Putting a Face on Contract Faculty Members: A Recent Study

Guest post by Kate Lawson for CAUT’s Fair Employment Week

Most of us would agree that academic jobs should be good jobs. But many of us have little knowledge of the real working conditions and academic background of contract faculty members, colleagues who are also known as “sessionals” or “part-timers.”

A recently published study by C.C. Field and G.A. Jones from the Ontario Institute for Studies in Education (OISE) provides much-needed data about who contract faculty are at Ontario universities.

If you think that “sessionals” teach “part-time” by choice, that they lack a terminal degree, do not engage in research, or teach “on the side” because they have a full-time job elsewhere, then you are thinking of what Field and Jones call classic sessionals. In their study, classics sessionals comprise 24.8% of those surveyed.

By contrast, 61.3% of contract faculty are what they term precarious sessionals who rely on their income from instructional work.

Field and Jones state that they use “the term ‘precarious’ for two reasons: first, many are working full-time equivalent workloads (when courses are available) on a semester-by semester basis, with little or no job security; and second, these sessionals are likely to be either hopeful or disillusioned with the idea of having a full-time permanent career in the academy.”

So who are the “precarious sessionals,” according to Field and Jones?

They are likely to be female (60.2%);
They are likely to hold a PhD (70.94%);
They are likely to work on short-term contracts of less than 6 months (53.9%);
They are likely to aspire to a full-time position with benefits in the academy.

Do “precarious sessionals” work part-time?

many are working full-time equivalent hours and course loads;
63.1% teach an average at least two or more courses per semester in the winter/fall.

Is the “precarious sessional” pool a transient one?

Field and Jones report: “One of the most surprising findings is that sessional faculty are not as transient a group as one might have anticipated. In fact, over 15% of our sample have been working for more than 15 years as a sessional instructor. Only 12.6% of respondents reported that they had worked one year or less, with 26.12% having between 2 and 4 years of experience, and 26.8% having between 5 and 8 years of experience. Those with 9 to 14 years of experience make up the final 17.8%. Roughly one-third of all respondents had 9 or more years of experience as a sessional instructor.”

Do “precarious sessionals” engage in research?

37% are pursuing an active program of research, even though research is typically unremunerated.

What are the effects on individuals of short-term contract work?

89% find short-term contractual employment to be a source of considerable personal strain (compared with only 29% of classic sessional faculty).

What do contract faculty earn through teaching on a sessional, part-time, or contract basis?

roughly 45% of sessional faculty earn less than $19,930 (the Low-income measure after tax);
25.6% earn between $19,930 and $39,999;
17.3% report a middle-class income of between $40,000 and $79,999;
2.6% of respondents earn more than $80,000

Field and Jones’ study also provides a lot of useful suggestions for department chairs at places such as UW. For example, in order to help improve the working conditions for contract faculty, chairs can try to ensure that they have:

Contracts issued well in advance of the teaching term;
Timely access to learning management systems, photocopiers, the library, and professional development opportunities;
Private office space so that contract faculty can meet students;
A stable email address;
Invitations to department meetings; and
Supplies such as whiteboard markers, paper, and letterhead.

If you care about the quality of higher education in Ontario, you should care about the working conditions of contract faculty members. I urge you to read the study in its entirety.

Field, C. C. & Jones, G.A. (2016). A Survey of Sessional Faculty in Ontario Publicly-Funded Universities. Toronto: Centre for the Study of Canadian and International Higher Education, OISE-University of Toronto.

New Report on Sessional Faculty in Ontario

Researchers at OISE have prepared a report on sessional faculty for the Ontario Ministry of Advanced Education and Skills Development. Sessional faculty are defined in this report as faculty members who are either hired course by course or on short-term contracts. The report studies sessional faculty at 12 Ontario universities.

The report is available on the Centre for the Study of Canadian and International Higher Education (CIHE) blog.

