LEADER 04602nam 22007693u 450 001 9910786463103321 005 20230126205919.0 010 $a1-136-19489-4 010 $a0-203-08495-0 010 $a1-283-84378-1 010 $a1-136-19490-8 035 $a(CKB)2670000000298786 035 $a(EBL)1074884 035 $a(OCoLC)821173491 035 $a(SSID)ssj0000784237 035 $a(PQKBManifestationID)11431671 035 $a(PQKBTitleCode)TC0000784237 035 $a(PQKBWorkID)10763905 035 $a(PQKB)11604985 035 $a(MiAaPQ)EBC1074884 035 $a(OCoLC)819136799 035 $a(FINmELB)ELB134839 035 $a(EXLCZ)992670000000298786 100 $a20130418d2012|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping Effective Part-time Teachers in Higher Education$b[electronic resource] $eNew Approaches to Professional Development 210 $aHoboken $cTaylor and Francis$d2012 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (225 p.) 225 1 $aSEDA Series 300 $aDescription based upon print version of record. 311 $a0-415-51708-7 320 $aIncludes bibliographical references and index. 327 $aCover; 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 PRACTICE 327 $aFIRST 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 TEACHERS 327 $a8 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 STAFF 327 $a13 FUTURE DIRECTIONS IN PROFESSIONAL DEVELOPMENT:IMPLICATIONS FOR INDIVIDUALS AND ORGANISATIONSINDEX 330 $aPart-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development.Utilising real 410 0$aSEDA Series 606 $aCollege teachers, Part-time 606 $aCollege teachers, Part-time 606 $aCollege teachers, Part-time 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 4$aCollege teachers, Part-time. 615 4$aCollege teachers, Part-time. 615 0$aCollege teachers, Part-time 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a378.1/2 676 $a378.12 676 $a378.122 700 $aBeaton$b Fran$01517682 701 $aGilbert$b Amanda$01517683 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910786463103321 996 $aDeveloping Effective Part-time Teachers in Higher Education$93754891 997 $aUNINA