:  PART I INTERPRETATION AND DIVISION OF T H E ACT Interprctation.  1. Ill this Act "academic council" means the academic council established under this Act; "accredited" means accredited for the purposes of this Act by the minister or by a body empowered under an enactment to licence or register persons; "benefits" means remuneration for employment but does not include benefits excepted by the Lieutenant-Governor in Council; "board" means the board of an institution and, in Part V i i , includes a council; "college" means a college designated under this Act; "college region" means a college region designated under this Act; "continuing education" includes education or (raining offered by an institution to adult persons on a part-lime or short-term basis; "corporation" means a council or institution; "council" means, as the context requires, the management advisory council, the occupational training council, the academic council, or a council established under this Act; "institution" means a college or Provincial institute; "management advisory council" means the management advisory council established under this Act; "minister" means that member of the Executive Council charged by order of the Lieutenant-Governor in Council with administration of this Act; "occupational training council" means the occupational training council . established under this Act; "post-secondary education or training" means education or training, funded by the Government, that is not provided under the Universities Act, the Public Schools Act, the Independent Schools Support Act, or the • .Appreniiccslup-aiuLTraining Development-Act; — -—• ~ v  ) ^ ~^  "professional employee" means an employee of an institution who provides educational services directly or indirectly to students and includes an employee who is a librarian or an administrator;  .  —  96  c  9 (b)  0 (c)  the institution may give such security and may make and execute in its own name such mortgages, agreements, deeds and other instruments as it considers necessary or advisable for the purposes of borrowing money under that Act, and the institution in its annual capital budget shall provide for repayment of money borrowed under that Act and accrued interest in accordance with the terms of the debentures sold and issued.  Annual report.  26. The institution shall make an annual report of its transactions to the minister, in which it shall set out a balance-sheet and a statement of revenue and expenditure for the year ending on the preceding 31st day of March, and such other particulars as the minister may require.  Principal and employees.  27. (1) Each board shall appoint a principal who shall be the chief executive officer and who shall, under the direction of the board, supervise and direct the instructional, administrative and other staff of the institution and exercise such powers and perform such duties as arc assigned to him by the board. /""^ ' "~ (2) Without limiting the generality of subsection ()H4he principal may) (a) recommend to the board appointments, promotiohT'and removal of members of the instructional, administrative and other staff, /\b)  Suspension of staff members or students.  authorize a person who is not a member of the instructionaT'siaTf" of the institution to give instruction at the institution in a course authorized by the board. •  28. (1) The principal of an institution may, for just cause, suspend a member of the instructional, administrative or other staff or an employee of the institution. (2) The principal of an institution may, for just cause, suspend a student of the institution and deal summarily with a matter of student discipline. (3) On exercise of a power of suspension under this section, (he principal shall forthwith report the action to the board with a statement of his reasons. (4) A person suspended under this section has the right of appeal to the board.  Duties.  29. (1) The principal or his designate shall attend all meetings of the board and advise it on al! matters pertaining to the operation of the institution. (2) Notwithstanding subsection (1), the board may, by resolution, exclude the principal or his designate from all or pail of a meeting of the board. (3) The principal shall each year, and at other times at the request of the board, report to the board on the progress of the institution and include recommendations for the benefit and advancement of the institution.  APPENDIX  G  EXTRACTS FROM AUGUST 1 9 7 7 EDUCATIONAL S T A T I S T I C S POST SECONDARY  EDUCATION, B.C. MINISTRY OF EDUCATION  1.  Full-Time Staff  a t B.C. Community  Colleges  2.  Part-Time Staff  a t B.C. Community  Colleges  3.  T o t a l (Full-Time Plus Part-Time) Staff Community C o l l e g e s  97  a t B.C.  Educational Data Services B.C. M i n i s t r y of Education  PART-TIME STAFF AT B.C. COMMUNITY COLLEGES.  August, 1977  VOCATIONAL SCHOOLS AND B.C.I.T.. BY INSTITUTION AND BY ACADEMIC RANK OR POSITION,  \ . \ ,  ACA2EUIC RANK OR ^\POSITION  INSTITUTION  SENIOR ADMINIS-. TRATION 1  INSTRUCADMINISTIONAL TRATIVE , ADMINIS-, ASSISTANT TRATION 2  B.C.i.T.  -  B.C. Mining  -  Sjr-.aby Cc~:itin Capilino Caritco Delias East Kootenay Fraser Valley ."ala spina "='.-.• Caledonia "crthsrn Lights '.Ci'tn Island ::ci'tr..yrst Okciijgan Sei < i rl: Vancojver 1 ^.  SOURCE: NOTES:  -  -  J  -  INSTRUCOTHER TIONAL . ADMINIS-, INSTRUCTORS ASSISTANTS^ LIBRARIANS :0UHSELL0RS" TRATION 5  3  6  TCTA.L  -  -  -  -  -  0  3  -o  0  0  0  0  3  0  20  0  0  0  0  0  20  0  0  2  0  °  0  0  0  29  0  154  1  98  0  0  29  0  0  144  0  0  15  0  0  0  0  82  0  0  0  0  0  o-  _  6  -  -  -  -  -  0  43  0  -  0  43  0  o o  0  5  0  0  3  46  3  5  9  0  29 14  0 0  9  — — _ _ _ J  -  4  -  -  \  0  ^  0 _  „.  101  15 82" 43  0 " '!  0  43  0  0  0  5  0  0  0  7  59  0  0  0  0  3  0  0  . 