There is a comprehensive account of the troubles caused by reliance on academic contingent labor, this time from The Atlantic.
Here is short excerpt, appealing to evidence-based educational practice, which supports our negotiating goals of better job security and inclusion in institutional initiatives for the majority teachers:
So the real question is whether the shift to adjunct teaching has helped or hurt education outcomes. That turns out to be a hard question to answer definitively, because comprehensive data on student outcomes is hard to come by[…]
A study of community-college students found that those who had more exposure to part-time teachers were less likely to transfer to four-year universities. Another detailed study of six public universities within one state found that at four of those schools, freshmen who had more time with part-time faculty were substantially less likely to return sophomore year. Interestingly, however, at the other two universities in that state, freshmen with higher exposure to part-time teachers were slightly more likely to persist to sophomore year. The difference, the researchers discovered, is that these two schools gave their part-time instructors more support, including them, for instance, in new-faculty orientation programs .