Contemporary induction to teaching in Australian universities

Journal article


Fraser, Kym, Ryan, Yoni, Bolt, Susan, Copeman, Peter, Cottman, Caroline, Fisher, Marie B., Fleming, Julie and Luzeckyj, Ann. (2019). Contemporary induction to teaching in Australian universities. International Journal for Academic Development. 24(3), pp. 286-300. https://doi.org/10.1080/1360144X.2019.1612751
AuthorsFraser, Kym, Ryan, Yoni, Bolt, Susan, Copeman, Peter, Cottman, Caroline, Fisher, Marie B., Fleming, Julie and Luzeckyj, Ann
Abstract

Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes.

Keywordslearning and teaching concepts; theories and strategies; new academics/ faculty; teaching induction; teaching professional development
Year2019
JournalInternational Journal for Academic Development
Journal citation24 (3), pp. 286-300
PublisherRoutledge
ISSN1360-144X
Digital Object Identifier (DOI)https://doi.org/10.1080/1360144X.2019.1612751
Scopus EID2-s2.0-85066890526
Research or scholarlyResearch
Page range286-300
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online24 May 2019
Publication process dates
Accepted05 Feb 2019
Deposited17 Dec 2021
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