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

journal contribution
posted on 2018-01-01, 00:00 authored by Danielle HitchDanielle Hitch, Paige MahoneyPaige Mahoney, Susie MacfarlaneSusie Macfarlane
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.

History

Journal

Higher education research and development

Volume

37

Issue

2

Pagination

285 - 300

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0729-4360

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2017, HERDSA