Author ORCID Identifier:

https://orcid.org/0009-0005-6934-7058

Date of Graduation

12-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Pijanowski, John

Committee Member

Brady, Kevin

Second Committee Member

Hensley, Michael

Keywords

adjunct faculty retention; higher education; onboarding; professional development; rural community colleges

Abstract

Adjunct faculty constitute approximately 70% of the academic workforce in U.S. higher education, yet they often face challenges related to professional isolation, limited institutional support, and insufficient onboarding. This qualitative study explores how institutional connectedness influences adjunct faculty retention at a rural community college in the Midwest. Using a phenomenological approach, the research investigates the lived experiences of adjunct faculty, focusing on onboarding processes, professional development opportunities, and institutional culture. Findings highlight the critical role of structured onboarding, mentorship, and continuous professional development in fostering engagement and retention among adjunct faculty. The study underscores the importance of inclusive institutional practices and offers practical recommendations for enhancing faculty support systems, contributing to a more connected and committed adjunct workforce. These insights provide a framework for improving adjunct retention and sustaining academic quality in rural community colleges.

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