04421nam 22007213u 450 991046268060332120210114013626.00-203-08495-01-283-84378-11-136-19490-8(CKB)2670000000298786(EBL)1074884(OCoLC)821173491(SSID)ssj0000784237(PQKBManifestationID)11431671(PQKBTitleCode)TC0000784237(PQKBWorkID)10763905(PQKB)11604985(MiAaPQ)EBC1074884(EXLCZ)99267000000029878620130418d2012|||| u|| |engur|n|---|||||txtccrDeveloping Effective Part-time Teachers in Higher Education[electronic resource] New Approaches to Professional DevelopmentHoboken Taylor and Francis20121 online resource (225 p.)SEDA SeriesDescription based upon print version of record.0-415-51708-7 Cover; Title Page; Copyright Page; Table of Contents; LIST OF FIGURES; LIST OF TABLES; NOTES ON CONTRIBUTORS; FOREWORD BY TONY BRAND; ACKNOWLEDGEMENTS; SERIES EDITOR'S PREFACE; 1 INTRODUCTION: THE EXPANSION OF PART-TIME TEACHING INHIGHER EDUCATION AND ITS CONSEQUENCES; SECTION I CONTEXT: AN OVERVIEW OF THE NATURE AND MOTIVATION OFPART-TIME TEACHERS; 2 SUPPORTING PART-TIME AND OTHER TEACHING STAFF: WHO ARETHEY AND WHY ARE THEY IMPORTANT?; 3 DETERMINING THE SUPPORT NEEDS OF CASUAL ACADEMIC STAFF ATTHE FRONTLINE; SECTION II POLICY AND PRACTICEFIRST PART: DEVELOPING POLICY AND PRACTICE TO SUPPORTPART-TIME TEACHERS4 POLICY AND PRACTICE TO SUPPORT PART-TIME TEACHERS AT SCALE:THE EXPERIENCE OF THE UK'S OPEN UNIVERSITY; SECOND PART: DEVELOPING PART-TIME PROGRAMMES TO SUPPORTPART-TIME TEACHERS; 5 WHAT MAKES A REALLY GOOD SUPPORT PROGRAMME FORPART-TIME LECTURERS IN HIGHER EDUCATION?; 6 STUDENTS WHO TEACH: DEVELOPING SCHOLARLY TUTORS; 7 HOW DO WE KNOW IT WORKS? DEVELOPING AND EVALUATING APROFESSIONAL DEVELOPMENT PROGRAMME FOR PART-TIME TEACHERS; THIRD PART: FOCUS ON DIFFERENT TYPES OF PART-TIME TEACHERS8 WELCOME ON BOARD: DESIGNING SUPPORT INTERVENTIONS TOMEET THE REAL NEEDS OF NEW PART-TIME LECTURERS9 TUTORING ONLINE: PRACTICES AND DEVELOPMENTAL NEEDS OFPART-TIME/CASUAL STAFF; 10 ALL TAKE AND NO GIVE? RESPONDING TO THE SUPPORT ANDDEVELOPMENT NEEDS OF WOMEN IN CASUAL ACADEMIC ROLES; SECTION III IMPLICATIONS AND FUTURE DIRECTIONS; 11 BUILDING SUSTAINABLE FRAMEWORKS FOR THE ENGAGEMENTAND DEVELOPMENT OF CASUAL TEACHING STAFF: AN AUSTRALIANPERSPECTIVE; 12 ACADEMIC LEADERSHIP: STRATEGIES FOR BUILDING EFFECTIVETEAMS OF ALL STAFF13 FUTURE DIRECTIONS IN PROFESSIONAL DEVELOPMENT:IMPLICATIONS FOR INDIVIDUALS AND ORGANISATIONSINDEXPart-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development.Utilising realSEDA SeriesCollege teachers, Part-timeCollege teachers, Part-timeCollege teachers, Part-timeEducationHILCCSocial SciencesHILCCTheory & Practice of EducationHILCCElectronic books.College teachers, Part-time.College teachers, Part-time.College teachers, Part-timeEducationSocial SciencesTheory & Practice of Education378.1/2378.12378.122Beaton Fran996618Gilbert Amanda996619AU-PeELAU-PeELAU-PeELBOOK9910462680603321Developing Effective Part-time Teachers in Higher Education2285012UNINA