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

ABSTRACT

The aim of this study was to provide an integrated review of evidence published in the past decade around professional development for sessional staff in higher education. Using the Integrating Theory, Evidence and Action method, the review analysed recent evidence using the three principles of the Benchmarking Leadership and Advancement of Standards for Sessional Teaching project – Quality Learning and Teaching, Sessional Staff Support and Sustainability. Quality Learning and Teaching refers to issues affecting the quality of sessional staff teaching and learning, while Sessional Staff Support refers to the provision of consistent support and inclusive infrastructure for sessional staff. The Sustainability principle refers to practices that encourage the retention of good sessional staff and the pursuit of quality teaching. Clear themes emerge from the evidence that suggest long-standing structural issues that are yet to be effectively addressed. However, several examples of effective strategies were also identified, particularly around peer observation and mentorship.

KEYWORDS:

• Professional development
• higher education
• sessional staff
• benchmarking
• BLASST framework

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Danielle Hitch http://orcid.org/0000-0003-2798-2246

Paige Mahoney http://orcid.org/0000-0003-4719-6015

Susie Macfarlane http://orcid.org/0000-0002-8904-8945

Additional information

Funding

This study was undertaken as part of a larger project which was funded by the Australian Government Department of Education and Training’s Higher Education Participation and Partnerships Program (HEPP).