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Articles Hiring of part-time university faculty on the increase1 Introduction In 1990, Statistics Canada conducted a survey to shed light on the increasing reliance of Canadian universities on part-time faculty to deliver their programs. Using data from the Parttime University and College Academic Staff Survey (PTUCASS), this study provides a profile of this growing group of faculty over the period 1990–1991 to 1997–1998, and it includes a comparison of part-time and full-time faculty.

What you should know about … … the data

Teresa Omiecinski Culture, Tourism and the Centre for Education Statistics Telephone: (613) 951-5093 E-mail: [email protected]

Education Quarterly Review, 2003, Vol. 9, no. 3

The Part-time University and College Academic Staff Survey (PTUCASS) gathers information on part-time teaching staff. This survey, an annual census of Canadian degree-granting institutions, asks each institution to submit information on its part-time teaching staff.2 It collects basic demographic information—such as age and gender—and job-related individual information—such as level of education and the year that the highest degree was earned. In addition, it gathers appointment-level information for up to five appointments that any individual may have held in a single year. Appointment-level information includes salary, type of appointment, status of the appointment, start and end date of the appointment, teaching load and subject taught. In the PT-UCASS, ‘part-time’ staff includes staff appointed on a full-time basis whose term of appointment is less than 12 months; staff appointed on a part-time basis (fractional load); and full-time staff who have an overload appointment3 (only the overload portion is reported to this survey). Teaching staff includes only those faculty teaching a credit course, whether it is taught on or off campus or during the intersession or summer session. This definition excludes graduate teaching assistants—unless they have a regular part-time teaching contract to teach a credit course; staff who are required to teach intersession or summer session as part of their regular duties; administrators responsible for university administration; librarians; and others.4

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Part-time university faculty

Outside Quebec, the number of part-time faculty hired by universities increased from an estimated 16,289 in 1990–1991 to 17,535 in 1997– 1998. This is equivalent5 to 6,656 full-time staff in 1990–1991 or 7,102 in 1997–1998.

Information collected for each teacher includes age, highest degree earned, the year in which the highest degree was earned and whether the individual is represented by a bargaining agent. Information is also collected on the contracts or appointments that parttime faculty hold at an institution. Data specific to the contract are collected on up to five appointments, even though a part-time teacher could hold more than that five. Such information includes the salary, length of appointment, type of appointment, subject taught and number of courses taught.

During the same period (1990–1997), the corresponding number of full-time faculty outside Quebec decreased by 9%, or 2,228 teachers. Enrolment, measured in full-time equivalents, rose 5% over the same period. Between 1990–1991 and 1997–1998, parttime faculty increased in all provinces except Ontario. The largest increases occurred in Nova Scotia (33%), the remaining Atlantic provinces (27%) and British Columbia (25%).

… the analysis Missing data were imputed using a regression procedure based on reported information for the following four elements: part-time staff, number of appointments, teaching load and full-time teaching equivalent at an institution level.

Findings Part-time faculty growing Canadian universities have been relying more and more on part-time faculty to deliver their educational programs. Between 1990–1991 and 1997–1998, the number of part-time faculty in Canada increased 10%—from 25,700 in 1990–1991 to 28,200 in 1997– 1998.

The situation in Ontario was quite different. With the exception of 1997–1998, the number of parttime faculty decreased steadily since 1990–1991, dropping by more than 4%. Full-time teaching equivalents also declined (5%). In a survey of member institutions that had collected information on the total salary bill spent on part-time faculty salaries, the Council of Ontario Universities recorded a similar trend: a decrease of 7% between 1990– 1991 and 1997–1998.6 Not only had part-time faculty declined in Ontario since 1990–1991, full-time faculty also dropped 13% between 1990–1991 and 1997–1998, while enrolment increased 1% over that period.

Table 1

Number of part-time teachers1 Province Newfoundland and Labrador, Prince Edward Island and New Brunswick2 Nova Scotia Quebec Ontario Manitoba Saskatchewan Alberta British Columbia Total

1990–1991

1991–1992

1992–1993

1993–1994

1994–1995 1995–1996

1,141 1,059 9,383 9,116 727 887 1,612 1,747

1,272 1,162 9,621 9,161 727 925 1,543 1,883

1,345 1,164 9,686 8,937 848 896 1,577 1,974

1,416 1,205 9,526 8,587 785 944 1,625 1,979

1,515 1,365 9,771 8,561 880 983 1,694 2,146

25,672

26,294

26,427

26,067

26,915

1996–1997

1997–1998

1,523 1,393 10,196 8,501 857 973 1,729 2,043

1,647 1,375 10,040 8,257 859 1,000 1,726 1,997

1,447 1,409 10,687 8,717 892 1,054 1,838 2,178

27,215

26,901

28,222

Notes: 1. Includes reported and estimated data. 2. Newfoundland and Labrador and Prince Edward Island have only one institution each that is included in the Part-time University and College Academic Staff Survey (PT-UCASS). To protect the confidentiality of information of these institutions, they have been aggregated with New Brunswick. Source: Part-time University and College Academic Staff Survey.

