Sessional staff provide the majority of teaching in Australian universities (May, Strachan, Broadbent & Peetz 2011; Percy et al. 2008). They are important, yet have been on the 'periphery' (Kimber 2003) of learning and teaching plans. The time has come to ensure that sessional staff are now acknowledged and actively included as 'core' to quality learning and teaching. This special issue of the Journal of University Teaching and Learning Practice is an outcome of the national BLASST (Benchmarking leadership and advancement of standards for sessional teaching) project. A key motivator for the project was to systematise good practice through the establishment of a national standards framework. The result is the BLASST framework which is underpinned by three key principles: quality learning and teaching, support for sessional staff and sustainability. This framework is a truly collaborative product: the result of years of research and commitment by a large number of people who shared a vision for quality learning and teaching with sessional staff. In the true sense of distributed leadership, these people included academics, professional staff, sessional staff and students from all levels and disciplines of several universities. Their engagement and research generated new insights, learning and knowledge about sessional staff.
|Journal||Journal of University Teaching and Learning Practice|
|Publication status||Published - 2013|
- sessional staff
- special edition