Sick Role Theory Literature Review
As an emerging and significant trend in higher education, this study aims to examine the precarious faculty experience through autoethnographic methods that reflects on my personal experience as a precarious faculty member working at four different higher education institutions in British Columbia from the Private Online University, City College, the Teaching University, and the Institute.
I focus on three themes: the faculty interview process, being evaluated as a precarious faculty member, and resources that I was given or not. A literature review precedes each personal autoethnographic account; I then proceed to compare and contrast my personal experiences with that of the literature as a way to examine the ways in Revview my experiences working as a precarious faculty member are consistent with, and divergent from the literature.
To conclude, I suggest that there is a lack of standard processes and practices when it comes to hiring precarious faculty. I also suggest that good student evaluations of teaching lead to reappointment for precarious faculty. In terms of performance evaluations, I stress the importance of communication and suggest that precarious faculty are evaluated sometimes both formally, and informally. Finally, in terms of resources, I echo the literature that office space is a place of power, and that professional development is a two-way street.]
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