0  •  n  -  *•  -  .0  i ]  0  14  0  32  0  1  0  0  143  1  1  0  0  |  0  145  723  7  8  4  *  1  7  760  1  ^College S t a t i s t i c a l Reports. October 31, 1976. Includes p r i n c i p a l s , deans, d i r e c t o r s , bursars, r e g i s t r a r s etc Includes a s s i s t a n t deans, assistants to bursars, administrative o f f i c e r s etc ^includes chairmen, co-ordinators, department heads, etc jlncludes lab demonstrators, teaching assistants; etc Some i n s t i t u t i o n s d i d not report counsellors and l i b r a r i a n s Includes managers, supervisors, other non-instructional s t a f f earning over $18,000 per year, e t c . 2  HOT REPORTED  b  0  15  August, 1977  FULL-TIME STAFF AT B.C. COMMUNITY COLLEGES.  Educational Data Services B.C. Ministry of Education  VOCATIONAL SCHOOLS AND B . C . I . T . , BY INSTITUTION AND BY ACADEMIC RANK OR POSITION, OCTOBER 31, 1976  ACADEMIC RANK OR POSITION TlOli  I ADMINISTRATIVE ASSISTANT  INSTRUCTIONAL  , ADKKHS-, TRATION '  i  28  16  .C.I.T. 5.C.  SEMIOR ACMIMISATI ON  Mining  OTHER INSTRUCADMINISTIONAL ,1 INSTRUCTORS ASSISTANTS LIBRARIAIIS COUNSELLORS |TRATIOM 5  295  J  1  "To"  23  62  10  110  147 184  111  86  34  24  Northern Lights  25  14  M r - h island  43  34  "or'.hwfst  SOURCE•  158  127  Caledonia  TCTAL  25  20  V.sleiS'r.a  Selkirk  54  45  rarey  Ckar.agan  1?  10  Fraser Valley  151  119 13  6 "76" 144  32  61  419 1,855  College S t a t i s t i c a l Reports, October 31, 1976.  i n c l u d e s chairmen, co-ordinators, department heads, e t c . ^Includes lab demonstrators, teaching a s s i s t a n t s , e t c .  117  1  93  213  349  112  130 £ast Kootenay  TOTAL  170  125  29  REPORTED  10 150  134 9  M3T  "535"  "vi 42  28  56  22  2,392  August, 1977  TOTAL (FULL-TIME PLUS PART-TIME) STAFF AT B.C. COMMUNITY COLLEGES,  Educational Data Services B.C. Ministry of Education  VOCATIONAL SCHOOLS AND B.C.I.T.. BY INSTITUTION AND BY ACADEMIC RANK OR POSITION, 0CT08ER 31, 1976  \ .  \ .  ACADEMIC RANK OR ^\FOSITION  INSTITUTION  SENIOR ADHINIS-. TRATION 1  INSTRUCTIONAL ADMINISTRATIVE , ADMINIS-, ASSISTANT * TRATION J  I  OTHER INSTRUCADMINIS-. TIONAL , ;OUNSELLORS TRATION INSTRUCTORS ASSISTANTS LIBRARIANS £  5  4  6  0 0 0  10 153  0  0  190  8  0  213  3  1  0  176  13  4  0  338  28  295  1  0  0  u  8  Surnaby  6  0  9  137  0 0  0 0  Can-osun  9  0  29  145  1  1  0 1 0 5  0  24  160  1  4  6.  5 • 6  10  139  11  0  10  Capilano  7 16  Cari boo Douglas  0  7  274  5  13  0  25  0  1  1  0  0  32  0  127  0  1  0  0  0  136  East Kootenay  5  Fraser Valley  7  1  Hj-ey  3  0  1  20  0  0  1  0  11  4  4  170  7  1  3  1  t\ew Caledonia  6  1  5  129  4  4  5  Northern Lights  6  2  29  0  1  1  North Island  2  0  11  60  4  0  Northwest  3  0  11  43  0  Gkanagan  9  2  7  148  11  Selkirk  6  1  13  107  0  61  562  4  222  2.578  49  Ualaspina  20  Vancouver  144  TOTAL SOURCE: NOTES:  0  9 32  0  25  *'""" 0  201  0 '  0  154  0  0  39  0  0  7  84  0  0  0  0  57  1  3  2  0  183  2  1  2  0  132  7  17  0  0  600  36  60  24  7  3,152  College Statistical Reports, October 31, 1976. includes principals, deans, directors, bursars, registrars, etc. includes assistant deans, assistants to bursars, administrative officers, etc. 3lncludes chairmen, co-ordlnators, department heads, etc. includes lab demonstrators, teaching assistants, etc. >o» institutions did not report counsellors and librarians. Induces managers, supervisors, other non-Instructional staff earning over $18,000 per year, etc.  r  TOTAL  0 0  3  B.C. lining  NOT REPORTED  341  16 2  B.C.I-T.  0  . -  |  !  APPENDIX H TIME A N A L Y S I S CHARTS  T h e s e show t h e d i s t r i b u t i o n o f p a r t - t i m e f a c u l t y i n t h r e e curriculum areas of the c o l l e g e s .  T h e y a l s o show t h e r a t i o  main  of part-time  to f u l l - t i m e f a c u l t y f o r each o f the semesters of t h e c o l l e g e year. a n a l y s i s extends as f a r back as r e c o r d s a r e c o n v e n i e n t l y a v a i l a b l e i n each c o l l e g e . Legend U  University Transfer  Programs  TV  Career/Technical  TR  V o c a t i o n a l T r a i n i n g Programs  Programs  PT/FT R a t i o o f P a r t - T i m e F a c u l t y t o F u l l - T i m e F a c u l t y  100  The  APPENDIX H  TIME ANALYSIS 5'  101  This table will show the distribution of part-time faculty in three main curriculum areas of the college It also will show the ratio of part-time to full-time faculty for each of the semesters of the college year. The analysis should extend back to the first operating year of the college if records are available. U — University Transfer T V — Technical/Vocational \ TR — Training Programs (Apprentice, Pre-Apprentice - J  BC WSTITVTE Of TECHH0LAG1  Year  Spring Semester U TV TR  PT/FT U T V TR  1Q77  :  Fall Semester U T V TR  17-.  %l .  1Q7C  PT/FT U TV TR  ...  Summer Semester U T V TR  . "%?  U  PT/FT T V TR  "Vgay  <15  ?  ?  *A  (,v  I  31  o  O  o ° A  A  A  (before, if available)  CAPILANO  Year 1977 1976  COLLEGESpring Semester U : T V TR  PT/FT U  4-1 ll (6 2>< 73 6  1 TV  1975 1974  n-tf.. o  1973  ''.XX.'.'..  1971  (before, if available)  i  PT/FT U ' T V TR  Summer ! Semester j U | TV TR  j  PT/FT  1 U 1 TV  TR  . -n /a  4/  7  4k1?\  4  -r? -y> & •••[•••'I  1972  TR  Fall Semester U T V | TR  '"U ""i ' " i " 3 J/ : % ; . . • • • i • • • -i i  < $ X  '41  7?..  !  •••j- - j ... j .........  I  I  \  I  102  TIME ANALYSIS 5.  This table will show the distribution of part-time faculty in three main curriculum areas of the college. It also will show the ratio of part-time tu full-time faculty for each of the semesters of the college year. The analysis should extend back to the first operating year of the college if records are available. U — University Transfer TV — Technical/Vocational TR - Training Programs (Apprentice, Pre-Apprentice  .DOUGLAS  COLLEGE  Spring Semester U ! TV ITR  Year  PT/FT U TV ITR !  Fall Semester  u !TV  PT/FT U I TV iTR  ;TR  Summer Semester U [TV TR  U  PT/FT TV TR  1977 1976 1975 1974  .....  