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The educational services industry was the second largest industry in the economy in 2004, providing jobs for about 13.0 million workers, more than 12.8 million wage and salary workers. The employment outlook for education workers is very strong.
In addition to schools seeking traditional faculty and leaders, a growing majority of higher education institutions are now providing online courses. Millions of corporate employees are receiving online training. Someone must be available to facilitate all of these online courses. The demand for online faculty is rapidly growing.
One of the challenges facing institutions which provide distance learning courses is identifying experienced, qualified faculty. Schools and corporations are often flooded with applications and resumes to teach online courses. Managing this workflow becomes a major task in itself. SmarterFaculty is the premium solution for finding online faculty. Institutions can simply log into SmarterFaculty and search for the faculty they need by specific search criteria.
So whether you are a faculty member looking to expand your academic influence or an educational or corporate institution looking to identify prospective faculty and leaders, SmarterFaculty is your online staffing solution.
Brief Literature Review About Online Faculty
According to Shelton and Saltsman (2006), the escalating attractiveness of distance education courses has encouraged the employment of a rapidly increasing number of adjunct faculty (AAUP, 2005b; Carnevale, 2004, April; Chen, 2002; Hickey, 2005). Puzziferro-Schnitzer and Kissinger (2005) suggest additional requests for online courses have risen beyond the ability of current full-time faculty to fulfill these course offerings making it necessary for colleges to employ additional adjuncts to fill these teaching positions. Cataldi, Fahimi, Bradburn, and Zimbler (2005) found over 66% of public community college faculty and nearly 34% of public four-year institution faculty were classified by their institutions as part-time faculty during the fall of 2003. Another study conducted by the American Association of University Professors (AAUP) (2005a) suggests the overall percentage of part-time faculty to be as high as 46%. These rising figures also indicate a direct connection between the growing popularity of distance education courses and the increasing number of adjunct faculty responsible for online instruction in a majority of online programs (AAUP, 2005a; Chen, 2002; Shelton & Saltsman, 2006).
AAUP. (2005a). Background facts on contingent faculty. Retrieved May 22, 2006, from http://www.aaup.org/Issues/Contingent/Ptfacts.htm#faculty
AAUP. (2005b). Trends in faculty status, 1975-2003. Retrieved June 1, 2006, from http://www.aaup.org/Issues/Contingent/Fac Status Trend.pdf
Cataldi, E. F., Fahimi, M., Bradburn, E. M., & Zimbler, L. (2005). 2004 National study of postsecondary faculty (NSOPF:04) report on faculty and instructional staff in fall (NCES Report No. 2005-172). Washington, DC: U. S. Department of Education, Institute of Educational Sciences.
Carnevale, D. (2004a). Distance education: Keeping up with exploding demand. The Chronicle of Higher Education, 50(21), B8.
Chen, X. (2002). Teaching undergraduates in U. S. postsecondary institutions: Fall 1998 [Electronic Version]. Retrieved May 29, 2009 from http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2002209.
Hickey, R. (2005). Giving Part-Time Online Instructors What They Need. Distance Education Report, 9(24), 8-6. Retrieved May 30, 2009 from EBSCOhost database.
Puzziferro-Schnitzer, M., & Kissinger, J. (2005). Supporting online adjunct faculty: A virtual mentoring program [Electronic Version]. Journal of Asynchronous Learning Networks, 9. Retrieved April 22, 2006 from http://www.sloan-c.org/publications/jaln/v9n2/v9n2_puzziferro.asp.
Shelton, K., & Saltsman, G. (2006). Faculty Issues in Online Education, University Business (Vol. 9, pp. 73-76): Professional Media Group, LLC.