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dc.contributor.authorRichardson, Julia
dc.contributor.authorWardale, D.
dc.contributor.authorLord, Linley
dc.date.accessioned2018-12-13T09:10:23Z
dc.date.available2018-12-13T09:10:23Z
dc.date.created2018-12-12T02:46:23Z
dc.date.issued2018
dc.identifier.citationRichardson, J. and Wardale, D. and Lord, L. 2018. The ‘double-edged sword’ of a sessional academic career. Higher Education Research and Development.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/71530
dc.identifier.doi10.1080/07294360.2018.1545749
dc.description.abstract

There have been widespread changes to working arrangements and employment relationships, including significant decreases in continuing/full-time employment contracts. This trend is particularly notable in academia, with more universities relying on the expertise of sessional, teaching-focused academics. This qualitative study extends understanding of this important group of professionals, identifying sessional work as a ‘double-edged sword’ and suggesting a typology of sessional academic careers to be tested in future research. It reports on the diversity among sessional academics, some enjoying the autonomy and flexibility of this working arrangement, others seeking more job security and greater alignment with continuing employment. It also identifies synergies and contradictions between sessional academic careers and key themes in the contemporary careers literature.

dc.publisherRoutledge
dc.titleThe ‘double-edged sword’ of a sessional academic career
dc.typeJournal Article
dcterms.source.issn0729-4360
dcterms.source.titleHigher Education Research and Development
curtin.departmentSchool of Management
curtin.accessStatusFulltext not available
dc.date.embargoEnd2020-05-15


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