1973 1972 1971 1970  (before, it available)  FRASER MALLEI COLLEGE Spring Semester U TV TR 1  i ° A 2o  1972 1971 1970  (before, if available)  Fall Semester U TV TR  33  1977 1976  PT/FT U TV TR  . . . . . . . .  -  j . - - -  <zoq  -  PT/FT U TV TR  Summer Semester U TV TR  U  PT/FT TV TR  103  TIME ANALYSIS  This table will show the distribution of part-time faculty in three main curriculum areas of the college. It also will show the ratio of part-time to full-time faculty for each of the semesters of the college year. The analysis should extend back io the first operating year of the college if records are available. U — University Transfer TV — Technical/Vocational TR — Training Programs (Apprentice, Pre-Apprentice  ymcouvm  ^ : j, '/  ITYcollege -  comm  LANGARA  Year  (before, if available)  VANCOUVER Vair  T ear  1977 1976 1975 1974 1972 1971 (before, if available)  a m m v i  Spring Semester JTR  U TV  PT/FT  im U  JO 2>o\iH  TV  TR  cclle&~ Fall Semester  U iTV  q q  ;TR  Wvri to J3 175  /o'J4c  . j.  W i PT/FT  U TV TR  , KING UPWARD Summer Semester  u TV !  ;TR  / 39 //Z  i PT/FT  U TV ITR  ;  104  TIME ANALYSIS 5.  This table will show the distribution of part-time faculty in three main curriculum areas of the college. It also will show the ratio of part-time to full-time faculty for each of the semesters of the college year. The analysis should extend back to (he first operating year of the college if records are available. U — University Transfer ^ TV — Technical/Vocational ( > TR — Training Programs (Apprentice, Pre-Apprentice  EAST  KDOTENAV Spring Semester U TV TR  Year  C O L L I E  PT/FT U T V TR  Fall Semester U T V TR  PT/FT U T V - TR  Summer | PT/FT Semester U TV T R U TV TR  b Jt  1977 1976 1975 1974 1973 1972 1971 1970 re, if available)  MLCOUBCnBS \N T H E 5 T U P V  Year 1977 1976 1975 1974 1973 1972 1971 1970 (before, if available)  Spring Semester U TV TR  (sPK.%-FhlCV) PT/FT  U TV TR  Summer Semester TV TR  U  APPENDIX I GRAPHS OF PART-TIME FACULTY AND F U L L - T I M E FACULTY a)  \ b)  By c u r r i c u l u m a r e a : u n i v e r s i t y t r a n s f e r programs, c a r e e r / t e c h n i c a l programs, v o c a t i o n a l t r a i n i n g programs F o r each c o l l e g e and a cumulative  total  A l l c u r r i c u l u m a r e a s combined and a cumulative t o t a l  105  106  D O U G L A S 209  106  C O L L E G E .  2  [lo. Offit FflCW  FT. Ff)CUL\ri (t-ICiHT)  -if  5  F  3°  mi  F  5  ^7  1^73  S  F  Sp  #74  Sf> ^  5  MS  f  Sp  5  fflt.  F  /<i77  'Tr 2<A Ao.cf fir-  mean  Sp  5  F  CP  S  f  -sp  5  F  sp  S  tfV  /?72  F  rlrirlrlni <,f  5  f  #7*  FT" 2d|  4  (fo.of P T ffiaxn wo F.tmcvixil  '972.  ^  1973  Jf7^  M7f  #7** '  5f  5  /*  /f77  107  uM.vefi^T^  CAPlLhNO  .  -MAN^R  COLLEGE  do.OF «T. fBOJtTH •(DAW)  (Ucj»T)  Sf  5  F  Sp  5  F  -sp 5  F  «p S  F  Sp 5 • F  /f»"  /?72  Sp S F /f77  PT VpC ATI 0*i£\ L^TRfllN 2o|  I df-)  4  fucuri mo (Dm)  If71.  o  1973  )f74  If7^  #7t> •  '177  108  FRASER VALLEY COLLEGE:  50\ (id. OF  pr. tbax • AMP  z  s  FT. FfiCULT-J (LIGHT)  5f  V  F  mi  3 p S  F  Sp S  F  Qbfcl f  Sp S  6f  S  F  MS  i<?73  *p  S '?  1^77  66] Ao.oF fir.  PT*. FncMtTf/  Sf  -b  FSp-5  il7z  F  «f 5  im  F  m4  rl  «f  r l S  Oil  F S p 5  rt^  F-  W  5  F  W7  £1 4o|  FT  fJo.oF PXFfcuixi wo FX-mwiXi\ (item 5f> S If71.  F  $f> 5  F  1973  5p  S I97<£  F  *f> $ 1972  f  Zj> ^  F  #7i> '  S '977  109  TRfiNiFBR  U N ^ R ^ I  &9  VANCOUVER  21  COMMUN/TN  COLLEGE - LhH(j/\ R A  (iO-Of-  - /it) ' i\ FT. Fftcutki (LIGHT)  S  F  3p S  F  Sp  $  F Sp 5  /?7i  t  mm  F S/> -S F  */>  5 /=  /<?77  / f / i "  ad  JJO.CF AT. fflO><-TN M p idp Fr Ff\coui[i {UC,riT)  /  Sp  F Sp  5  )172  5  F •Sp  Itf}  5  F *p S  iV4  F Sp  5  F  117*  Sf S F Jfl7  21 FT  tiotie fir lA^tqAZA  26 Ao • OF P.T. FACULTi  mo  F.T.(HCUtfi\  (Hem  5f  5  F Sp 5  ^72.  f  A*73  Sp  S  f  /f7^  sp 5  f  Sp  S F #7i>  $p 5  ^77  110  APPEND I  ft "ff  qaflPH 5"  FT. FftCULTi (LIGHT)  ip  S  F  lilt  <f> -J  F  1473  Sp $  F  5  F  S  If 74  f  Sp 5  7971  F  7<i77  ff)CV!-TN (DOW)  FT. Fvcuup  Sf  5  F Sp 5  ipz  F  im  5  F  rti4  *f S  F  Sp 5  #7*  F  ML  <f  S  F  /q-ff  FT  Z00\ do. oF P.T. FfiCVLTi toxoid mo F.7.fnc0lXl\  *bf 5  f  ^72.  Sp 5  F  J973  <p $ J974  f  sp 5  F  197*  9j>  S  F  797t>  *p 5 '977 •  ALL  Tr 440  COLLEGES i n  2  (lo. OffiTF»c^i.jl  260 / FT. Ff>CuCsri (LIGHT)  l?7l  1473  l?74  fi7$  jjji.  /<j  77  6W  Ao.oF «T. FACETS p.r. fo^tnfy  Sp  5  F  if 72  Cf> •£>  F  Sp 5  5  r  F  Sp  If73  5  ML  f  Sf  S F  7<fi7  £1 FT  zap z Ao.oF P.T. FACVLTi (m£<) /o\  PfiD F.t FtiCDpi (item 5/  5  f  ^72.  Sp 5  f  ^73'  <p S  F  if 74  *p 5 If7^  f  &p  S  if 7^  f  So $ £ '377  112  ?X FT HOP  DOUGLAS ALL  2\  COLLEGE  Afete  (\d.Of-  FT. FACULTY (LIGHT)  5p S  F  5jP  "3  F  5p  S  F  Sp  F  Sp  /i7f  M 4  1971  S  S mi-  CAPILANJO  f  Sp  5  P  1*177  COLLEGE  2(X\  do.OF 0T. FX. Ff\cuup (UC;HT)  Sp  3  f  2  f  5  F  "SP  S  F  Sp  5  F  5p  /?72 £1 FT  :(5TR|PED) FX- FACULTY WHC , TEACH EV£NINcV5 AS OV£«LO  FACULTi M  mo  SCI  I i  T  F 5f 5 r ^ /f77 5  113  ft  V C C  -VVI,KINGEPW/lfl)  fid. Of Grip f.T. FfiCUOT-i (LIGHT)  mi VCC ~ LANGARA  > ir F  2dd &0.CF P.T. fflOJLTS  FT*. r<wj|?  Sp  5  F  s  f  5  F  jf73  1172  "Sp  5  *f  f  1974  liili 5  F  j<t7?  PT 'FT  5  .  F  Sp  tf7£  Ff?A5£R VALLE7  5  P  Ifffl  COLLET  20 M-cF P.TFfiCULTl  mo  r  •if 5  F  /?72.  /r '  ••>  5  "  1973  S  ILJLILJJO.  f - S p S  1974  f  1*7*  Sp ^  f  5 "  797t>  '17',  /  114  -ft  ALL  ALL COLLET E5  •lo. Of (mM) FT. FGcudri (LIGHT)  7?74-  7f77  E r r o r i n page numbering paige 115 does nat e x i s t  115  APPENDIX J QUESTIONNAIRE B DATA FROM COLLEGE ADMINISTRATIONS i) ii) iii)  iv)  C L A S S I F I C A T I O N OF PART-TIME FACULTY DUTIES AND REMUNERATION OF PART-TIME FACULTY A V A I L A B I L I T Y OF A D M I N I S T R A T I V E SERVICES TO PARTTIME FACULTY AS COMPARED WITH F U L L - T I M E FACULTY MANAGEMENT PROCESSES  116  BCIT  Capilano  East Kootenay  Fraser Valley  X  X  X  X  X  X  Douglas  VCC Langara  VCC WI/King Ed.  CLASSIFICATION OF PART TIME FACULTY a) Does your institution have a negotiated Faculty Association Agreement? Yes No b) Does the institution define a part-time faculty member i n the Faculty Association Agreement? Yes No c) Are some of the part-time faculty e l i g i b l e for f u l l membership i n the Faculty Association? Yes No  X  X  X  X  X  X  X  b) Degree of involvement of parttime faculty i n non-teaching activities No policy on this 0-10% of teaching hours 51-100% Non-teaching activities not expected c) Are some of the part-time faculty e l i g i b l e for f u l l fringe benefits i n the institution? Yes No  X  X  X  X  X  X  10-12  13  13  X  X  X  X  X  DUTIES AND REMUNERATION OF PART TIME FACULTY. a) Basic salary ($/credit hours)  X  21-32  16-17.8  12-17  9  X  X  X  X  X  X  X X  X  X  Douglas  East Kootenay  Fraser Valley  VCC Langara  VCC ^  COtlt.  d) Does the i n s t i t u t i o n have c a t e g o r i e s o f part-time, f a c u l t y which a f f e c t t h e i r remuneration? Yes No  X X  AVAILABILITY OF ADMINISTRATIVE SERVICES TO PART TIME FACULTY AS COMPARED WITH FULL TIME FACULTY. a) S e r v i c e s from l i b r a r y s t a f f Yes No  X  X  b) Bookstore purchasing p r i v i l e g e s Yes No  X  c) Laboratory T e c h n i c i a n A s s i s t a n t Yes No  X  X  X  d) Marking a s s i s t a n c e ( i f any) Yes No  X  X  e) A/V equipment s i g n out p r i v i l e g e s Yes No  X  X  f ) E l i g i b i l i t y f o r e n r o l l i n g as a student i n other c r e d i t courses Yes No g) A v a i l a b i l i t y o f copying and p r i n t i n g s e r v i c e s Yes  No  X X  X  no  reply  no  reply  BCIT  Capilano  Douglas  East Xootenay  Fraser Valley  VCC Langara  VCC W I / K i n g Ed.  MANAGEMENT PROCESSES a) Does the i n s t i t u t i o n have a procedure f o r h i r i n g part-time f a c u l t y i n i t s F a c u l t y Agreement? Yes No b) Does the r e s p o n s i b i l i t y f o r the f i n a l s e l e c t i o n of a part-time teaching f a c u l t y belong s o l e l y to the teaching department or discipline? Yes No Sometimes No d e f i n i t e policy c) Does the i n s t i t u t i o n have a formal process f o r d i s m i s s i n g part-time f a c u l t y during a contract period? Yes No  X  X  X  X X  X  X  X  X  x a t the other  X  X X  X  x a t one campus  X  X  X  X  X  X  X  d) Are part-time f a c u l t y given formal preference i n f i l l i n g full-time faculty positions? Yes No Sometimes No d e f i n i t e policy  X X  X  X  X  X  X  M M  APPENDIX K QUESTIONNAIRE A:  PART TIME FACULTY PROFILE AND PROBLEMS  121  Vancouver Community College, Regional Offices, 675 West Hastings, Vancouver, B.C.V6B 1N2 . Telephone (604) 688-1111  Dear  Colleague:  The College has been asked r e c e n t l y to p a r t i c i p a t e i n a study of part-time teaching f a c u l t y by a member of the teaching s t a f f of Douglas C o l l e g e . He wishes to use the data for an M.A. Thesis on the t o p i c , P r o f i l e and Problems of Part-Time Teaching F a c u l t y i n Selected B.C. Community C o l l e g e s . (For the purposes of t h i s study, for t h i s Collage, "Part-Time" i s defined as: a l l f a c u l t y holding temporary appointments under c o l l e c t i v e agreement.) Owing to the nature of the study and i t s value i n helping our College a d m i n i s t r a t i o n and the f a c u l t y o r g a n i z a t i o n s to r e l a t e more knowledgeably and e f f e c t i v e l y to part-time f a c u l t y , we would l i k e to ask your a s s i s t a n c e i n completing the attached q u e s t i o n n a i r e . Please complete i t and r e t u r n i n che s e l f - a d d r e s s e d envelope w i t h i n one week, i f p o s s i b l e , a f t e r you receive i t . Please do not sign your name to the questionnaire. The r e s u l t s of the study w i l l be a v a i l a b l e around the end of February through the A s s o c i a t i o n , or the College a d m i n i s t r a t i o n , or by contacting the author of the study, E a r l Naismith, Douglas College, P.O. Box 2503, New Westminster, B.C., V3L 5B2 Thank you  f o r your a n t i c i p a t e d  B.A. B r i l l , President Langara Faculty A s s o c i a t i o n  nho lm ^ullaga ?iinuiijal  cooperation;  122  m  \  /  YQKSin VALLEY COLLEGE December 19th, 1977  Dear Colleague: The college has recently been asked to participate in a study on part-time* teaching faculty by a member of the teaching staff from Douglas College. He wishes to use the data for an M.A. Thesis on the topic "Profile and Problems of Part-Time Teaching Faculty in Selected B.C. Community Colleges." Because of the nature of this study and i t s value in helping our college administration and the Faculty Association to relate more knowledgeably and effectively with part-time faculty, we would l i k e to ask your assistance in f i l l i n g out the attached questionnaire. Please complete questionniare to end of page 7 ONLY, (question # 39). Should you wish to make additional suggestions or comments, please use the last page of the questionnaire. After the questionniare has been completed please return i t in the enclosed self-addressed envelope within one week, i f possible,after you have received i t . Please do not sign your name to the questionniare. Results of the study w i l l be made available to a l l faculty around the end of February through the College Faculty Association or by contacting the author of the study, Earl Naismith, Douglas College, P.O. Box 2503, New Westminster, V3L 5B2 ' ' Thank you very much for your cooperation.  