Citations (42)
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Aparna Datey. (2023) Design conversations and informal chats: ‘situated’ professional development, community, and casual tutors in undergraduate architectural design education. International Journal for Academic Development 28:4, pages 411-424.
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Rhys J. Williams. (2022) The effect of casual teaching on student satisfaction: evidence from the UK. Education Economics 30:1, pages 91-111.
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Dan Abell & Karen Becker. (2021) Enhancing university employer attractiveness for the next generation of academics. Journal of Higher Education Policy and Management 43:5, pages 457-473.
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Marilyn Clarke. (2021) Employing industry experts as casual academics: value-adding or undervalued?. Labour and Industry 31:2, pages 152-170.
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Agnes Bosanquet, Lilia Mantai & Vanessa Fredericks. (2020) Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics. Teaching in Higher Education 25:6, pages 736-749.
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Navé Wald & Tony Harland. (2020) Rethinking the teaching roles and assessment responsibilities of student teaching assistants. Journal of Further and Higher Education 44:1, pages 43-53.
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Danielle Hitch, Paige Mahoney & Susie Macfarlane. (2018) Professional development for sessional staff in higher education: a review of current evidence. Higher Education Research & Development 37:2, pages 285-300.
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Bopelo Boitshwarelo & Sivaram Vemuri. (2017) Conceptualising strategic alignment between curriculum and pedagogy through a learning design framework. International Journal for Academic Development 22:4, pages 278-292.
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Tomás Dwyer. (2017) Persistence in higher education through student–faculty interactions in the classroom of a commuter institution. Innovations in Education and Teaching International 54:4, pages 325-334.
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Gail Crimmins, Gregory Nash, Florin Oprescu, Kristel Alla, Ginna Brock, Bree Hickson-Jamieson & Caitlin Noakes. (2016) Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?. Assessment & Evaluation in Higher Education 41:3, pages 427-441.
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Gail Crimmins. (2016) The spaces and places that women casual academics (often fail to) inhabit. Higher Education Research & Development 35:1, pages 45-57.
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Megan Kimber & Lisa C. Ehrich. (2015) Are Australia’s universities in deficit? A tale of generic managers, audit culture and casualisation. Journal of Higher Education Policy and Management 37:1, pages 83-97.
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Sarah Richardson & Ali Radloff. (2014) Allies in learning: critical insights into the importance of staff–student interactions in university education. Teaching in Higher Education 19:6, pages 603-615.
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Jenni Lynne Underhill, Jenny Clarence-Fincham & Nadine Petersen. (2014) Developing a mentorship programme for junior lecturers working with student tutors at a South African university: Emerging shifts in pedagogy and identity. Education as Change 18:2, pages 357-371.
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Toomas Truuvert. (2014) Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. Studies in Higher Education 39:1, pages 20-33.
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Suzanne Ryan, John Burgess, Julia Connell & Egbert Groen. (2013) Casual Academic Staff in an Australian University: Marginalised and excluded. Tertiary Education and Management 19:2, pages 161-175.
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Articles from other publishers (26)
Kübra Yenel & Ali Duran. (2024) Invisible Educators: Understanding the Role and Impact of Casual Relief Teachers in Turkish Schools. Uluslararası Türk Eğitim Bilimleri Dergisi 12:1, pages 455-499.
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Emma Sadera, Elina E.K. Suonio, Joseph Chih-Chien Chen, Rowan Herbert, Dennis Hsu, Branka Bogdan & Bridget Kool. (2024) Strategies and approaches for delivering sustainable training and professional development of graduate teaching assistants, teaching assistants, and tutors: a scoping review. Journal of Applied Research in Higher Education.
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Dinislam Abdulgalimov, Reuben Kirkham, Stephen Lindsay, James Nicholson, Vasilis Vlachokyriakos, Emily Dao, Daniel Kos, Daniel Jitnah, Pam Briggs & Patrick Olivier. (2023) Designing for the Embedding of Employee Voice. Proceedings of the ACM on Human-Computer Interaction 7:CSCW1, pages 1-31.
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Daron Benjamin Loo. (2023) Should we trust the university casual academic? A narrative inquiry case study. Research in Education, pages 003452372311694.
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Amrinder Khosa, Steven Burch & Esin Ozdil. (2023) Casual Accounting Academics' Sense of Dignity and Inclusion in the Workplace. Issues in Accounting Education 38:1, pages 87-108.
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Cornelia Connolly. (2022) Exploring Human Resource Management Practices in University Initial Teacher Education: An Analytical Framework. Journal of Education Human Resources 40:4, pages 588-599.
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Shameka Stanford & Ovetta Harris. (2019) An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas. Perspectives of the ASHA Special Interest Groups 4:5, pages 991-1016.
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Leah East, Kathleen Peters, Elizabeth Halcomb, Debra Raymond & Yenna Salamonson. (2014) Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing. Nurse Education in Practice 14:5, pages 461-467.
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Carmela Briguglio & Shalini Watson. (2014) Embedding English language across the curriculum in higher education: A continuum of development support. The Australian Journal of Language and Literacy 37:1, pages 67-74.
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