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Higher Education Research & Development Volume 37, 2018 - Issue 2
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Articles

Professional development for sessional staff in higher education: a review of current evidence

Danielle HitchSchool of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, AustraliaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-2798-2246View further author information
ORCID Icon,
Paige MahoneyCentre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Victoria, AustraliaORCID Iconhttp://orcid.org/0000-0003-4719-6015View further author information
ORCID Icon &
Susie MacfarlaneSchool of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Burwood, Victoria, AustraliaORCID Iconhttp://orcid.org/0000-0002-8904-8945View further author information
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Pages 285-300 | Received 23 Feb 2017, Accepted 21 Jul 2017, Published online: 03 Aug 2017

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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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Jaci Mason, Lynne D. Roberts & Helen Flavell. (2023) Consensus moderation and the sessional academic: valued or powerless and compliant?. International Journal for Academic Development 28:4, pages 468-480.
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Valeria S. Cotronei-Baird, Austin Chia, Angela Paladino & Alexandra Johnston. (2023) Examining the influence of professional development on tutors’ teaching philosophies. Higher Education Research & Development 42:6, pages 1338-1361.
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Juliana Ryan, Sophie Goldingay, Susie Macfarlane & Danielle Hitch. (2023) Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds. Teaching in Higher Education 28:4, pages 699-716.
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Vivien McComb & Narelle Eather. (2023) Academic developers’ perceptions of support for sessional staff in Australia. International Journal for Academic Development 28:2, pages 124-136.
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Jo-Anne Luck, Ritesh Chugh, Darren Turnbull & Edward Rytas Pember. (2022) Glitches and hitches: sessional academic staff viewpoints on academic integrity and academic misconduct. Higher Education Research & Development 41:4, pages 1152-1167.
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Alan Floyd. (2022) Investigating the PDR process in a UK university: continuing professional development or performativity?. Professional Development in Education 48:2, pages 315-329.
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Fadia Nasser-Abu Alhija & Barbara Fresko. (2021) Challenges of being a graduate teaching assistant. Higher Education Research & Development 40:6, pages 1220-1235.
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Vivien McComb, Narelle Eather & Scott Imig. (2021) Casual academic staff experiences in higher education: insights for academic development. International Journal for Academic Development 26:1, pages 95-105.
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Kathryn E. Wenham, Faith Valencia-Forrester & Bridget Backhaus. (2020) Make or break: the role and support needs of academic advisors in work-integrated learning courses. Higher Education Research & Development 39:5, pages 1026-1039.
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Fadia Nasser-Abu Alhija & Barbara Fresko. (2020) Graduate teaching assistants: motives, difficulties and professional interactions and their relationship to perceived benefits. Higher Education Research & Development 39:3, pages 546-560.
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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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Peter Kilgour, Daniel Reynaud, Maria Northcote, Catherine McLoughlin & Kevin P. Gosselin. (2019) Threshold concepts about online pedagogy for novice online teachers in higher education. Higher Education Research & Development 38:7, pages 1417-1431.
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Julia Richardson, Dorothy Wardale & Linley Lord. (2019) The ‘double-edged sword’ of a sessional academic career. Higher Education Research & Development 38:3, pages 623-637.
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Vivien McComb & Narelle Eather. An investigation of sessional staff support, development, and psychosocial wellbeing in Australian universities. Studies in Higher Education 0:0, pages 1-12.
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