W.R. BATE, DEAN OF INSTRUCTION  DON TUN'S TALL, 7  f ' PRESIDENT, F.S.A. . W E S T C A M P U S : 34194 Marshall Road, Abbotsford, B.C. V 2 S 5E4 (604) 853-7441 . E A S T C A M P U S : 45600 Airport Road, Chilliwack, B.C. V2P 6T4 (604) 792-0025 . R E G I O N A L O F F I C E S : Agassiz 792-2254, Hope 869-9991, Mission 826-9544 2/  123 Campus locations: Bin Avenue 4 McBride Blvd. New Westminster, S C Telephone 521 -4851 9260-140 Street Surrey, B.C. Telephone 588-44 n  douglcis college D e c e m b e r 12, 1977  D e a r Colleague:  Mail correspondence to. PO Box 2503 New Westminster British Columbia Canada, V3L5B2  5840 Cedarbndge Way Richmond, 8.C Telephone 273-5467 Educational Centre Essondale.B.C. Telephone 52 5- 9211  The College has recently b e e n asked to participate in a study on part-time* teaching faculty by a m e m b e r of the teaching staff from Douglas College. He wishes to use the data for an M.A. Thesis on the topic 'Profile and Problems of Part-Time Teaching Faculty in Selected B.C. C o m m u n i t y Colleges.' Because of the nature of this study and its value in helping our College administration and the Faculty Association to relate m o r e knowledgeably and effectively with part-time faculty, we would like to ask your assistance in filling out the attached questionnaire. Please return it in the enclosed self-addressed envelope within one w e e k , if possible, afcer you receive it. Please do not sign your n a m e C o the questionnaire. The results of the study will be m a d e available to all faculty around the end of February through the College Faculty Association, the Personnel office or by contacting the author of the study, Earl Naismith, Douglas College, P.O. Box 2503, N e w Westminster, V3L 5B2 T h a n k s very m u c h for your cooperation.  Principal  *Part-Time Teaching Facility M e m b e r is defined as one 1.  i h o teaches credit courses towards any formal certificate, diploma or transfer p r o g r a m in the college where, by credit is m e a n t achievem e n t by the student of defined curriculum standards, A N D  2.  w h o s e services can be terminated without cause at the end of the contract or appointment period.  124  January  6, 1978  Dear Col league:  The College has recently been asked to p a r t i c i p a t e in a study on p a r t - t i m e * teaching f a c u l t y by a member of the teaching s t a f f from Douglas C o l l e g e . He wishes to use the data for an M.A. Thesis on the t o p i c ' P r o f i l e and Problems of Part-Time Teaching Faculty in Selected B . C . Community C o l l e g e s ' . Because of the nature of this study and its value in helping our College a d m i n i s t r a t i o n and the Faculty A s s o c i a t i o n to r e l a t e more knowledgeably and e f f e c t i v e l y with part-time f a c u l t y , we wouId l i k e to ask your a s s i s t a n c e in f i l l i n g out the attached q u e s t i o n n a i r e . Please return i t in the enclosed s e l f - a d d r e s s e d envelope w i t h i n one week, i f p o s s i b l e , a f t e r you receive i t . Please do not sign your name to the q u e s t i o n n a i r e . The r e s u l t of the study w i l l be made a v a i l a b l e to a l l f a c u l t y around the end of February through the C o l l e g e Faculty A s s o c i a t i o n or by contacting the author of the study, Earl Naismith, Douglas C o l l e g e , P . O . Sox 2503, New Westminster, V3L 5B2 Thanks very much for your c o - o p e r a t i o n .  Pau1 Ga11agher Pr i nci pa 1  Gary Kr+gore ^ P r e s i d e n t , Faculty A s s o c i a t i o n *Part-Time Teaching Faculty Member is 1. 2.  defined as one who teaches c r e d i t courses towards any formal c e r t i f i c a t e , diploma or t r a n s f e r program in the c o l l e g e where, by c r e d i t is meant achievement by the student of defined curriculum standards, AND whose services can be terminated without cause at the end of the contract or appointment p e r i o d .  D^pp=  BRITISH  QA^.  37DO W I L L I N C D O N A V E N U E . BURNABY  I  COLUMBIA  INSTITUTE BRITISH C O L U M B I A  OF  TECHNOLOGY  C A N A D A V5G 3H2 AREA CODE 604 434-5734  125  February 3, 1973  Dear C o i l e g u a :  3 . C . I . T . has r e c e n t l y been asked to p a r t i c i p a t e i n a study on ^part-time teaching f a c u l t y by a member of the teaching s t a f f from Douglas C o l l e g e . He wishes to use the data : c r ar. M.A. Thesis on the t o p i c ' P r o f i l e and Problems of P a r t - T i n e Teaching Faculty i n Selected 3 . C . Community Colleges and the B . C . I n s t i t u t e of Technology'. Because of the nature of t h i s study and i t s value i n h e l p i n g our Admini s t r a t i o n and the Scarf Society to r a i a t a mora knowladgeably and e f f e c t i v e l y with p a r t - t i m e f a c u l t y , we would l i k e to ask your a s s i s t a n c e i n f i l l i n g out the attached q u e s t i o n n a i r e . Please return i t with your attendance bock w i t h i n one weak, i f p o s s i b l e , a f t e r vcu receive i t . Please co not s i g n your name to the q u e s t i o n n a i r e . Tha r e s u l t s of the study w i l l be cr.ace a v a i l a b l e to a l i f a c u l t y through tha Staff Society or by c o n t a c t i n g the author c f the study, E a r l Naismith, Douglas C o l l e g e , P . O . 3ox 2503, New Westminister, 3 . C . V3L 5B2 i nucn t o r your c c o c e r a t i o n .  ^^^^'Exacutive  "  D i r e c t o r , Tech. i d .  Pras-^dar.t, 3 . C . I . T .  Staff  3oci=  ' P a r t - T i t l e Teaching F a c u l t y Member is defined as one 1.  who teaches c r e d i t courses toward any formal c e r t i f i c a t e , diploma or t r a n s f e r programme i n the school where by, c r e d i t i s meant achievement by tha student of defined c u r r i c u l u m standards, .AND  2.  whose s e r v i c e s can be tartninatad without t r a c t c r appointment p e r i o d .  NOTE:  cause at the and of the c o n -  If you are a P.eguiar Employee of 3 . C . I . T . questionnaire.  