The Tutors@UQ programme provides an example of a formalised, institution-wide, cross-discipline, academic development programme to enhance the quality of teaching that has been maintained for seven years despite a pattern of substantial organisational change. We present a case study of the programme framed around a four-phase model of educational change and interpreted through the lens of social network perspectives that explores the question: What factors enabled the programme to become successful and sustained over time? Shared responsibility for the creation, development, and on-going implementation achieved through collaborative partnerships emerged as a central factor for the sustainability of the tutor induction programme.
CITATION STYLE
Matthews, K. E., Duck, J. M., & Bartle, E. (2017). Sustaining institution-wide induction for sessional staff in a research-intensive university: the strength of shared ownership. International Journal for Academic Development, 22(1), 43–55. https://doi.org/10.1080/1360144X.2016.1266637
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