Citations (17)
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Chi Baik, Ryan Naylor & Linda Corrin. (2018) Developing a framework for university-wide improvement in the training and support of ‘casual’ academics. Journal of Higher Education Policy and Management 40:4, pages 375-389.
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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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Bonnie Amelia Dean, Kathryn Harden-Thew & Lisa Thomas. (2017) Building an online community to support the professional development of casual teachers. International Journal for Academic Development 22:1, pages 31-42.
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Kelly Richards, Tamara Bell & Angela Dwyer. (2017) Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons From a Faculty of Law Learning and Teaching Project. The Journal of Continuing Higher Education 65:1, pages 25-34.
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Katalin Dobos. (2011) “Serving two masters” – academics’ perspectives on working at an offshore campus in Malaysia. Educational Review 63:1, pages 19-35.
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Susan Krieg. (2010) Identity and knowledge work in a university tutorial. Higher Education Research & Development 29:4, pages 433-446.
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KathrynA. Sutherland. (2009) Nurturing undergraduate tutors’ role in the university teaching community. Mentoring & Tutoring: Partnership in Learning 17:2, pages 147-164.
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Valerie Anderson. (2007) Contingent and Marginalised? Academic development and part‐time teachers. International Journal for Academic Development 12:2, pages 111-121.
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Articles from other publishers (9)
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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Leanne S. Cowin & Robyn Moroney. (2018) Modelling job support, job fit, job role and job satisfaction for school of nursing sessional academic staff. BMC Nursing 17:1.
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Danielle Rhodes, Quentin A. Fogg & Michelle D. Lazarus. (2018) Dissecting the role of sessional anatomy teachers: A systematic literature review. Anatomical Sciences Education 11:4, pages 410-426.
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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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Kathy Courtney. (2012) Adapting Higher Education through Changes in Academic Work. Higher Education Quarterly 67:1, pages 40-55.
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Fiona McDermid, Kath Peters, Debra Jackson & John Daly. (2012) Factors contributing to the shortage of nurse faculty: A review of the literature. Nurse Education Today 32:5, pages 565-569.
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Erica Smith & Andrew Smith. (2011) Buying-out teaching for research: the views of academics and their managers. Higher Education 63:4, pages 455-472.
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Elizabeth J. Halcomb, Sharon Andrew, Kath Peters, Yenna Salamonson & Debra Jackson. (2010) Casualisation of the teaching workforce: Implications for nursing education. Nurse Education Today 30:6, pages 528-532.
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Sharon Andrew, Elizabeth J. Halcomb, Debra Jackson, Kath Peters & Yenna Salamonson. (2010) Sessional teachers in a BN program: Bridging the divide or widening the gap?. Nurse Education Today 30:5, pages 453-457.
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