Unmasking The Hidden Struggles of UL’s Part-Timers
PHOTO: The Author
By Danicius Kaihenneh Sengbeh*
INTRODUCTION
The plight of part-time lecturers at the University of Liberia is a story all too familiar to many who have walked this path. Despite their dedication, these educators often find themselves somewhat undervalued and sometimes undercompensated, creating a pervasive sense of neglect and marginalization within the academic community. In this reflection, I share light on the ongoing challenges faced by part-time lecturers at my alma mater and call for urgent reforms to rectify this situation.
RETURNING TO MY ALMA MATER: A DREAM REALIZED
Returning from graduate school in Sweden with a Master’s in Media and Communication Studies on June 11, 2022, I began teaching as a part-time lecturer at the state-owned University of Liberia (UL), my Alma Mater, on June 27. Even before my return, the UL, through the Department of Media and Communication Studies (which remains in dire need of qualified lecturers), had contacted me and offered a full-time position. However, due to my existing job and the two-year study leave granted by my generous employers (with an agreement to return and serve at least two more years), I declined the full-time offer. Given the nature and intensity of my work, I also chose to teach only one course per semester. Despite being contacted by two other universities, I decided to serve my Alma Mater. This is the university where I spent 10 years to honestly earn a Bachelor’s in Mass Communication. Yes, 10 years – the war and endless instabilities.
THE MOTIVATION TO GIVE BACK
Teaching at the University had always been a dream of mine. I have long felt a duty to give back to society in any way I can. When I learn new ideas, skills, and attitudes, I feel compelled to share them with others to help them reach my level or surpass it. The knowledge I have acquired came from others who also learned from others. They shared, and that’s how I got it. So, why should I be selfish with it? In other words, I agreed to be a lecturer at UL because it was part of my career plan—it was in my nature. That’s why when I applied in 2019 to study at Lund University, returning to teach at UL or any other university or college in Liberia was one of my motivations. Therefore, when UL contacted me, it felt like my prayers were answered. Before even entering Liberia, I had already signed my first contract to lecture. I was excited!
I felt obligated to join the DCMS because I had observed a significant brain drain in the media and communication profession in our country. Only a few Liberians residing in Liberia held graduate degrees in Media and Communication Studies. Many of our more experienced professionals, who were qualified to lecture or give back, were simply not interested in doing so. Maybe, I am now understanding why they acted the way they did, and still do. Tragically, most of those who had taught us had either passed away (Joe W. Mulbah, Alhaji G.V. Kromah, Musu Haddad, James Worlo, etc.) or were old, engaged, and moving toward retirement (Aaron Kollie, Richmond Anderson). New media theories in the digital age had emerged, calling for fresh blood to complement the older generation in preparing the next generation of journalists and communicators.
Another reason I was motivated to teach at the university was my desire to help make a difference. While there were credible instructors teaching media courses, during my college journey, I encountered lecturers of courses from other departments who were stumbling blocks to quality education, initiating acts that would encourage teacher-students corruption. Because some of us were not prepared to succumb to such academic dishonesty, we ended up with “Incomplete” (“I”) grades on our grade sheets, where we would have otherwise earned at least a B. I had to repeat a few courses, including French, English, and other elective courses like ROTC—not because I failed them, but because I couldn’t meet the demands as a struggling self-sponsored student.
Even when I could later afford to, I chose not to participate in unethical practices, as it would have tainted my academic integrity – the lesson I try to impact today. I’ve promised myself that as a university lecturer it’s better to stop teaching than to exploit students, many of whom find it difficult to pay their fees or even transport themselves to class. If I can, I should rather buy them lunch. Exploiting students leaves a lasting impact in their lives—it’s unforgettable—and I’ve vowed not to walk that path. This is the difference I bring. I bring a Lund University student-centric teaching approach, and it is indeed different.
MY EXPERIENCE AS A LECTURER: A JOURNEY OF DEDICATION
I have confidently lectured two journalism courses (JOUR 205 – Introduction to Journalism and JOUR 208 – Elections Reporting) over the past four semesters, or two years, at UL. I have enjoyed teaching. I have thoroughly researched, prepared, and delivered lectures in line with the assigned course outlines, and I have skillfully developed curricula and course materials to suit students’ learning needs. This has involved professionally and ethically administering and grading assignments, tests, and exams, and submitting grades as required by the university’s policy. I have also competently supervised students in writing theses for graduation and served on panels evaluating these theses. Through these activities, I have gained the ability to inspire students with my passion and professional teaching style, while also developing the flexibility, resilience, and willingness to work long hours in researching and evaluating students’ performances. This has paid off so well for my person: in June 2023, I was recognized and honored as the Most Outstanding Faculty in the Department of Media and Communication Studies. Frankly, I felt so proud, and this motivated me to strive to do even better. I am trying my best to give back my best to produce the best.
THE UNFAIR TREATMENT OF PART-TIME LECTURERS
However, while I achieve my career goal of giving back to my alma mater and helping to mold the minds of future journalists and communicators, it is disheartening to note that part-time lecturers at the university, me included, are not treated fairly. Part-timers, who are treated as contractors, are paid per course—typically US$500 for a 3-credit-hour course over an entire semester, with no other benefits. Yes, that’s it. No problem. We accept it.
