Playing tertiary tetris: Valuing the voices of casual educators in higher education
Presentation
Davis, Ian, Abel, Susan, Feldman, Courtney and Bedford, Alison. 2022. "Playing tertiary tetris: Valuing the voices of casual educators in higher education." 44th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2022). Melbourne, Australia 27 - 30 Jun 2022 Australia.
| Paper/Presentation Title | Playing tertiary tetris: Valuing the voices of casual educators in higher education |
|---|---|
| Presentation Type | Presentation |
| Authors | Davis, Ian (Author), Abel, Susan (Author), Feldman, Courtney (Author) and Bedford, Alison (Author) |
| Journal or Proceedings Title | Proceedings of the 44th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2022) |
| Number of Pages | 1 |
| Year | 2022 |
| Place of Publication | Australia |
| Web Address (URL) of Paper | https://conference.herdsa.org.au/2022/ |
| Conference/Event | 44th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2022) |
| Event Details | 44th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2022) Parent Higher Education Research and Development Society of Australasia Annual Conference Delivery In person Event Date 27 to end of 30 Jun 2022 Event Location Melbourne, Australia |
| Abstract | Working as a casual educator in the HE environment has parallels with playing a game of 'Tetris'. To survive the game, and build a cohesive professional identity, casual educators must strategically negotiate the numerous demands of their role, and battle to create order out of chaos. 'As sessional academics become the new normal' (Cowen, 2018, p. 7) this research explores how casual educators within a regional Australian university are valued, developed, and supported in their work. The 'Foundations of Learning and Teaching' (Foundations) program at the University of Southern Queensland was developed as a strategic solution to address key issues faced by casual educators including communication, isolation, and remuneration (Biak, 2018). Through a 'whole-of-institution approach' (Biak, 2018, p. 385), and with a 'sustainable, holistic long-term strategy' (p. 385), Foundations also sought to ensure this workforce’s competence in the design and delivery of learning. This research explores the lived experiences of casual educators to understand the benefits of participation in the Foundations program. Using a narrative inquiry framework, data is presented in narratives by three of the co-authors as co-makers, to explore the contextual landscape of the diverse motivations, identities, and complexities attached to the conditions of this workforce. An 'analysis of narratives' (Polkinghorne, 1988) was undertaken to gain an understanding of how professional development opportunities impact on casual educators’ performance and ongoing development. The findings offer a variety of perspectives on casual educators’ work experiences and career aspirations and highlight the precarious employment conditions of this workforce. With limited opportunities for networking, social support, professional development, or mentoring within the university community, Foundations enabled casual educators to 'connect with other players', and 'know the winning moves', supporting them to confidently 'play by the rules' and survive the game of 'Tertiary Tetris'. |
| Keywords | sessional educator, casual educator, precarity, narrative inquiry, higher education |
| ANZSRC Field of Research 2020 | 390303. Higher education |
| 390403. Educational administration, management and leadership | |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of Southern Queensland |
| Institution of Origin | University of Southern Queensland |
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