This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative…

Using a mixed methods research approach this study explores faculty perceptions of LORLS at DBS. Data generated by the study will inform advocacy, marketing and training initiatives to promote the platform. The study concludes with a number of deductive and inductive findings. The first is that although DBS faculty are highly predisposed to using…

This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional…

Two questionnaires were sent to all school boards and a sample of teachers in Ontario to assess how receptive boards and teachers are to job sharing as an alternative work pattern in schools affected by declining enrollment. The report gives the background of the concept of job sharing and an analysis of the benefits, work situations, and problems…

A questionnaire was sent to part-time instructors of adults in four selected areas of Ontario to determine the kinds of adjustments made and the resources used in the move from teaching children and youth to teaching adults. The study reveals that continuing education programs are characterized by informality, fewer discipline problems, and a…

The Central Texas College Europe Campus (CTCEC), in Hanau, Germany, provides associate degrees for American Armed Services personnel stationed in Europe. Between 1980 and 1990, part-time faculty at CTCEC increased from 60% to 80%. In order to meet the training needs of this growing number of adjunct faculty, a Committee for Professional…

Some key findings from data analysis of student records and college surveys regarding non-prescribed higher education (NPHE) courses at further education (FE) colleges in England, many of which are not formally recognized as higher education, are as follows: (1) over half of enrolled students are over age 30 and enrolled part time; (2) there is no…