Preparation and support of part-time teachers in higher education

Abstract

There is an ever growing number of part-time teachers in higher education. This is raising concerns about how they are prepared for, and supported in, their teaching role. The main findings of a study of good practice in the preparation and support of part-time teachers in Scottish higher education are summarised. Four broad areas of support are analysed: institutional policies and practices; formal preparation programmes (e.g. workshops); systems for monitoring and evaluation; and formal and informal support measures in academic departments. The key processes and the problematic issues in each of these four areas are discussed and suggestions are made about the way forward. Other recent research on the preparation of part-time teachers is also discussed.