Special Issue (early 2017)
Quality learning and teaching with sessional/adjunct/casual teachers: Systematising good practice for academic development
Internationally, a reliance on sessional academics* for university teaching has become institutionalised (Coates & Goedegebuure, 2010; Parker, 2012). The global trend is that the reliance on sessionals will continue and even increase (Jaschik & Lederman, 2015) and thus sessional teachers are an important cohort within the tertiary education workforce.
While they are a diverse cohort, the data on sessionals are limited which makes it more challenging to have a systematic approach to supporting them with professional development. Sessional university teachers are part of the ‘precariat’ (Standing, 2011) with the associated danger of limited or negligible access to academic development. A quality student learning experience is dependent upon these teachers, yet we need to consider how quality can be both assured and enhanced if resourcing and professional learning opportunities for sessional teachers are not systematised.
The purpose of this special issue is to highlight the role, and potential, of systematised academic development in ensuring and enhancing quality learning and teaching with sessional staff. We seek contributions that focus on academic development initiatives that target sessionals and are: formalised; embedded institutionally, nationally, or regionally; and sustainable.
Contributions should present innovative approaches underpinned by empirical evidence. However, as with all IJAD articles, we have no prescribed methodologies and invite you to find creative ways to address the topic of this Special Issue. All manuscripts will go through IJAD’s peer review process, as usual, once they are submitted.
* Sessional academics are also known as, among other names, adjunct faculty, casual or contract teaching staff, part-time and/or contingent university teachers, non-tenured track academics, etc.
TIMELINE
Proposals (as extended abstract or full manuscript) due 1 September 2015
Full manuscripts (solicited as a result of the proposal phase) due 30 November 2015 Anticipated publication in early 2017
Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors, Word template, and other relevant information can be found on IJAD’s homepage: www.tandfonline.com/ijad
Manuscripts must be submitted online via IJAD’s ScholarOne site: http://mc.manuscriptcentral.com/ijad
For further information or for queries about this Special Issue, please contact: Guest Editor, Marina Harvey (marina.harvey@mq.edu.au) or;
IJAD Co-Editor, Kathryn Sutherland (kathryn.sutherland@vuw.ac.nz).
Quality learning and teaching with sessional/adjunct/casual teachers: Systematising good practice for academic development
Internationally, a reliance on sessional academics* for university teaching has become institutionalised (Coates & Goedegebuure, 2010; Parker, 2012). The global trend is that the reliance on sessionals will continue and even increase (Jaschik & Lederman, 2015) and thus sessional teachers are an important cohort within the tertiary education workforce.
While they are a diverse cohort, the data on sessionals are limited which makes it more challenging to have a systematic approach to supporting them with professional development. Sessional university teachers are part of the ‘precariat’ (Standing, 2011) with the associated danger of limited or negligible access to academic development. A quality student learning experience is dependent upon these teachers, yet we need to consider how quality can be both assured and enhanced if resourcing and professional learning opportunities for sessional teachers are not systematised.
The purpose of this special issue is to highlight the role, and potential, of systematised academic development in ensuring and enhancing quality learning and teaching with sessional staff. We seek contributions that focus on academic development initiatives that target sessionals and are: formalised; embedded institutionally, nationally, or regionally; and sustainable.
Contributions should present innovative approaches underpinned by empirical evidence. However, as with all IJAD articles, we have no prescribed methodologies and invite you to find creative ways to address the topic of this Special Issue. All manuscripts will go through IJAD’s peer review process, as usual, once they are submitted.
* Sessional academics are also known as, among other names, adjunct faculty, casual or contract teaching staff, part-time and/or contingent university teachers, non-tenured track academics, etc.
TIMELINE
Proposals (as extended abstract or full manuscript) due 1 September 2015
Full manuscripts (solicited as a result of the proposal phase) due 30 November 2015 Anticipated publication in early 2017
Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors, Word template, and other relevant information can be found on IJAD’s homepage: www.tandfonline.com/ijad
Manuscripts must be submitted online via IJAD’s ScholarOne site: http://mc.manuscriptcentral.com/ijad
For further information or for queries about this Special Issue, please contact: Guest Editor, Marina Harvey (marina.harvey@mq.edu.au) or;
IJAD Co-Editor, Kathryn Sutherland (kathryn.sutherland@vuw.ac.nz).