File(s) not publicly available

Barriers to professional development among contingent academic employees: An Australian case study

journal contribution
posted on 24.08.2020, 00:00 by S Ryan, Asit BhattacharyyaAsit Bhattacharyya
Description The international higher education sector is increasingly reliant on precariously employed academic staff who deliver a significant proportion of teaching load. Although this is increasingly viewed as a risk to the quality of teaching and learning, there is little research that tests the proposition. We take up this challenge by analysing and comparing student course evaluations and the results of an online survey of sessional academics. Results show that the risk derives not from the sessionals themselves nor their teaching but from inadequate institutional support for and management of sessional academics.

History

Volume

18

Issue

4

Start Page

247

End Page

261

Number of Pages

15

eISSN

1447-9540

ISSN

1447-9494

Publisher

Common Ground Research Networks

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of Newcastle

Era Eligible

Yes

Journal

The International Journal of Learning: Annual Review