Developing Effective Part-time Teachers in Higher Education
New Approaches to Professional Development
Part-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development.
Utilising real action research undertaken by expert practitioners from Australia, New Zealand and the UK, this book explains:
- What motivates part-time teachers;
- Developing effective policy and practice to support part-time teachers;
- What part-time teachers’ voices tell us about the content and delivery of induction programmes and ongoing support;
- The implications of change and future directions of Higher Education and part-time educators;
- How to build sustainable frameworks for the professional development of part-time staff.
Developing Effective Part-time Teachers in Higher Education explores the extent to which part-time staff are utilised, the effectiveness of their teaching, their integration into the broader teaching environment, and their training and development. This international text will prove an invaluable source for anyone involved in academic and educational staff development in Higher or Further Education, and is essential reading for Human Resources directors and managers, senior academics and all part-time teachers.
Table of Contents
Preface Tony Brand Acknowledgements Fran Beaton and Amanda Gilbert 1. Introduction: The Bigger Picture: the expansion of part-time teaching in HE and its consequences Amanda Gilbert Section 1. Context: An Overview of the Nature and Motivation of Part-time Teachers 2. Who are these people and why are they important? Bland Tomkinson 3. Determining the support needs of casual staff at the frontline Bronwyn Bevan-Smith, Jayne Keogh, Louise Kuchel and Bruce D’Arcy Section 2. Policy and Practice: First part - Developing Policy and Practice to Support Part-Time Teachers 4. Policy and practice to support part-time teachers at scale: the experience of the UK's Open University Anne Gaskell Second part - Developing Part-time Programmes to Support Part-time Teachers 5. What makes a really good support programme for part-time lecturers in Higher Education? Anne Lee 6. Developing scholarly tutors Kathryn Sutherland & Meegan Hall 7. How do we know it works? Coralie McCormack,Patricia Kelly, and Peter Donnan Third part- Focus on different types of part-time teachers 8. Welcome on Board Louise Wilson 9. Tutoring Online Pam Parker and Neil Sumner 10. All take and no give? Karen Starr Section 3. Implications and Future Directions 11. Building sustainable frameworks for the engagement and development of casual teaching staff Muyessur Durur 12. Academic Leadership: integrating part-timers into a team Shan Wareing 13. Future directions Fran Beaton
Fran Beaton is Senior Lecturer in Higher Education and Academic Practice at the University of Kent, UK.
Amanda Gilbert is Lecturer in Academic Development at Victoria University of Wellington, New Zealand.