• Corpus ID: 114949793

The RED report: recognition, enhancement, development: the contribution of sessional teachers in higher education

  title={The RED report: recognition, enhancement, development: the contribution of sessional teachers in higher education},
  author={Alisa Percy and Michele Scoufis and Sharon Parry and Allan Edward Goody and Margaret Hicks and Ian MacDonald and Kay Martinez and Nick Szorenyi-Reischl and Yoni Ryan and Sandra Wills and Lynn Sheridan},
This large-scale study into the recognition, enhancement and development of sessional teaching in higher education builds on the Australian Universities Teaching Committee Report (2003a) Training, Support and Management of Sessional Teaching Staff. The aim of the current Project was to identify and analyse current national practice and refocus attention on the issues surrounding sessional teachers in the university sector. The Project had three objectives: to establish the extent of the… 

Figures from this paper

Association for Tertiary Education Management and Tertiary Education Facilities Managers' Association Tertiary Education and Management Conference 2012 Adelaide, Australia
The development and implementation of the University of Tasmania’s Teaching Performance Expectations from 2012-2014 is presented, which highlights the importance of effective cross-institutional benchmarking as an enabling process in response to the need for some institutions to improve their engagement with teaching enhancement.
CoPs: Enhancing Quality Learning and Teaching with Sessional Staff
The Australian higher education sector depends on sessional staff to undertake the majority of teaching. Despite the fact that sessional staff are central to the university, sessional staff report
Benchmarking with the BLASST Sessional Staff Standards Framework
Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that
Taking the Long Road: a Faculty Model for Incremental Change Towards Standards-based Support for Sessional Teachers in Higher Education
Despite decades of dependence on sessional teaching staff, universities in Australia and internationally still find it difficult to support the teaching work of this large, casual workforce. A
The growth in part-time teaching in higher education: the imperative for research in the Irish context
Anecdotal evidence suggests that the structure of the tertiary academic workforce in Ireland has changed dramatically over recent decades. There is growing awareness in the sector of the extent of
Setting The Standards For Sessional Staff: Quality Learning And Teaching
  • Marina Harvey
  • Education
    Journal of University Teaching and Learning Practice
  • 2013
Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress
A Message From The Chalk Face – What Casual Teaching Staff Tell Us They Want To Know, Access and Experience.
The University of Tasmania established a project in 2009 to investigate the particular needs of casual teaching staff, identify strategies to improve access to information, and facilitate a
Engaging or Training Sessional Staff: Evidence from an Australian Case of Enhanced Engagement and Motivation in Teaching Delivery.
This paper examines the effectiveness of a programme of weekly meetings between sessional staff and the unit coordinator of a large first-year class at an Australian university. Interviews with
A CLASS Act: The teaching team approach to subject coordination
An overview of a practical approach to engaging sessional staff through the facilitation of a supportive network within the teaching team is provided and some examples of initiatives that teams engaged with to address some of the challenges identified.
A holistic, institution-wide approach to building sessional staff capacity
Sessional Academics enhance students’ learning experience by bringing a diverse range of perspectives and expertise into the classroom. As industry specialists, research students, and recent


Training, Support and Management of Sessional Teaching Staff: Final Report. Teaching and Educational Development Institute (TEDI)
  • 2003
A Review of Australian and International Quality Systems and Indicators of Learning and Teaching. Carrick Institute for Learning and Teaching in Higher Education
  • pdf Department of Education Science and Training
Guidelines for Training, Managing and Supporting Sessional Teachers. Teaching and Educational Development Institute (TEDI), University of Queensland
Report of the Working Party on the Diversity of Academic Roles. University of Queensland