The Relationship between Professional Identity and the State of Flow in Adjunct Faculty Leaders

The Relationship between Professional Identity and the State of Flow in Adjunct Faculty Leaders

Kristan M. Price Mason | 2020

Abstract

A phenomenological bounded case study was performed, which involved interviewing seven adjunct leaders to address two research questions, in order to understand the relationship between professional identity and the capacity to achieve the state of flow among adjunct faculty leaders in higher education. After answering questions to indicate; (a) professional affiliation identifying with their role as an adjunct, and (b) achieving flow in their position, participants answered 10 open-ended questions during an individual interview. The findings of this study suggest that adjunct leaders serve as leaders in academia as; (a) lifelong learners, (b) knowledge workers, and most often (c) serve in multiple work roles along with their peers. The shared characteristics amongst adjunct leaders who achieve flow per the findings of this study include but are not limited to; (a) an authentic leadership style, (b) a high standard for self, (c) a desire/passion for teaching, and (d) an investment in students. This research contributes to the existing literature on the role of adjunct instructors in higher education. In this study two existing gaps in the literature on adjunct instructors are also addressed which includes, (a) the leadership role undertaken by the academic adjuncts along with their faculty peers, and (b) the relationship between professional identity and achievement of flow among adjunct leaders. The intent of this study is to contribute to the existing literature by identifying self-motivated, engaged adjunct professors, and discerning common traits in their professional identity, and its relationship to their capacity to experience a state of flow as leaders.