Developing a framework for university-wide improvement in the training and support of ‘casual’ academics

ABSTRACT

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.

KEYWORDS:

• Casual academics
• sessional teachers
• institutional framework
• teaching quality

Disclosure statement

No potential conflict of interest was reported by the authors.