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Academic development needs of part-time teachers in higher education: Are they being met?

Leigh, Jennifer S (2013) Academic development needs of part-time teachers in higher education: Are they being met? In: SRHE Conference 2013, December 2013, Wales. (Unpublished) (KAR id:58592)

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Abstract

Part-time teachers in higher education form a diverse group, and one that is increasing as employment patterns change. These individuals are often under-supported, with no systematic access to training or development. A survey was administered to part-time teachers at one University exploring the group demographics and how they perceived their opportunities for academic development. The invisibility of this group was made explicit, as the majority of the information provided by Human Resources was not up-to- date. Only 340/816 email addresses provided were current. Teaching hours worked by this group (n=78) varied from 5–260 per academic year.

The respondents were asked whether they were interested in professional development. 88% indicated that they wanted to continue to develop professionally. “Of course, development is always a good

“I would but I don't know what the options are"

There are implications for how programmes of professional and academic development should be re-modelled and targeted, to ensure that they are open to and accessible by part-time teachers in

“I still feel quite isolated and disposable!”

Item Type: Conference or workshop item (Poster)
Uncontrolled keywords: academic development; part-time teachers;
Subjects: L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Jennifer Leigh
Date Deposited: 03 Dec 2018 11:13 UTC
Last Modified: 16 Feb 2021 13:39 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/58592 (The current URI for this page, for reference purposes)
Leigh, Jennifer S: https://orcid.org/0000-0002-3672-1462
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