Developing a framework for university-wide improvement in the training and support of 'casual' academics
Bibliographic Data
| ID | 4545837 |
|---|---|
| Authors | Chi Baik (0000-0002-0480-5522, The University of Melbourne, corresponding author), Robin Naylor (0000-0001-6880-6463, La Trobe University), Linda Corrin (0000-0002-1593-3271, The University of Melbourne) |
| Year | 2018 |
| Volume | 40 |
| Issue | 4 |
| Pages | 375-389 |
| Publication date | 2018-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Higher Education Policy and Management (JOURNAL) |
| Journal identifiers | ISSN: 1360-080X • E-ISSN: 1469-9508 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1360080x.2018.1479948 |
| OpenAlex | W2805106351 |
| Language | EN |
| Citations received | 7 |
| References cited | 22 |
With the majority of undergraduate teaching in Australian higher education being undertaken by casual academics, ensuring adequate support for these staff to access support and professional development relating to teaching and learning is imperative. In this article, we profile the development and implementation of a university-wide strategic framework for training, support and recognition of the contributions of sessional teachers. The design of this framework was informed through an iterative process of research and consultation with key institutional stakeholders and has resulted in changes at a policy level as well as in the delivery of professional development programs for sessional teaching staff. The opportunities and challenges of this approach are discussed, as well as future directions and broader considerations for the support of sessional teachers in the Australian higher education context
Casual · Context (archaeology · Faculty Development · Higher education · Medical education · Pedagogy · Political science · Process (computing · Professional development · Public relations · Sociology · Computer Science · Education Systems and Policy · Higher Education Practises and Engagement · Medicine · Reflective Practices in Education
Teaching for diversity
Professional development through collaborative action research for early career academics - a collaborative auto-ethnography during the Covid-19 pandemic
Academic casualisation and precarity
What are the facilitators and barriers experienced by sessional academics during the process of onboarding
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
Ethical responsibilities of tenured academics supervising non-tenured researchers in times of neoliberalism and precarity
Centralising professional staff
A review of online course dropout research
Distributed Leadership in Higher Education
Predictors and outcomes of openness to changes in a reorganizing workplace.
A model for higher education policy review
New Media and the Coproduction of Safety
Leadership through fellowship
Rethinking Academic Work in the Global Era
Distributed leadership
Using workforce strategy to address academic casualisation
Assessing distributed leadership for learning and teaching quality
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |