The relationship between socialization processes of adjunct nursing faculty and their attitude towards organizational commitment and professional development

Abstract

This study examined the organizational commitment and professional development of adjunct nursing faculty as it related to socialization processes provided by their organization. This study also investigated the independent variables that contributed to affective, continuance, and normative commitment. The study was conducted using an online Survey looking at the commitment levels of adjunct nursing faculty from nursing programs in New York State. Participants self-reported demographics which assisted in providing commonality among the participants, and completed two valid, published surveys; Eisenberger, Huntington, Hutchinson, and Sowa's (1986) Survey of Perceived Organizational Commitment (SPOC) and Allen and Meyer's (1990) Three Component Model (TCM) of Organizational Commitment. Results indicated that age, one independent variable, was found to be significant for continuance commitment between two age groups; 25–40 and 55 and greater. This finding leads academic administrators to focus on their multigenerational workforce needs, which now occupies many of their teaching positions. Further research is warranted to investigate the multigenerational nursing adjunct faculty member and the relationship socialization processes has on their organizational commitment and professional development.