5 Educator Profiles

As noted by Richardson et al., (2021), it is important for providers to consider the motivations and future plans of full-time, part-time, and casual/sessional staff. Higher education providers in Australia and New Zealand are reliant on sessional (casual) teaching staff. It is estimated that around 60% of university teaching staff in Australia are employed on a casual/sessional basis, with some of these educators being employed for more than six years on a casual contract (Baik et al., 2018; Harris et al., 2020). In recognition of this, an experienced, long-term sessional staff member may comprise any of the taxonomy’s three University Educator Profiles. Indeed, research in the area of educator profiles recognised the experience and diversity of casual/sessional staff; these include industry experts, freelancers, returning retirees, and university students (Beaton & Gilbert, 2012).

The mobility of casual/sessional staff across institutions has been accelerated by the recent increase in online modalities of learning, making recognition of achievement increasingly important for this cohort. The Credential Outline (see Chapters 14 and 15) includes sections that educators and institutions can refer to when considering cross-institutional employment opportunities, such as a customised provider statement, learning outcomes, a statement of articulation pathways, and the approved volume of learning. Although casual and sessional staff are included in the Associate University Educator profile area (see Table 1), it should be noted that the table offers examples only, as the TCAUE provides a basis for development, support, and recognition based on past achievement, provider customisation, and personal goals.