Three pathways to support the professional and career development of casual academics

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

“…Due to the large number of business schools and the variety of their strategic goals, we have found it necessary to narrow the scope of our article. First, while we are aware that a large number of instructors are full-time or part-time nontenure track faculty and that proportion is growing (V. Anderson, 2007;Crimmins et al, 2017;Vander Kloet et al, 2017), our focus is on full time tenure track faculty. Second, we focus on those institutions for which research constitutes at least a part of the faculty member's mandate.…”

Supporting casual teaching staff in the Australian neoliberal university: A collaborative approach

“…Moreover, pre-determined, by-thehour pay schedules mean that casual academics may feel too time-poor to attend workplace events which can render them invisible to colleagues and reduce opportunities for developing peer relationships. The career progression of casual academics is hindered not only by their exclusion from happenstance peer interactions (Price et al, 2013) but also formal career development opportunities (Crimmins et al, 2017;Fredericks & Bosanquet, 2017;Ryan et al, 2013). Exclusion is likely to be more acutely felt by those in the humanities and social sciences than in the natural sciences where research is often team based (Price et al, 2013).…”

Continuous professional learning in private higher education: Making a case for distributed leadership

“…Such a situation is arguably relevant to private higher education institutions, where professional learning initiatives could easily be decontextualised and are prone to managerial and business priorities (Gravani 2007;Webster-Wright 2009). Referring to communities of practice, Van Schalkwyk et al (2011) warn about the danger of being sidetracked by managerial concerns while continuous professional learning might be hindered by poor organisational structures and a lack of formal support (Crimmins, Oprescu and Nash 2017). When administrative and bureaucratic practices dominate academic leadership functions, academic professionals might become frustrated by inappropriate pedagogical discourse (Van Schalkwyk et al 2011).…”

“…Private higher education institutions commonly rely on independent contractors for a large part of their educator resources (Varghese 2004). Employment of educators often comprise casual contracts (Crimmins, Oprescu and Nash 2017); however, a study in Poland found that private education providers known to be successful were those that focus on employing independent practitioners with less interest in other institutions. They also supported academic development and provided staff with good equipment and infrastructure (Duczmal 2006).…”