Sustaining institution-wide induction for sessional staff in a research-intensive university: the strength of shared ownership

Kelly E. Matthews, Julie M. Duck, Emma Bartle

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)

Abstract

The Tutors@UQ programme provides an example of a formalised, institution-wide, cross-discipline, academic development programme to enhance the quality of teaching that has been maintained for seven years despite a pattern of substantial organisational change. We present a case study of the programme framed around a four-phase model of educational change and interpreted through the lens of social network perspectives that explores the question: What factors enabled the programme to become successful and sustained over time? Shared responsibility for the creation, development, and on-going implementation achieved through collaborative partnerships emerged as a central factor for the sustainability of the tutor induction programme.

Original languageEnglish
Pages (from-to)43-55
Number of pages13
JournalInternational Journal for Academic Development
Volume22
Issue number1
DOIs
Publication statusPublished - 2 Jan 2017
Externally publishedYes

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