Not Me, Not Here, Not Bad: A Phenomenological Study of the Experiences, Feelings, and Interpretations of Grade Inflation by Adjuncts Instructors

Abstract

The problem of grade inflation has become epidemic in higher education. The purpose of this research was to determine the experiences, perceptions, and interpretations of adjunct college instructors with the phenomenon of grade inflation. The researcher used a qualitative phenomenological study methodology. Twenty-three respondents participated in the research after being recruited through Facebook groups. They were interviewed by phone in semi-structured interviews. The data gathered indicated that adjuncts do not believe they are participants in grade inflation nor that their institutions are contributors to the problem, even though none of the instructors had received specific training in the prevention of grade inflation. The experience of grade inflation was common and most of the pressure came directly from students. The data suggests that schools should reexamine conclusions about the causes of grade inflation, encourage practitioners in the use of rubrics, reconsider allocation of resources, and rethink response to grade inflation. More research is recommended on the relationship between adjuncts and grade inflation. This research should include quantitative studies about adjuncts and their training about grade inflation.

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