The Casualization of the Academic Workforce

Principal Threats to Academic Freedom

David Porreca, FAUW President

The Canadian Association of University Teachers – the umbrella organization representing 68,000 university faculty members and librarians nationwide – held its 74th Council April 25-28th, in Ottawa. I attended representing FAUW. Among the many issues and concerns that were discussed from Thursday to Sunday, threats to academic freedom in Canada loom large. The ten items below were identified as the principal threats to academic freedom currently prevalent in Canada.

Casualization of the academic workforce
Redefining the scope of academic freedom
Undermining the concept of tenure through permissive contracts
Discrimination and harassment of members of marginalized language groups
Loss of custody and control of faculty members’ records
New donor agreements and collaborations
Contracting out of academic work
Policies on “respectful workplace” / “civil discourse”
Diminution of civil liberties
Restriction of trade union rights

Over the next several months, but interspersed with items of immediate interest, a post about each of these threats will appear on this blog, beginning today.

Although other jurisdictions have advanced far more along the path of casualization than we have – over 70% of university and college teaching in the US is done by contract academic staff – UW finds itself particularly vulnerable to this trend. The research-intensive focus on our campus leads full-time faculty to want to reduce their teaching loads to leave more time for research. In fact, in the ten years I have been a faculty member at UW, my own department has gone from a 3-3 to a 2-2 teaching load to accommodate more time for research. I know of many other departments where the regular teaching load is even less.

From my perspective, the idea of a university is encapsulated by the dynamic interplay between teaching and research, between faculty members and students at all levels. Favouring one to the detriment of the other does a disservice to the idea and ideal of what activities a university should undertake and emphasize. Students deprived of being taught by researching faculty are not getting what they are paying for. Faculty members who limit their interaction with students whenever possible in favour of their research are at risk of missing out on the stimulating effect that transmitting their expertise viva voce can have: explaining complex concepts to a new audience often leads to clarification in one’s own mind, not to mention the useful feedback once can get from clever, critically-minded individuals from a younger generation.

The above observations lead me to ask: Who is doing all the teaching that used to get done when full-time faculty members taught more courses? Part of the answer resides in regular curriculum revisions that, in many cases, aim to reduce the full-time staffing necessary to deliver academic programs. These revisions, unless undertaken with the utmost care to avoid such an outcome, will tend to adversely affect the students’ experience compared to programs delivered, let’s say, a generation ago.

If teaching loads are being reduced and curricula remain viable and strong, inevitably the other part of the answer to the question posed above is ‘sessionals’, also known as ‘contract academic staff’ (or, at UW, as ‘adjuncts’) These people are practically by definition a casualized category of individuals who in many cases are parachuted in to cover gaps in what departments promise to teach in the course listings of the academic calendar. This trend toward casualization is particularly threatening to academic freedom and the quality of teaching students receive because those sessionals whom increasingly we entrust with the teaching of our students do not have tenure. Therefore, they are much, much more vulnerable than tenured faculty members to threats and pressures to modify what they teach for the sake of conforming to whatever ideological or personal flavour du jour that happens to prevail in their academic unit or institution.

One of the more pernicious knock-on effects of this casualization is a reduction in the professional consideration accorded to professors in their workplace and in society at large. On a local level, attempts to exert more control over the working lives of academics (e.g., through changes in practice over scheduling, or increasingly onerous accountability measures ranging from travel expenses to teaching curricula) are being resisted by FAUW on behalf of its members whenever possible. On a provincial level, we can see the end result of the process of de-professionalization in the treatment accorded to Ontario’s primary and secondary school teachers by our province’s government.

Essentially, our students deserve better than to see their university education be casualized and therefore become more conformist and less questioning of corporate or political agendas. Above all, we owe it to ourselves to resist casualization by emphasizing publicly and forcefully that we are purveyors of an essential public good: an educated citizenry that has witnessed the exercise of academic freedom, so that everyone’s civil liberties can be defended effectively when they come under threat, as they increasingly have been over the past 12+ years.

In related news, the contract academic staff at SJU have recently voted to join the SJU Academic Staff Association as a separate bargaining unit. How long will it be before their UW counterparts feel compelled by circumstance to do the same?