While different people may hold different opinions about adjunct faculties, first of all it would be of great importance to elaborate on a small history on how adjunct faculties first gained popularity. According to Cohen and Brawer (2003), adjunct faculties were started so that they can accommodate the working but class who wanted to continue with their education part time. In many cases, these classes met outside the schedule of normal university or college program. Learners met over the weekends and late in the evening. Ryland (2007) observes they were among the fist-organized group of people to use modern technology such as video conferencing and instructional television.
In a fast changing world where students have to do attend classes and work at the same time for a master’s degree, such faculties as adjunct come very handy to enable people balance both their jobs and classes. This is a big benefit for those who are married and have responsibilities pressing on them. For learners, it is about being in a position to accomplish a college degree without necessarily having to attend classes or lectures full time. These colleges also happen to have been among some of the first ones to offer specialized training. Other scholars have observed that having Adjunct faculties benefits the stakeholders in this kind of pattern. Scheppers (2001) argues that having adjunct faculties in institutions is seen, as a cheap form of management by colleges since part time employees do not get entitled to other things like insurance cover, no befits in short. However, some scholars are concerned that hiring adjuncts raise concern about the image of the institutions of higher learning. Baldwin (2001) for example sees adjuncts as a workforce that may make higher education institutions be seen as, unprofessional, inefficient and as offering poor quality of education quality. Lurie (2007) claims that adjunct faculties at community colleges are usually poorly paid and remunerated and workers have no stake in the in places of work. Problem and Purpose Student satisfaction in the kind of education they are being given is not dependent on who gives it but how well they are taught and motivated to understand the teaching-learning objectives. Masson and Weller (2000) claim that it is, in many cases, in the event that students do not get time for practical skills that they get dissatisfied. Arbaugh (2000) identifies four factors that can influence a student’s learning. He talks of flexibility, perceived usefulness and ease of the course, ease and emphasis on interaction, and experiences with engagement. The quality of instruction provided by Adjunct would also matter to enable a learner understand concepts taught. Puplampu (2004) observes that sometimes there is the tendency of part time instructors trying to keep their students happy in order to keep their jobs. He remarks that this may actually compromise effective teaching of critical thinking aspects of the subject. The purpose of this study therefore is to find out whether there is a correlation between the number of students who graduate from a community college after quality learning and the number of part time instructors in that college in a neo-liberal economy. Methodology The research question and hypothesis were approached by seeking to answer the following questions from previous surveys that addressed issues related to the hypothesis. Community colleges