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Education Quarterly Review, 2003, Vol. 9, no. 3

Part-time university faculty Table 2

Full-time teaching equivalence1 Province

1990–1991

1991–1992

1992–1993

1993–1994

1994–1995 1995–1996

1996–1997 1997–1998

Newfoundland and Labrador, Prince Edward Island and New Brunswick2 Nova Scotia Quebec 3 Ontario Manitoba Saskatchewan Alberta British Columbia

476.51 431.38 .. 3,694.33 291.74 362.78 674.79 724.91

533.29 458.31 .. 3,796.91 287.83 386.01 645.00 790.37

501.79 439.33 .. 3,955.29 305.99 323.34 577.11 734.61

578.83 495.93 .. 3,822.09 310.05 384.18 649.74 765.00

632.29 559.41 .. 3,486.29 318.62 432.22 678.49 883.25

619.58 572.33 .. 3,463.27 333.95 403.49 720.83 856.71

649.02 540.20 .. 3,214.18 325.79 394.58 680.32 766.36

588.03 554.85 .. 3,521.02 349.63 420.44 741.98 926.34

Total

6,656.44

6,907.72

6,837.46

7,005.82

6,990.57

6,970.16

6,570.45

7,102.29

Notes: .. Figures not available. 1. Includes reported and estimated data. 2. Newfoundland and Labrador and Prince Edward Island have only one institution each that is included in the Part-time University and College Academic Staff Survey (PT-UCASS). To protect the confidentiality of information of these institutions, they have been aggregated with New Brunswick. 3. Data are not available for Quebec. Source: Part-time University and College Academic Staff Survey.

Graph 1

Indices of full-time and part-time faculty and full-time equivalent students, 1990 =100 115 110

Part-time faculty Full-time equivalent students

105 100 95 90

Full-time faculty

58% of part-time faculty. Likewise, while 72% of full-time faculty were between the ages of 40 and 59, only 55% of part-timers were of the same age. And while 82% of full-time faculty had a PhD, only 42% of their part-time colleagues held a PhD; another 38% of part-time faculty held just a master’s degree. However, one similarity existed between fulltime and part-time faculty: at least half taught in the Social Sciences and Humanities field, 49% for fulltime faculty and 58% for part-time. In 1997–1998, some 40% of undergraduate students were enrolled in this field.

85 80 1990– 1991– 1992– 1993– 1994– 1995– 1996– 1997– 1991 1992 1993 1994 1995 1996 1997 1998 Source: Part-time University and College Academic Staff Survey.

Typical full-time faculty members are middleaged males … In 1997–1998, the average full-time faculty member was a male between the ages of 40 and 59, who had a PhD and was teaching in the Social Sciences and Humanities field. … but part-time faculty are more diverse The typical part-time faculty member in 1997–1998 was not so easy to define. While males accounted for 74% of full-time faculty, they accounted for only Education Quarterly Review, 2003, Vol. 9, no. 3

Men outnumbered women on faculties in all provinces Male faculty outnumbered their female counterparts in both part-time and full-time positions. Men accounted for an average of 58% of part-time faculty and 74% of full-time faculty, outnumbering women in every province from 1990–1991 to 1997–1998. The proportion of women in part-time positions remained relatively constant between 1990–1991 and 1997–1998. However, the proportion of female fulltime faculty had steadily increased since 1990–1991. From 1990–1991, the proportion of women in fulltime faculty increased by 6%, while the proportion of men decreased by the same percentage. During the same period, female full-time faculty numbers grew by 1,250 and those of their male counterparts dropped by 3,700. The growth in full-time faculty occurred mostly in the 50- to 59-year-old group; in Statistics Canada – Catalogue no. 81-003

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Part-time university faculty

1997–1998, 32% of all women were in this age group, up from 22% in 1990–1991. During that period, the proportion of all women in the 30- to 39year-old group dropped from 30% to 22%. Graph 2

Proportion of females for part-time and full-time faculty

Women as a percentage of total 50 Part-time faculty

40 30 Full-time faculty

20 10 0 1990– 1991– 1992– 1993– 1994– 1995– 1996– 1997– 1991 1992 1993 1994 1995 1996 1997 1998 Source: Part-time University and College Academic Staff Survey.

Fields of study: men in sciences, women in health Over the eight-year period, Social Sciences and Humanities accounted for the largest number of both part-time and full-time faculty. In fact, approximately half of part-time and full-time teachers taught in this field. The Social Sciences attracted the largest proportion of graduate and undergraduate students because they include popular courses of study such as Business Administration and Commerce, Administrative Studies (such as public and health administration), Economics, Law and Criminology, Environmental Studies, Psychology and Sociology. In 1997–1998, Social Sciences and Humanities was the most populous teaching field for both parttime and full-time faculty.

and Physical Sciences. In 1990–1991, these ratios had been 10 to 1 and 4 to 1, respectively. The picture was much more dramatic for full-time faculty: in 1997–1998, females were outnumbered 12 to 1 in Engineering and almost 9 to 1 in Mathematics and Physical Sciences. In contrast, eight years earlier, men had vastly outnumbered women in these fields: 28.5 to 1 for Engineering and almost 14 to 1 for Mathematics and Physical Sciences. Between 1990–1991 and 1997–1998, men outnumbered women in almost all teaching fields except Nursing, which was dominated by women, for both full-time and part-time faculty. Part-time female faculty slightly outnumbered men in Agricultural and Biological Sciences in 1992–1993, 1994–1995 and 1996–1997. In 1997–1998, for fulltime faculty, the ratio of men to women ranged from a low of about 2 to 1 in Education to a high of 12 to 1 in Engineering; for part-time faculty, the ratio ranged from just over 1 to 1—with men barely outnumbering women—in Fine and Applied Arts to about 5 to 1 in Engineering. Although male faculty outnumbered female faculty in almost all fields, the reverse was true for full-time equivalent graduate and undergraduate enrolment, where women outnumbered male students in all faculties except Engineering and Mathematics/Physical Sciences.

Graph 3

Part-time and full-time faculty by subject, 1997–1998

% 40 35 30 25 20 15 10

In 1997–1998, part-time male faculty outnumbered their female counterparts by almost 5 to 1 for Engineering and 3.5 to 1 for Mathematics 12

Statistics Canada – Catalogue no. 81-003

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Part-tim e facu lty

Mathematics and Computer Sciences

Health Professions and Occupations

Engineering and Applied Sciences

Agricultural and Biological Sciences

Social Sciences and related

Humanities and related

Fine and Applied Arts

0 Education

Engineering and Mathematics/Physical Sciences are subjects traditionally dominated by men (in 1997–1998, three-quarters of students registered in these fields were men). Male teachers also dominated these fields, although for both part-time and full-time faculty this gap between the sexes had narrowed over the eight-year period.

Fu ll-tim e facu lty

Source: Part-time University and College Academic Staff Survey.

Education Quarterly Review, 2003, Vol. 9, no. 3

Part-time university faculty

Part-time staff is younger

Graph 4

Part-time faculty tend to be younger than full-time faculty. In 1997–1998, 37% of part-time faculty were under 40 years of age, 33% were between 40 and 49 years of age and those 50 and older represented 30%. In comparison, 17% of the full-time faculty were under 40 years of age, 33% in their forties and the remaining 50% were 50 years and older. A higher percentage of female than male part-time faculty were under 40 years of age (41% versus 34%).

Part-time and full-time faculty by age, 1997–1998

Part-time faculty members who were teaching on an overload contract were older, overall, than their part-time colleagues, mirroring the age distribution of full-time faculty: in 1997–1998, almost 80% were over 40 years of age, compared with over 50% of faculty members who had a full-time contract of less than 12 months and 61% who were teaching a fractional load. Over the eight years covered by this study, the numbers of men and women in part-time faculty were approximately equal among those who were less than 30 years old, but the proportion of men increased progressively as they got older. Qualifications are higher for full-time faculty In 1997–1998, full-time faculty had higher levels of education than part-time faculty: 82% of full-time faculty had a PhD, compared with only 42% of parttime faculty. Those who held a master’s degree as their highest qualification made up 38% of part-time and 15% of full-time faculty. Male faculty members also had higher levels of education than their female counterparts. For example, in 1997–1998, male part-time faculty who had a PhD accounted for 50% of the total male parttime faculty, while only 29% of female part-time faculty had a PhD. A similar trend appears for fulltime faculty with a PhD: 85% of males, compared with 72% of females.

Education Quarterly Review, 2003, Vol. 9, no. 3

Full-time faculty

Part-time faculty

Less than 40 years 40 to 49 years Over 50 years

Source: Part-time University and College Academic Staff Survey.

Most contracts are less than a year long Most part-time faculty have contracts less than a year long. Just over 75% of contracts reported in 1997– 1998 were up to four months’ duration and 21% were for four to eight months. This coincides with the time normally required to complete a half or full course at the undergraduate level. These contracts paid average salaries of $4,366 and $8,423, respectively, levels that were then within the range generally paid for teaching one half or full course. Indeed, 85% of contracts reported by the survey in 1997–1998 had been to teach up to one course, suggesting that parttime faculty would likely have had to supplement their earnings in other ways. There are a variety of reasons for working part time, including supplementing income, meeting family commitments, staying abreast of developments in one’s speciality—and even for the joy of teaching. For some part-time faculty, teaching may not be the sole source of income, and it may not be a stepping stone for full-time tenured employment in the academic world. Of contracts reported to the survey, nearly 88% of the part-time faculty were hired for teaching only, compared with only 2% who had to teach with other related duties and 9% who were tenured or leading to tenure.

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Part-time university faculty

Part-time contracts: gender and age differences In this survey, part-time contracts are categorized into three groups. The smallest group, representing approximately 4% of reported contracts in 1997– 1998, consists of faculty members carrying what would be considered a full teaching load for less than 12 months. By far the largest group—over 80% of part-time contracts—contains staff teaching two courses or a ‘fractional load.’ The last group, which comprises faculty teaching an overload (usually fulltime staff who teach additional courses), accounts for 13% of reported part-time contracts. Graph 5

Faculty by status, 1997–1998

Full-time faculty, less than 12 months Part-time faculty, fractional load Overload

Source: Part-time University and College Academic Staff Survey.

From 1992–1993 to 1997–1998—information on overload was not collected in 1990–1991 and 1991–1992—men outnumbered women 3 to 1 for those staff who had an overload contract. This mirrored the gender split for full-time faculty, where men accounted for almost 75% of staff in 1997– 1998. Men were generally 55% of part-time staff and women 45% in other faculty categories. Part-time faculty members who carry a full teaching load for 12 months tend to be younger than other part-time staff. In 1997–1998, some 80% of these staff members were under 50 years of age, compared with 72% of staff who taught a fractional load and 54% who taught overload courses. On the other hand, part-time faculty members teaching overload courses reflected the older ages of full-time faculty: 41% of them were over 50, compared with 24% of faculty teaching a fractional load and only 18% teaching full time less that 12 months.

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Most part-time faculty members teach less than one course per year. In 1997–1998, 87% of parttime fractional load contracts and 88% of overload contracts were for teaching up to one course. For those teaching full time less than 12 months, nearly 46% had contracts to teach up to one course, 14% taught two courses, 25% had three courses and 15% were teaching four or more courses. The majority of staff teaching a fractional load—as well as faculty who had an overload contract—earned between $2,000 and $6,000 per contract. Almost two-thirds of staff teaching a full load for less than 12 months earned in excess of $10,000 per appointment.

Conclusion The delivery of courses by part-time staff at Canadian universities is no longer a new phenomenon but a reality of university staffing. Part-time faculty hired by universities increased from 25,700 in 1990–1991 to 28,200 in 1997–1998, up nearly 10%. Full-time faculty hired by universities decreased about 8% over the same period. Men continued to outnumber women in both part-time and full-time positions in Canadian universities. In 1997–1998, some 58% of part-time faculty and 74% of full-time faculty were men. In terms of fields of study, over the same eight-year period Social Sciences and Humanities accounted for the largest number of both part-time and fu1ltime faculty in Canadian universities, where about one-half of all part-time and full-time teachers taught in this field. This study used data from the PT-UCASS to provide a profile of part-time staff members. However, the survey is also a source of information to compare part-time staff with their full-time counterparts. In order to supplement this paper’s statistical introduction to this group of faculty members, areas for future research could include an analysis of salaries of part-time staff and of level of education of part-time faculty by subject taught, and a comparison of part-time faculty in universities with EQR part-time faculty in colleges.

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Part-time university faculty

Notes 1.

2.

3. 4.

The author would like to thank Sandy Mac (Household Survey Methods Division) for the assistance and advice she provided in the preparation of this paper. Other Statistics Canada surveys include the Full-time University and College Academic Staff Survey (FTUCASS), which gathers information on full-time teaching staff, and the Annual Community College Educational Staff Survey (ACCESS), which gathers information on teaching staff at community colleges. ‘Overload’ generally refers to full-time staff who teach additional courses. This includes non-academic support staff, markers, demonstrators, lab assistants, clinicians, medical and

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5.

6.

dental faculties, those who teach preschool students and those who were teaching for 12 months but opted for a reduced load. The full-time teaching equivalent relates the teaching load assignment of the part-time faculty—as opposed to total workload assignment—to the normal teaching load under regular conditions that may be assigned to a full-time teacher in the same discipline or faculty. These numbers exclude Quebec, for which data on the fulltime teaching equivalents are not yet available. w w w. c o u . o n . c a / p u b l i c a t i o n s / b r i e f s _ r e p o r t s / facts_and_figures_2000/factsfigs2000.htm (last accessed August 12, 2003).

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