institutional data suggest entertainment and music business
programs have historically relied heavily on part-time
faculty for delivery of their programs. This study analyzes faculty
course evaluations and surveys to examine the relationships between
course rigor, anticipated and earned final grades, faculty
and support, and the amount of time students spend outside the
preparing for class. Analyses of by-course data found no significant
differences between student opinions of part-time and full-time faculty
performance and/or courses taught by adjunct or full-time instructors.
here suggest that the evaluation and comparison of faculty performance,
across courses and between full- and part-time instructors, when
based on student-generated perceptual data, may be highly unreliable
should be used with great caution.