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ERIC Number: EJ1125025
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1360-144X
Sustaining Institution-Wide Induction for Sessional Staff in a Research-Intensive University: The Strength of Shared Ownership
Matthews, Kelly E.; Duck, Julie M.; Bartle, Emma
International Journal for Academic Development, v22 n1 p43-55 2017
The "Tutors@UQ" programme provides an example of a formalised, institution-wide, cross-discipline, academic development programme to enhance the quality of teaching that has been maintained for seven years despite a pattern of substantial organisational change. We present a case study of the programme framed around a four-phase model of educational change and interpreted through the lens of social network perspectives that explores the question: What factors enabled the programme to become successful and sustained over time? Shared responsibility for the creation, development, and on-going implementation achieved through collaborative partnerships emerged as a central factor for the sustainability of the tutor induction programme.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A