‘An essential right’

reflections on evaluating a professional development program for tutors

Vanessa Fredericks*, Agnes Bosanquet

*Corresponding author for this work

    Research output: Contribution to journalArticle

    4 Citations (Scopus)


    While there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff.

    Original languageEnglish
    Pages (from-to)84-89
    Number of pages6
    JournalInternational Journal for Academic Development
    Issue number1
    Publication statusPublished - 2017


    • evaluation
    • professional development
    • sessional staff
    • tutors

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