The part-time assistant professor in the Spanish university from an autoethnographic approach

What is it about?

MAIN IDEA: Empowering Part-Time Professors: Enhancing Roles and Impact in Spanish Universities. This article explores the growing presence of part-time assistant professors in Spanish universities since the 1980s, particularly following the economic crisis of 2010. It addresses the controversies surrounding this role and the challenges faced by these educators. Through a collaborative autoethnographic approach, the study aims to improve the management and conditions for part-time assistant professors, identifying aspects that can enhance their competencies and contributions to educational quality. The emphasis on improving management practices and fostering dialogue is commendable, as it can lead to meaningful changes in how universities support their faculty. Overall, this research has the potential to drive positive transformations within Spanish universities, benefiting both educators and students alike.

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Photo by Changbok Ko on Unsplash

Photo by Changbok Ko on Unsplash

Why is it important?

This research is significant because it highlights an increasingly important segment of the university faculty that often faces challenges and underrepresentation. By focusing on improving the working conditions and recognition of part-time assistant professors, the study contributes to enhancing educational quality and service in Spanish universities. Additionally, it encourages reflection and dialogue among various stakeholders, including educators, policymakers, and academic institutions, ultimately fostering a more supportive environment for these professionals.

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