Meanwhile, since my time at the UL, it has been evident that part-time instructors are consistently undervalued and deprived of the respect commensurate with their contributions. Semester after semester, these dedicated educators find themselves needing to plead, complain, appeal of protest for the meager compensation they are offered, almost as if they are reduced to begging for charity. This recurring lack of acknowledgment and fair treatment has fostered a demeaning atmosphere for part-time instructors, who often feel marginalized and neglected within the university community. Since the outgoing semester started in January, most part-timers have not been paid, while full-time and other university staff have reportedly received their salaries. As of the week of Independence Day (July 26), part-timers have been given conflicting information about their salaries, even as the university prepares for graduation and the start of next semester. There was hope that with a new administration, the recurrent poor treatment of part-timers would change, but it seems it’s the same old story at UL. Part-timers haven’t been rescued.
THE ROLE OF THE UNIVERSITY OF LIBERIA FACULTY ASSOCIATION
The University of Liberia Faculty Association, in solidarity with part-timers, occasionally finds it necessary to resort to drastic measures, such as threatening to cease teaching or withholding student grades, to ensure remuneration for these essential educators are settled. It is disheartening that part-time instructors are frequently relegated to the status of outsiders or orphans within the university structure, seemingly disconnected from the institution’s familial embrace. The ugliest part of this situation is that when they finally receive their overdue pay, some of them experience significant deductions. Paying in Liberian dollars seems to be a strategy used to drastically cut salaries. For instance, in 2023, while the exchange rate was nearing L$190 to US$1, lecturers were paid at a rate of L$160. Many lecturers found themselves shortchanged by around L$10,000, which they were supposed to be reimbursed, though majority has yet to receive their due compensation, according to my information. Imagine, for example, deducting L$10,000 from about 100 lecturers. Do the math. This is sad! And if this is not witchcraft, then, I would call it injustice and ruthless corruption.
THE IMPERATIVE FOR REFORM: RECOGNIZING THE VALUE OF PART-TIME LECTURERS
At this point, it is imperative that the UL reevaluates its treatment of part-time instructors, recognizing their valuable contributions and affording them the dignity and respect they deserve. The UL must nurture a culture of inclusivity and appreciation for all members of the academic community, the university can create a more harmonious and supportive environment conducive to the growth and success of both students and educators alike.
UL authorities are aware of these issues but seem to downplay the importance of part-timers. Research elsewhere has shown that part-time lecturers often bring specialized knowledge and real-world experience to the classroom. This is particularly valuable in fields that are rapidly evolving or where practical, industry-specific skills are critical. They help bridge the gap between academic theory and practical application. For example, whenever I am teaching Introduction to Journalism or Elections Reporting, I’m not just teaching theory—I’m sharing practical experiences. I practiced journalism for at least 15 consecutive years, covering two national elections and numerous by-elections in Liberia, besides covering the National Legislature, and the Executive Mansion. Students learn from these experiences, and that’s the value part-timers bring to their classrooms.
Moreover, the university should understand that part-time lecturers can be more cost-effective for the university compared to full-time faculty, as they are often hired on a per-course basis and do not typically receive the same level of benefits. This allows the university to allocate resources more efficiently. Unfortunately, this doesn’t seem to be the case with the UL Administration. Part-timers seem to be punished harshly for being the channel through which professional and quality practical education is provided to future leaders. Yes, that’s how it appears.
A CALL FOR INCLUSIVITY AND RESPECT
In this reflection on the unkind treatment of part-time instructors at the UL, I have highlighted an issue that impacts not only the instructors themselves but also the broader academic community. The consistent undervaluation and lack of respect for these educators are indeed troubling, especially considering their crucial role in the university’s functioning. Their marginalization, along with the need to repeatedly fight for fair compensation, creates a toxic environment that undermines their contributions and can potentially diminish the overall quality of education.
The solidarity actions and involvement of the University of Liberia Faculty Association underscore the severity of the issue, even though some part-timers have also undervalued these interventions as unsustainable. The continuous mistreatment of these educators is a clear indication that the system is failing to support its educators adequately. Relegating part-time instructors to a status akin to outsiders or orphans within the university not only harms their morale but also negatively impacts the institution’s reputation and the educational experience of the students. This unwholesome practice by one university administration after another must not be a characteristic of the new administration of President Joseph Nyuma Boakai, who campaigned on the AREST platform, where the “E” stands for improved and quality education.
MOVING FORWARD: CREATING A MORE INCLUSIVE ACADEMIC ENVIRONMENT
It is indeed imperative that the university leadership takes a proactive approach to reevaluating and improving the treatment of part-time instructors. The UL must recognize the contributions of part-timers and integrate them more fully into the academic community by paying them on time and not subjecting them to begging for their earned compensation. This suggests that the University of Liberia should foster a more inclusive and respectful academic environment. Such a change would benefit everyone involved—creating a more positive and productive atmosphere for educators, enhancing the educational experience for students, and ultimately strengthening the university as a whole.
FINAL THOUGHTS
Let me reiterate that part-time lecturers are integral to the University of Liberia’s ability to deliver a diverse, flexible, and relevant education to its students. Their contributions enhance the university’s academic offerings, support its full-time faculty, and ensure that students receive a well-rounded education that prepares them for the demands of the workforce. When they contribute in this way, they should not be rewarded with dishonor, disrespect, degradation, or treated like orphans and outsiders._____
Danicius Kaihenneh Sengbeh is an award-winning journalist and seasoned media and communication professional with over two decades of impactful experience. Since 2001, his career has spanned roles in mainstream journalism, social justice advocacy, and corporate communication. He currently serves as the Manager for Communication, Media, and Public Affairs at the Liberia Revenue Authority and lectures in Journalism at the University of Liberia’s Department of Communication and Media Studies. He can be reached via +231777586531/dakasen1978@yahoo.com**
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