Participation of full-time, non-tenure-track faculty in school-level goveranance and decision making 

The work identity of full‐time non‐tenure‐track faculty at a four year research university 

Part-time non-tenure track faculty, motivation, and departmental governance: a grounded theory approach 

Developing effective mentoring programs for non-tenure track faculty 

Experiences in academic governance and decision-making of full-time nontenure track faculty in communications fields 

Faculty perceptions of barriers: gender and ethnicity differences among tenured and tenure-track faculty in the University of California system 

Supporting non-tenure-track faculty in a physical therapy program: a case study 

How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college? 

Part-time and time faculty conceptualizations of academic community: a case study 

Underrepresentation of African American faculty in higher education: an improvement model dissertation 

Reforming Ph.D. programs to address the changing academic labor market 

The mid-career void: Understanding the path from associate to full professor 

Part-time faculty and their sense of belonging 

Experience of belonging for full-time hybrid physical therapy faculty 

Teaching quality in Zhejiang University of Technology 

Evaluating how education faculty spend their time at a private research university 

Factors influencing the success of Black male faculty at a Predominantly White Institution 

Impact of tenure on the professional motivation of civil servants 

Globalization, internationalization and the faculty: culture and perception of full-time faculty at a research university 

The perceived barriers of nursing faculty presence in an asynchronous online learning environment: a case study 

The principal's perspective of current tenure practices 

Will school-based online faculty development be an effective tool for their professional growth? 

Decolonizing faculty time and compensation for equity work at the community college: a mixed-methods study at a large California community college 

Supporting contingent faculty at Nina University: an evaluation study 

Inclusion of adjunct faculty in the community college culture