The Casual Approach to Teacher Education: What Effect Does Casualisation Have for Australian University Teaching?

Affordances, barriers, and motivations: engagement in research activity by academics at the research-oriented university in Vietnam

“…If there is a shortage of academics, ROU should hire sessional teaching staff to fill the gaps. Klopper and Power (2014) indicated that the sessional teaching staff are effective teachers who play an important role in teaching in order to reduce the heavy teaching load occurring in a research university in Australia. Applying this measure will stop academics from teaching too many hours to get more income but then complain about a heavy teaching load.…”

‘We did the how to teach it’: Music teaching and learning in Higher Education in Australia

“…Hence, employing a sessional that had excellent curriculum and musical knowledge was important in order to develop students' competencies and teaching strategies as generalist teachers. Klopper and Power (2014) point out that sessional staff members add a range of skills and competencies to the workforce. Students also found the activities in class and the online material most useful when preparing their individual written assignment on 'how to teach an element'.…”

Education on the rails: a textual ethnography of university advertising in mobile contexts

“…One is that it has become incumbent on tertiary institutions to disseminate information about the distinctiveness of their 'product' and its applicability to the lives and futures of potential students. Hence, the intensification of advertising campaigns to enhance brand diffusion, along with an expansion of the budgets of university marketing departments to boost their institution's iconomy, this at a same time when support for teaching was cut, ostensibly because of budget constraints (Klopper and Power, 2014). 4 One such marketing department, that of the then University of Western Sydney (UWS), was handed $20 million dollars in 2015 to oversee a re-branding exercise, involving the development of a new name for the institution and logo along with an extensive advertising campaign to promulgate these 'iconomic' changes.…”

“…That is not to say an inflated ATAR predicts academic success: many students with low ATARs prove the contrary, and vice versa.4 Between 1996 and 2011, casuals increased 81% compared to just 37% for permanents over the same period(Kimber and Ehrich 2015). At the same time, professional development and continuity has suffered as sessional teachers juggle their loads with off-campus employment, worry about job insecurity, all of which serves to reduce commitment to student learning that, ironically, many universities upsell in their advertising(Klopper and Power, 2014).…”