Barriers to inclusion of sessional academics in matters of discipline

Rodrigs M., A. Bhattacharyya, K. McNeil, A. Nadolny, E. Groen, R. Suzanne

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


Despite the attention and funds invested in improving the quality of teaching and learning by governments and universities, an increasing and significant percentage of university teaching is carried out by sessional (contract) academics. Research indicates that sessional academics are generally excluded from disciplinary processes and development, an exclusion that might indicate problems in teaching within disciplines. However, little is known about the actual impact of sessional academics on the quality of teaching and learning. This paper reports research on the experiences of sessional academics in the disciplines of business and law at a regional university in Australia. A population of 130 sessional academics was invited to participate in an online survey about their attitudes, experiences and desires in relation to quality ofteaching and learning. The initial results of this survey are reported together with recommendations for extending the research.
Original languageEnglish
Title of host publicationRethinking Learning in Your Discipline
Subtitle of host publicationProceedings of the University Learning and Teaching Futures Colloquium
PublisherUniversity of New England
ISBN (Print)9781921597268
Publication statusPublished - 2010
Externally publishedYes
EventUniversity Learning and Teaching Futures Colloquium 2010 - Armidale, Australia
Duration: 8 Sep 20109 Sep 2010


ConferenceUniversity Learning and Teaching Futures Colloquium 2010

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