Academic Casualization in Australia: Class Divisions in the University

Abstract

Abstract:Casualisation

The experience of sessional teachers in nursing: A qualitative study

“…In contrast with previous studies (Brown et al, 2010;Junor, 2004;Pocock, Prosser and Bridge, 2004), the majority of participants in this study stated that being a sessional teacher was their preferred career choice over being a continuing academic. In Junor's (2004) survey of casual academic and general staff in Australian Universities only 28% of casual academics gave casual employment as their first preference, and most of these were retirees or had continuing full time work elsewhere.…”

“…Similarly, other studies (Beaumont et al, 2009;Brown et al, 2010;Junor, 2004) have highlighted the lack of belonging, isolation, alienation and marginalisation of the sessional teacher. For participants in this study, it was the physical exclusion from class rooms, staff facilities, electronic learning sites and lack of a staff email account before and after a valid contract of employment was in force that most emphasized for them that they did not belong.…”

Casual Academic Staff in an Australian University: Marginalised and excluded

“…However, prior reviews of the conditions of employment for Australian sessional academic staff confirm the forms of exclusion and marginalisation outlined in our case study (Bexley et al, 2011;Brown et al, 2010). Australian universities have embarked on an extensive and systematic process of workforce segmentation.…”

“…Previous findings from studies of Australian casual academics include the following: underpayment and/or limited time payment for preparation and marking (Brown, Goodman, & Yasukawa, 2010;Lazarsfeld-Jensen & Morgan, 2009a); lack of input into curriculum development (Brown et al, 2010); lack of development opportunities, both formal (e.g. training) and informal (e.g.…”

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

“…Hugo reports that teacher student ratio increased by 33.3 % from 1986 to 2003. Likewise, Brown, Goodman and Yasukawa (2010) report that the student academic staff ratio increased from 13:1 in 1990 to 20:1 by 2006. Put simply, as student numbers have increased teaching staff numbers have decreased resulting in escalating teaching workloads and escalating demands on academic staff.…”