Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Knott, Gillian; Crane, Linda H; Heslop, Ian; Glass, Beverley

doi:10.5688/ajpe79572

Cited by 22 publications

(16 citation statements)

References 23 publications

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“…6 Moreover, the type and depth of training differs and no accurate measurable rule of its judgment. 16 The higher response of female staff than males was also, reported previously by Ramírez-Correa. 17 They concluded that significant differences between males and females when adopting an e-learning platform training were documented in their study.…”

Section: Discussionsupporting

confidence: 76%

Faculty development needs assessment for online teaching

Elsamanoudy

Aboukamer

Ghoneim

et al. 2018

Int J Community Med Public Health

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Background: Academic staff members, who are responsible for teaching and training, should be aware of the principle of online course design, development, and implementation. The aim of this study is to evaluate instructors’ skills and needs for conducting distance learning healthcare courses, including the level of assistance they need to implement and use online and software tools in online courses.Methods: The current study applied online faculty survey used by the Center for Teaching Excellence, University of South Carolina to assess the faculty’s instructional technology needs for training and support. The survey asked faculty staff about a broad number of classroom and online technologies, with a helpful response scale that reveals not only what the faculty is already using, but also what the instructors want to use and what they need help with.Results: The results of this study revealed a significant need of faculty staff members for the training and development of their skills in almost all tools used for conducting online courses. The female responder was higher than males. Regarding the use of software, although the majority of participating staff members in this study use almost all software tools required for conducting online healthcare courses, they expressed a need for help in developing new ideas to use the software effectively.Conclusions: From this study, it could be concluded that it is essential to organize comprehensive faculty development training courses for staff members to help them in conducting their online courses or converting their face-to-face courses to blended courses effectively.

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Section: Discussionsupporting

confidence: 76%

Faculty development needs assessment for online teaching

Elsamanoudy

Aboukamer

Ghoneim

et al. 2018

Int J Community Med Public Health

View full text Add to dashboard Cite

show abstract

“…The quality of teaching at tertiary level has never been more important to student outcomes and workforce contributions [ 4 ]. High quality teaching, according to Queensland University of Technology [ 5 ], should capture students into a learning partnership whereby personal and professional development is inspired, fostered, and ultimately practised as new graduates.…”

Section: Introductionmentioning

confidence: 99%

Modelling job support, job fit, job role and job satisfaction for school of nursing sessional academic staff

Cowin

Moroney

2018

BMC Nurs

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BackgroundSessional academic staff are an important part of nursing education. Increases in casualisation of the academic workforce continue and satisfaction with the job role is an important bench mark for quality curricula delivery and influences recruitment and retention. This study examined relations between four job constructs - organisation fit, organisation support, staff role and job satisfaction for Sessional Academic Staff at a School of Nursing by creating two path analysis models.MethodsA cross-sectional correlational survey design was utilised. Participants who were currently working as sessional or casual teaching staff members were invited to complete an online anonymous survey. The data represents a convenience sample of Sessional Academic Staff in 2016 at a large school of Nursing and Midwifery in Australia. After psychometric evaluation of each of the job construct measures in this study we utilised Structural Equation Modelling to better understand the relations of the variables.ResultsThe measures used in this study were found to be both valid and reliable for this sample. Job support and job fit are positively linked to job satisfaction. Although the hypothesised model did not meet model fit standards, a new ‘nested’ model made substantive sense.ConclusionThis small study explored a new scale for measuring academic job role, and demonstrated how it promotes the constructs of job fit and job supports. All four job constructs are important in providing job satisfaction – an outcome that in turn supports staffing stability, retention, and motivation.Electronic supplementary materialThe online version of this article (10.1186/s12912-018-0290-2) contains supplementary material, which is available to authorized users.

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“…A review of the literature on the evolution of staff and student development programmes in higher education focus on the need to improve the quality and effectiveness of teaching and learning in higher education (Scott, Yeld & Hendry, 2007). However, with widened access and an increase in student numbers, the pressure on academic staff to be involved in research and publication in the face of reduced funding has led to a need for additional academic support (Knott, Crane, Heslop, Glass, 2015). This was recognised by Boughey (2007: 3) who suggested that institutional development focus on "systemic and institutional efficiency" to support teaching and learning.…”

Section: Dr Xena Michelle Cupidomentioning

confidence: 99%

Teaching Assistants – a hit or a miss: The development of a teaching assistant programme to support academic staff at a university

Cupido

Norodien-Fataar

2018

PiE

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Access and equity have long been fundamental concepts under pinning transformation in higher education. Increased student enrolments necessitated the implementation of support structures to bolster student success. However, support provision for academic staff is often overlooked when prioritising student success. In this article, we examine the need for academic support structures in relation to student success from the perspective of Bronfenbrenner's ecological theory. We argue the merits of a Teaching Assistant (TA) programme to address issues related to equity of access and success by highlighting the experiences of TAs and academic staff in what can be considered constraining university structures. Based on qualitative participatory principles we collected data by means of a World Café. The paper concludes with the significant contribution made by TAs to academic staff support in addressing the challenge of equity of access and success when working collaboratively. Universities are encouraged to strengthen academic staff development through initiatives that support lecturers in creating spaces for closer student staff engagement, enhancing teaching and learning in the process.

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Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Cited by 22 publications

References 23 publications

Faculty development needs assessment for online teaching

Faculty development needs assessment for online teaching

Modelling job support, job fit, job role and job satisfaction for school of nursing sessional academic staff

Teaching Assistants – a hit or a miss: The development of a teaching assistant programme to support academic staff at a university

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