plaase  DO NOT r i l l  in thi  126  126  Profile and Problems of Part Time Teaching Faculty In Selected B.C. Community Colleges PURPOSE OF THE STUDY Many college administrations and faculty association representatives have expressed interest in getting more comprehensive and accurate information on part-time faculty teaching in their colleges. Both agree it would assist greatly in the development of employment policies, of more effective personnel development programs, of more efficient hiring processes and of a more adequate data base for salary negotiation purposes. C  This data will also provide a valuable addition to research from similar questionnaires on college faculty and students conducted by the University of British Columbia.and B . C . Research. The results of this study will be made available to all faculty and administration as well as to those bodies who have a legitimate interest in the educational findings stemming from it.  Definition of Part-Time Faculty A part-time faculty member is one a)  who teaches credit courses towards any formal certificate, diploma or transfer program in the college where, by credit, is meant achievement by the student of defined curriculum standards  and b)  whose services can be terminated without cause at the end of the contract or appointment period.  Thanks very much for participating in this project.  t  127  QUESTIONNAIRE A  Profile  127  and Problems In Selected  of Part  Time  B.C. Community  Teaching  Faculty  Colleges  — NOTE — PART-TIME FACULTY: Complete Questionnaire A only and return booklet in enclosed self-addressed envelope. If teaching in colleges provides your principal source of income do not answer the questions marked with the symbol +. These are questions 3, 9, 10, 11, 23, and 39. Please do not include your name on this questionnaire. Comments would be appreciated with respect to any specific questions, or the questionnaire in general. Space is provided for this purpose under "general comments" at the end of this questionnaire. What is the N A M E O F T H E C O L L E C E ( S ) and C A M P U S you are presently teaching on? If you teach at more than one college P L E A S E R E C O R D the number from the list below of the one you will refer to for this study. Example: 5 indicates you teach at Fraser Valley College. Institution Use number Institution Use number B.C.l.T. 1 Vancouver Community College: Capilano College 2 K i n g Edward Campus 6 Douglas College 3 Langara Campus 7 East Kootenay College 4 V.V.I. 8 Fraser Valley College 5 PERSONAL 1. Age (Record one number) 1. 2. 3. 2.  — -  less than 25 . between 25 and 60 greater than 60  (2)  (3)  male female  0 to 15 minutes 16 to 60 minutes greater than 60 minutes  -  (4)  -  (5)  How long does it usually take you to travel to college from home? (Record one number) 1. 2. 3.  5.  record '2'  How long does it usually take you to travel to college from work! (Record one r umber) 1. 2. 3.  4  (D  EXAMPLE: If you are between 25 and 60  Sex 1. 2.  «.  (Parenthesised  0 to 15 minutes 16 to 60 minutes greater than 60 minutes  What is your approximate annual income from all sources? (Record one number) 1. 2. 3. 4.  (6)  50-510.000 $10,001-520,000 . . . $20,001-530,000 . . . greater than $30,000  0  128  5 T E A C H I N G E X P E R I E N C E (teaching includes instructing, counselling, consulting) 12.  .  1 2  "  In w h a t a r e a s h a v e y o u t a u g h t c o u r s e s ? (Record all that apply)  1. 2. 3. 4. 5. 6. 7. • 8. 9.  13.  1  —  (31)  secondary school (junior and senior) vocational or trade school college university industry/business/commerce labor education professional organization general interest courses in adult education  2 3 4 5 6 7 8 9  — — — — — —  (32) (33) (34) (35) (36) (37) (38) (39)  1 2 3  —  (40)  -  (41)  W h a t a r e a d o y o u u s u a l l y t e a c h i n ? (Record one number)  1. 2. 3. 4. 5.  14.  elementary ichool  academic (e.g. Sciences, Humanities, Business, etc. for university transfer) academic (e.g. Sciences, Humanities, Business, etc. for college credit only) technical/vocational/trades training (college credit) industrial or trade union courses other (specify then record number 5)  H o w m a n y y e a r s of t e a c h i n g e x p e r i e n c e d o y o u h a v e i n a l l a r e a s ? (Record one number)  (Give the cumulative total of years. Example: 3 contracts for 16 weeks each and a separate 2-year term of employment for teaching 3x16wks , , , , > = ~52^kT P y r S  1. 2. . 3. 4. 5.  15.  4  5  =  V r S  ( a  p r o x )  none less than 1 year 1-2 years 3-5 years greater than 5 years  1 2 3 4 5  H o w m a n y y e a r s of t e a c h i n g e x p e r i e n c e d o y o u h a v e i n c o m m u n i t y c o l l e g e s ? (Record one number)  (Give the cumulative total of years using the example in question 14.) 1. 2. 3. 4. 5.  16  none less than 1 year 1-2 years 3-5 years greater than 5 years  1  '  ( '  ~  ( '  42  2  3 4  5  In h o w m a n y i n s t i t u t i o n s / o r g a n i z a t i o n s a r e y o u p r e s e n t l y t e a c h i n g u n d e r c o n t r a c t ?  (Record one number) 1. 2. 3. 4. 5.  none 1 2 3 more- than 3  1 2 3 4 3  43  129  5 TEACHING EXPERIENCE (teaching includes instructing, counselling, consulting) 12.  In what areas have you taught courses? (Record all that apply) 1. 2. 3. 4. 5. 6. 7. 8. 9.  13.  elementary school secondary school (junior and senior) vocational or trade school college university industry/business/commerce labor education professional organization general interest courses in adult education  academic (e.g. Sciences, Humanities, Business, etc. for university transfer) academic (e.g. Sciences, Humanities, Business, etc. for college credit only) technical/vocational/trades training (college credit) industrial or trade union courses other (specify then record number 5)  1. 2. 3. 4. 5.  (31) (32) (33) (34) (35) (36) (37) (38) (39)  1 2 3 4 5  — (40)  none less than 1 year 1-2 years 3-5 years greater than 5 years  2 w  k  1 2 3 4 5  — (41)  s  '  How many years of teaching experience do you have in community colleges? (Record one number) (Cive the cumulative total of years using the example in question 14.) 1. 2. 3. 4. 5.  16.  — — — — — — — —  How many years of teaching experience do you have in all areas? (Record one number) (Cive the cumulative total of years. Example: 3 contracts for 16 weeks each and a separate 2-year term of employment for teaching 3x16wks , , , , , = + 2 yrs = 3 yrs (approx.) 5  15.  1 2 3 4 5 6 7 8 9  What area do you usually teach in? (Record one number) 1. 2. 3. 4. 5.  14.  12'  none less than 1 year 1-2 years • 3-5 years greater than 5 years  1 2 3 4 5  — (42)  1 2 3 ...4 5  — (43)  In how many institutions/organizations are you presently teaching under contract? (Record one number) 1. 2. 3. 4. 5.  none 1 2 3 more than 3  ..  17.  What is the longest period of time you have taught in any one community college? (Record one number) (Give the cumulative total of years using the example in question 14.) 1. 2. 3. 4.  18.  1 2 3 4  taught once only .... twice three times greater than three times  before 10 a.m 10a.m.-4p.m after 4 p . m evenly distributed  ~  12 3  ( &) 4  4  before 10 a.m 10a.m.-4p.m after 4 p.m no preference  1 2 3 4  —  (47)  Yes  1 .2  -  (48!  -  < >  If you have taught a laboratory or shop course in a college where there were technician assistants, were their services available to you? (Record one number) 1. 2. 1  Yes No ... Not sure  1  49  Does your present work experience contribute to the content of the course you are presently teaching? (Record one number) 1. 2. 3.  24.  (45)  4  No  *23  -  44  Do the courses you usually teach have a laboratory or shop component? 1.  22.  t )  During what hours of the day would you prefer to teach at a college? (Record one number) 1. 2. 3. 4.  21.  -  During what hours of the day have you usually taught college courses? (Record one number) 1. • 2. 3. 4.  20.  1  ....2 3  What is the greatest number of times you have repeated teaching the same course in any one community college? (Record one number) 1. 2. 3. 4.  19.  less than 1 year 1-2 years 3-5 years greater than 5 years  Directly Somewhat Not at all  Are you provided student or technician assistance by the college for marking test papers, lab reports, etc.? (Record one number)  • 2 3  -  131  7 131  INSTITUTIONAL R E L A T I O N S 25 f  Have you been invited to attend professional development programs in any of the colleges you now teach in? 1. 2.  26.  Yes No  Yes No  Yes No ... Not sure  -  (55)  .1  Yes No  -  (56)  Yes No Don't know  -  (57)  (58)  Yes No Don't know  Has anyone formally evaluated your teaching? (Record one number) 1. 2. 3.  0 33.  (54)  If you answered 'Yes' above, are you a voting member? (Record one number) 1. 2. 3.  32.  -  Are you a member of the college's Faculty Association? (Record one number) 1. 2. 3.  31.  Yes No ... Not sure  Were you interviewed for your part-time teaching position? (Record one number) 1. 2.  30.  (53)  Do you know if such policies exist? (Record one number) 1. 2. 3.  '0 29.  -  Have you ever been given written information by the college on its conditions of employment concerning part-time faculty? (Record one number) 1. 2. 3.  28.  (52)  If your reply above was 'Yes', did you attend any? (Record one number) 1. 2.  27  -  Yes No Don't know  ;•  '  (59)  2  Were you given an outline of the course you were expected to teach? (Record one number) 1. 2. 3.  Yes No ... Not sure  (60)  132  8 132  34  Were you given access to an office desk to work at? (Record one number) 1. 2. 3.  35.  Yes No Not sure  1 2 3  -  (61)  1 2 3  -  (62)  1 2 3 4 5 6 7 8  — — — — — — — —  (63) (64) (65) (66) (67) (68) (69) (70)  1 2 3  — (71)  1 2 3  -  Were you assigned a mail box in the college? (check one) 1. 2. 3.  Yes No Not sure  M O T I V A T I O N S FOR T E A C H I N G 36.  Why do you teach at a community college? (Please indicate the relative degree of importance of each item on the following gradient scale.) *w/A I M V j U R I  USE N U M B E R  Important  Important  1  2  Important  Important  3  Important  4  5  Examples in: 1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 37.  for money for the satisfaction of sharing knowledge for developing the opportunities of getting a full-time teaching position for the social prestige of teaching at a college to try out a new experience it's something to do it's a career choice other (specify and record one number)  approximately the same amount of time as in class less amount of time than in class greater amount of time than in class  Would you accept an offer of a full-time permanent teaching position if it were offered to you now at a salary on the latest college salary grid commensurate with your experience and credentials? (Record one number) (A full-time teaching position is one which can be terminated only with cause but which may not involve a full teaching load.) 1. 2. 3.  *39.  — (63) — (64)  How much time do you usually spend preparing for each class? (Record one number) 1. 2. 3.  38.  Money is a very important motive for me 1 Sharing knowledge is the least important reason I teach . 2  Yes No Don't know  (72)  On an hourly in-class basis, how do you compare the rate you are being paid for teaching with your full-time salary? (Exclude fringe benefits like medical plans, etc.) (Record one number) 1. 2. 3.  the rate for teaching is higher than my present full-time salary the rate for teaching is about the same as my present full-time salary the rate for teaching is lower than my full-time salary  1 .2 3  •>• — (73)  133  9  -GENERAL COMMENTS-  133  10  QUESTIONNAIRE 8  134  Profile and Problems of Part Time Teaching Faculty In Selected B.C. Community Colleges CLASSIFICATIONS OF P A R T - T I M E F A C U L T Y 1  Does your institution have a negotiated Faculty Association Agreement? (check one) 1. 2.  2.  Yes No  ,  • •  (1) (2)  • •  (1) (2)  • •  (1) (2)  Does the institution define a part-time faculty member in the Faculty Association Agreement? (check one) 1. 2.  3  Yes No  Are some of the part-time faculty eligible for full membership in the Faculty Association? (check one) 1. 2.  4.  Yes No  If the answer to (3) is 'yes', please specify which catagory of part-time faculty.  