A Phenomenological Study Exploring Full-time Non-tenure Track Faculty Perceptions of Mattering and Engagement
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Higher Edu and Learning Technology
Date of Award
Fall 2025
Abstract
This phenomenological study explored how full-time non-tenure track (FTNTT) faculty at Texas four-year institutions experience institutional mattering. Despite FTNTT faculty comprising a growing percentage of full-time appointments, limited research examines their experiences of mattering and engagement within institutions. Using an adapted UniversityMattering Scale (UMS), this study investigated how FTNTT faculty experience awareness, importance, reliance, ego-extension, and appreciation in their professional roles. Through surveys and interviews completed by faculty across diverse institutional contexts, the study revealed three major findings. First, institutions depend heavily on FTNTT faculty for essential functions but provide limited reciprocal investment. Second, meaningful recognition occurred at department levels through individual administrators. Third, student relationships emerged as the primary source of validation to sustain engagement. Findings suggest the need for institutional policy reform and department-level leadership practices that align institutional dependence with reciprocal investment, moving from ad hoc support to systematic structures recognizing FTNTT faculty as permanent, valued members of the academic workforce.
Advisor
Leslie Ekpe
Subject Categories
Education
Recommended Citation
Hudson, Jennifer Elaine, "A Phenomenological Study Exploring Full-time Non-tenure Track Faculty Perceptions of Mattering and Engagement" (2025). Electronic Theses & Dissertations. 1323.
https://lair.etamu.edu/etd/1323
