Supporting part-time teachers and contract faculty

Beaton, Fran (2016) Supporting part-time teachers and contract faculty. In: Advancing Practice in Academic Development. Routledge, London & New York. ISBN 978-1-138-85471-0. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Abstract

Unprecedented increase in access to higher education over the past decade, particularly in the UK and Canada has required Higher Education Institutions (HEIs) to employ more instructors, increasingly on contractually limited arrangements. What began as a short-term solution has now become the norm in many countries. In some disciplines, for example professional and practice-based subjects, there is a history of employing staff/faculty on contractual basis, bringing valuable professional and industrial experience. Contextual pressures influence universities: changing expectations of their nature and purpose, the relationship between students and universities, changes in curriculum and teaching. At the same time, potential students and future employers scrutinise student satisfaction with the quality of their education. Public support for permanent/tenured positions has declined (Kezar, Maxey and Eaton 2014) and there is a demand for a more flexible workforce. These conceptual and practical considerations are crucial to effective support for part-time and contractual staff. This chapter includes a series of case studies and examples from the literature, intended to illuminate good practice in the support and development of these instructors.

Item Type: Book section
Uncontrolled keywords: part-time teachers; professional development; policy changes and university expectations
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Fran Beaton
Date Deposited: 21 Oct 2016 12:51 UTC
Last Modified: 13 Jul 2017 23:00 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/57992 (The current URI for this page, for reference purposes)
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