TIME ANALYSIS 5.  This table will show the distribution of part-time faculty in three main curriculum areas of the college, it also will show the ratio of part-time to full-time faculty for each of the semesters of the college year. The analysis should extend back to the first operating year of the college if records are available. U — University Transfer TV — Technical/Vocational TR — Training Programs (Apprentice, Pre-Apprentice  Year 1977 1976 1975 1974 1973 1972 1971 1970 (befoire. if available)  Spring Semester U TV TR  PT/FT U TV TR  Fall Semester U TV TR  PT/FT U TV TR  Summer Semester U TV TR  U  PT/FT TV TR  135  ii DUTIES A N D R E M U N E R A T I O N OF P A R T - T I M E F A C U L T Y 6  What is the basic salary (S/credit hr.) for part-time faculty? (fill in) 1. 2. 3.  7  No policy on this 0-10% of teaching hours 11-50% of teaching hours 51-100% of teaching hours Non-teaching activities not expected  Yes No  • • • • •  (1) (2) (3) (4) (5)  • •  (1) (2)  If the answer to (8) was 'Yes', which category of part-time faculty is eligible? Describe  IO.  Curriculum Area U TV TR  Are some of the part-time faculty eligible for full fringe benefits in the institution? (check one) 1. 2.  9.  /credit hour /credit hour /credit hour  To what extent does the institution expect its part-time faculty to be involved in non-teaching activities (committee work, office hours for students, etc.)? (check the most appropriate selection) 1. 2. 3. 4. 5.  8.  $ $ $  >  Does the institution have categories of part-time faculty which affect their remuneration? (check one) 1. 2.  Yes No  ° n> •  <' 2  W H I C H A D M I N I S T R A T I V E S E R V I C E S A R E A V A I L A B L E TO P A R T - T I M E F A C U L T Y A S C O M P A R E D TO T H O S E A V A I L A B L E TO F U L L - T I M E F A C U L T Y ? (check one each) 11  12.  13.  c 14.  Services from library staff 1.  same  •  (D  2.  not the same  CI  (2)  Bookstore purchasing privileges 1.  same  •  (U  2.  not the same  C  (2)  Laboratory technician assistant 1.  same  •  (1)  2.  not the same  •  (2)  • •  (D (2)  Marking assistance 1. same 2. not the same  136  136  12  15  A / V equipment sign-out privileges 1 2.  16  17  same privileges not the same privileges  C D  -C) (2)  Eligibility for enrolling as a student in other credit courses 1.  same privileges  Q  C)  2.  not the same privileges  O  (2)  Availability of copying and printing privileges 1  same privileges  —  0!  2.  not the same privileges  D  (2)  M A N A G E M E N T PROCESSES 8  Does the institution have a procedure for hiring part-time faculty in its Faculty Agreement? (check one) 1.  2. 9.  Yes No  •  n:  •  (2)  • Q 0 CI  (U (2) (3) (4)  • •  (D (2)  • • O O  (D (2) (3) (4)  Does the responsibility for the final selection of a part-time teaching faculty belong solely to the teaching department or discipline? (check one) 1.  2. 3. 4.  Yes No Sometimes No definite policy on this  10. Does the institution have a formal process for dismissing part-time faculty during a contract period? (check one) 1.  2. >1  Yes No  Are part-time faculty given formal preference in filling vacant full-time faculty positions? (check one) 1.  2. 3. 4.  Yes No Sometimes There is no definite policy  APPENDIX L  SUMMARY OF S T A T I S T I C A L PROCEDURES  1.  Z -  statistic  2.  Student's t - d i s t r i b u t i o n  3.  Chi-squared  4.  Kruskal-Wallis  Statistic Test  137  and C o n f i d e n c e  Intervals  138  APPENDIX L  S T A T I S T I C A L PROCEDURES  1.  Z-statlstic The z - s t a t i s t i c  i s a measure o f t h e p r o b a b i l i t y o f o c c u r r e n c e o f  a d e s i r e d event assuming a normal d i s t r i b u t i o n o f a l l p o s s i b l e events.  The z s c o r e i s g i v e n b y :  z where P  2.  = /pq/N ^  i s t h e p r o p o r t i o n o f d e s i r e d events i n t h e sample  p  i s the p r o p o r t i o n of d e s i r e d events i n the t o t a l population  q  i s e q u a l t o 1-p  N  i s t h e sample  size  Student's  t - d i s t r i b u t i o n and Confidence  Student's  t-distribution  s m a l l sample s i z e s .  where X  Intervals  i s an a d a p t a t i o n o f t h e z - s t a t i s t i c f o r  I t i s g i v e n by  i s t h e s a m p l e mean  y  i s t h e p o p u l a t i o n mean  s  i s t h e sample s t a n d a r d  N  i s t h e sample s i z e  deviation  (usually  l e s s t h a n 30)  139 The  confidence l i m i t s  X ± t  f o r t h e p o p u l a t i o n means a r e g i v e n b y :  S  c  / N Z I  X  i s t h e s a m p l e mean  t  i s t h e confidence c o e f f i c i e n t depending desired  S  i s t h e sample standard  N  i s t h e sample  Chi-squared  on t h e c o n f i d e n c e  deviation  size  Statistic 2  The  chi-square s t a t i s t i c  (X ) i s a measure o f t h e d i s c r e p a n c y  e x i s t i n g between observed  and e x p e c t e d f r e q u e n c i e s .  I t i s given  by: X  2  = °1 (  e  (o,  £  1  )  (  e  e  - e. )  2  Kruskal-Wallis  2 +  +  2  r —  2 ( o . - e.)  j=l  e. j  k  a r e t h e observed  e^  f r e q u e n c i e s o f each  event  a r e t h e expected f r e q u e n c i e s of each  event  Test  The K r u s k a l - W a l l i s If  + °2 - 2 >  l  e, k w h e r e o. 3  2  t e s t p r o v i d e s an H s t a t i s t i c  f o r ranked  data.  t h e r n a k s w i t h i n t r e a t m e n t c l a s s e s a r e a random sample f r o m a  common p o p u l a t i o n o f r a n k s t h e n t h e H s t a t i s t i c may b e u s e d w h e r e ; _ where  sums o f s q u a r e s mean s q u a r e d  both numerator  treatment total  and denominator  of v a r i a n c e d e f i n i t i o n .  have a standard  analysis  140  F o r f u r t h e r d e t a i l s on t h e H - s t a t i s t i c r e f e r  to S t a t i s t i c a l  i n E x p e r i m e n t a l D e s i g n , B . J . W i n e r , McGraw H i l l , p.  848.  2nd.  Principles  edition,  1971,  

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