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

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...

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Bibliographic Details
Published inHigher education research and development Vol. 37; no. 2; pp. 285 - 300
Main Authors Hitch, Danielle, Mahoney, Paige, Macfarlane, Susie
Format Journal Article
LanguageEnglish
Published Routledge 23.02.2018
Subjects
Academic staff development
Benchmarking
BLASST framework
Casual employment
Evidence
Higher Education
Literature Reviews
Part Time Employment
Professional development
sessional staff
Staff Development
Sustainability
Teaching effectiveness
University teaching
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Summary: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.
Bibliography:Refereed article. Includes bibliographical references.
Higher Education Research and Development; v.37 n.2 p.285-300; March 2018
ISSN:0729-4360
1469-8366
DOI:10.1080/07294360.2017.1360844