Academic developers’ perceptions of support for sessional staff in Australia

ABSTRACT

There is a need to understand sessional staff experiences of professional development in universities, and as academic developers play a key part in university teaching and learning, they are well placed to provide this insight. The aim of this phenomenological study was to explore academic developers’ perceptions of support and development for sessional staff in universities. A national multi-institutional qualitative study was conducted with seven academic developers in five Australian universities. Findings highlight sessional staff development is not prioritised in universities, but there may be opportunities to enhance support for sessional staff at the department level.

KEYWORDS:

• Academic development
• academic developers
• casual academics
• higher education reform
• professional development
• sessional academics

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Vivien McComb

Vivien McComb has been the senior academic developer for more than 10 years at the University of Newcastle and is currently a PhD candidate. Her research and practice are focused on effective staff professional development in higher education.

Narelle Eather

Narelle Eather is an Associate Professor in the School of Education. She is an active member of the Priority Research Centre for Physical Activity and Nutrition at the University of Newcastle. Her research primarily focuses on pedagogy in higher education, as well as the promotion of physical activity, physical fitness, and well-being among children, youth, and adults.