Abstract
This article analyzes assimilation of adjunct faculty in higher education through an organizational communication lens, investigating how role ambiguity influences instructional quality, job satisfaction, and organizational commitment. Survey and archival evidence reveal that most institutions lack formal role definition, producing discrepant expectations between administrators and adjunct instructors regarding syllabi, office hours, advising, benefits, and governance participation. Drawing on role theory, the discussion identifies diminished performance and retention as consequences of unclear expectations, yet also uncovers opportunities to leverage adjunct expertise in curriculum innovation, student mentoring, and committee service. The article evaluates administrative strategies, contrasting directive role prescription with collaborative role negotiation, and emphasizes proactive socialization, realistic job previews, and mentoring as pathways to clarify institutional expectations and tap adjunct potential. Implications for faculty development, department leadership, and resource allocation are considered.
Recommended Citation
Monroe, Craig and Denman, Sarah
(1991)
"Assimilating Adjunct Faculty: Problems and Opportunities,"
Association for Communication Administration Bulletin: Vol. 77, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol77/iss1/9
