"I still feel isolated and disposable": Perceptions of professional development for part-time teachers in HE

Leigh, Jennifer S (2014) "I still feel isolated and disposable": Perceptions of professional development for part-time teachers in HE. Journal of Perspectives in Applied Academic Practice, 2 (2). p. 105. ISSN doi:10.14297/jpaap.v2i2.105. (Full text available)


Part-time teachers form an increasingly large part of the workforce within the Academy, in the UK and internationally. They can be employed on sessional or hourly-paid lecturer contracts, and as casual employees are not always able to access professional or academic development and support that is available for other employees. In 2013/14, there has been extensive coverage in the national and higher education press about ‘zero-hours’ contracts. Although some part-time teachers are also graduate students and able to access development through graduate schools and the like, it is likely that many hourly-paid lecturers are left without support. A survey of hourly-paid lecturers at one University in the UK provided data on how these individuals perceived the support and development opportunities available to them. Accessing the hourly-paid lecturers was challenging. Unsurprisingly, given the difficulties in communicating with them as a cohesive group, 60% (n=78) reported that they were unable to access or unaware of any development opportunities. In addition, this group of UK part-time teachers reported feeling isolated and lacking in support, as has been reported by casual academics in Australia.

Item Type: Article
Uncontrolled keywords: Part-time teachers, Higher Education, graduate teachers, professional development
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Jennifer Leigh
Date Deposited: 06 Mar 2015 11:11 UTC
Last Modified: 05 Nov 2018 09:13 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/47562 (The current URI for this page, for reference purposes)
Leigh, Jennifer S: https://orcid.org/0000-0002-3672-1462
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