Coffee house ethnography - can
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 which 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. coffee house ethnography
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