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What does the escalating number of part-time teachers in the workforce mean for Higher Education?

Beaton, Fran, Gilbert, Amanda (2012) What does the escalating number of part-time teachers in the workforce mean for Higher Education? In: SRHE conference, 12th - 14ty December 2012, Newport,Wales. (Unpublished) (KAR id:40868)

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Abstract

Higher Education is very different from how it was when academics, now on the verge of

differences is the increased proportion of academic and teaching staff working on nonstandard

numbers of academic staff on part-time and sessional contracts vary. OECD statistics, for

France to around 60% in Japan. Estimated figures for the UK (eg Armstrong 2011) put the

The numbers and diversity of part-time teachers reflect a number of changes in Higher

employed for their active professional expertise in, for instance, medicine and creative and

education in potential tension with student expectations.

study within it. The professional development of staff on non-standard contracts, exploring

educational outcomes for students is the subject of a forthcoming book (Authors, in press).

et al 2007; Locke 2007), empirical work and discussion of data drawn from a range of

and academic development, and discuss the implications of casualisation of academic

staff for the sector as a whole.

Item Type: Conference or workshop item (Paper)
Uncontrolled keywords: part-time teachers; global trends; professional development needs; implications for students
Subjects: L Education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Fran Beaton
Date Deposited: 28 Apr 2014 12:24 UTC
Last Modified: 16 Feb 2021 12:53 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/40868 (The current URI for this page, for reference purposes)
Beaton, Fran: https://orcid.org/0000-0003-4111-3020
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