Abstract:
Organisational structures in higher education institutions often clash with operational realities, creating tensions that impact the work of middle managers (Bosetti & Heffernan, 2021). This study explores these dynamics, emphasizing the critical role of leadership in navigating internal complexities and external pressures using work in the sessional staff space as an exemplar. Particularly challenging are entrenched cultures and practices which can hinder creativity and innovation (Macfarlene, Bolden & Watermeyer, 2024).
For this presentation, sessional staff are defined as academic staff members who “are not employed in a permanent, continuing position or do not have a continuing contract for longer than one year” (Bodak, Harrison, Lindsay & Holmes, 2019, p.213). Drawing on insights from multiple reports, both internal and external to our institution, various efforts have been made to address areas of need identified for sessional staff. Middle managers play a pivotal yet precarious role in this landscape, balancing responsibilities to academic colleagues and the broader university community (Thornton et al., 2018).
Using the Benchmarking Leadership and Advancement of Standards for Sessional Staff (BLASST) framework (Harvey, 2013), this presentation evaluates our institutional progress in responding to the needs of sessional staff. We analyse our practices against national criteria that target the quality of learning and teaching, support mechanisms, and sustainability of administrative processes affecting sessional staff (Harvey, 2013). Using the School of Education as a case study, we will highlight successes and challenges, informing future strategies and recommendations.
This study contributes to the ongoing dialogue on enhancing sessional staff experiences in Australian universities, proposing targeted interventions aimed at improving conditions for our sessional staff, the work of middle managers and institutional effectiveness.
Bodak, M., Harrison, H., Lindsay, D., & Holmes, C. (2018). The experiences of sessional staff teaching into undergraduate nursing programmes in Australia: A literature review. Collegian(26), 212-221. https://doi.org/10.1016/j.colegn.2018.05.004
Bosetti, L., & Heffernan, T. (2021). The emotional and personal toll of higher education leadership. Journal of Educational Administration and History, 53(2), 103-105. https://doi.org/10.1080/00220620.2021.1922178
Harvey, M. (2013). Setting the standards for sessional staff: Quality learning and teaching. Journal of University Teaching & Learning Practice, 10(3).
Macfarlane, B., Bolden, R., & Watermeyer, R. (2024). Three perspectives on leadership in higher education: Traditionalist, reformist, pragmatist. Higher Education. https://doi.org/10.1007/s10734-023-01174-x
Thornton, K., Walton, J., Wilson, M., & Jones, L. (2018). Middle leadership roles in universities: Holy Grail or poisoned chalice. Journal of Higher Education Policy and Management, 40(3), 208-223. https://doi.org/10.1080/1360080X.2018.1462435
For this presentation, sessional staff are defined as academic staff members who “are not employed in a permanent, continuing position or do not have a continuing contract for longer than one year” (Bodak, Harrison, Lindsay & Holmes, 2019, p.213). Drawing on insights from multiple reports, both internal and external to our institution, various efforts have been made to address areas of need identified for sessional staff. Middle managers play a pivotal yet precarious role in this landscape, balancing responsibilities to academic colleagues and the broader university community (Thornton et al., 2018).
Using the Benchmarking Leadership and Advancement of Standards for Sessional Staff (BLASST) framework (Harvey, 2013), this presentation evaluates our institutional progress in responding to the needs of sessional staff. We analyse our practices against national criteria that target the quality of learning and teaching, support mechanisms, and sustainability of administrative processes affecting sessional staff (Harvey, 2013). Using the School of Education as a case study, we will highlight successes and challenges, informing future strategies and recommendations.
This study contributes to the ongoing dialogue on enhancing sessional staff experiences in Australian universities, proposing targeted interventions aimed at improving conditions for our sessional staff, the work of middle managers and institutional effectiveness.
Bodak, M., Harrison, H., Lindsay, D., & Holmes, C. (2018). The experiences of sessional staff teaching into undergraduate nursing programmes in Australia: A literature review. Collegian(26), 212-221. https://doi.org/10.1016/j.colegn.2018.05.004
Bosetti, L., & Heffernan, T. (2021). The emotional and personal toll of higher education leadership. Journal of Educational Administration and History, 53(2), 103-105. https://doi.org/10.1080/00220620.2021.1922178
Harvey, M. (2013). Setting the standards for sessional staff: Quality learning and teaching. Journal of University Teaching & Learning Practice, 10(3).
Macfarlane, B., Bolden, R., & Watermeyer, R. (2024). Three perspectives on leadership in higher education: Traditionalist, reformist, pragmatist. Higher Education. https://doi.org/10.1007/s10734-023-01174-x
Thornton, K., Walton, J., Wilson, M., & Jones, L. (2018). Middle leadership roles in universities: Holy Grail or poisoned chalice. Journal of Higher Education Policy and Management, 40(3), 208-223. https://doi.org/10.1080/1360080X.2018.1462435