Part-time Lecturer

Introduction

Incorporating part-time lecturers from practice into the teaching and learning process has become an increasingly valuable approach in modern education. The lecturers, who bring real-world expertise from their respective industries, offer students a unique perspective that bridges the gap between academic theory and its practical application. Their involvement not only enhances the learning experience of students but also provides an opportunity for existing academic staff to upskill and stay up to date with evolving industry trends.

By fostering a collaborative environment between full-time faculty and part-time practitioners, educational institutions can enrich their teaching methods, improve curriculum relevance, and ensure that students are better equipped for the demands of the job world. This approach promotes a dynamic, adaptable learning ecosystem where both students and staff continually develop and grow in response to changing professional landscapes.

Team teaching

Team teaching involves the collaborative effort of two or more professionals, typically including academic staff and part-time lecturers from the industry, to share knowledge and expertise with students. This approach allows both faculty and industry experts to contribute their experiences, often in parallel or complementary ways, enhancing the learning process.

By working together, teachers plan, deliver, and assess learning activities for the same group of students, promoting mutual professional development. Team teaching not only benefits students but also helps academic staff and industry professionals to up skill their competencies through shared insights and mentoring.

Team teaching and upskilling in the context of Ethiopian UAS: interrelations and co-benefits

Upskilling refers to the process of acquiring new, relevant competencies to meet current and future demands. This includes developing digital skills, analytical capabilities, and other in-demand expertise. Universities often recognize the need to upskill their academic staff but face challenges in doing so due to resource limitations, a lack of expertise, or insufficient funding. Without adequate training programs or skilled personnel to initiate these efforts, the upskilling process can be difficult to implement effectively.

For part-time lecturers, upskilling enhances their professional development, focusing on areas such as pedagogical training, technology use, and student assessment. This process also enriches their industry knowledge through collaboration with academic staff. By bridging the gap between academia and industry, upskilling helps both faculty and lecturers gain practical insights, ensuring that teaching methods are aligned with contemporary industry trends. Over time, this collaborative upskilling strengthens the capabilities of both academic staff and part-time lecturers.

Upskilling can be addressed through professional development programs, including workshops, mentorships, and collaborative activities. These initiatives foster cooperation, enhance teaching quality, and promote a positive academic climate. Encouraging mentorship and peer collaboration between full-time and part-time staff creates valuable opportunities for knowledge exchange. Additionally, creating platforms for informal communication and resource sharing can further support the professional growth of both academic staff and part-time lecturers, strengthening the overall educational experience.

How can Ethiopian UAS benefit from upskilling?

For Ethiopian universities transitioning to UAS, upskilling academic staff is crucial for bridging the gap between academia and the industry. Since university-industry linkages are initially weak, existing academic staff must bear the responsibility of driving this transformation. They must develop an understanding of industry challenges, problem-solving approaches, and entrepreneurial thinking. Continuous collaboration with part-time lecturers from the professional field, especially through team teaching and site visits, will strengthen this awareness among both students and staff.

For part-time lecturers, engaging with academia broadens their perspective on work processes in their industries. Input from academic staff and students provides fresh ideas for improvement that may not have been considered in their regular routines. This exchange of perspectives, fostered through mentoring circles and workshops, benefits both academic staff and professional practitioners, facilitating mutual upskilling and enhancing both teaching and professional practices.

Scope of Application

The guideline could be applicable in Universities of Applied Sciences (UAS), particularly in programs that would be considered for team teaching or for programs that contain both theoretical and practical components.

Objectives of the guidelines

• To improve the quality of the instruction (teaching and learning) process in UAS.

• To exploit talents and skills of expertise from the world of practice in teaching.

• To utilize the resources of institutions.

• To understand the importance of cooperation and group work among teachers for the quality of education.

• To develop a sense of shared responsibility between existing lecturers and part-time lecturers.

• To facilitate or create an environment for smooth communication between industries and UAS.

Suggested implementation strategies of team teaching

Creating a partnership between UAS and the industry is crucial for fostering collaboration. A memorandum of understanding (MoU) should be established to formalize the relationship between the two parties. Initially, pilot projects, such as team teaching, can be developed and implemented to test the collaboration. These projects should evolve step-by-step, gradually expanding to larger initiatives, with both parties agreeing on the planning, teaching, assessment, and evaluation strategies for students.

For team teaching, various strategies can be employed, such as “one teaches, one assists” or “parallel teaching,” to meet the needs of students. It is important to establish clear guidelines on planning, teaching responsibilities, and student assessment, including the division of grading between university professors and industry lecturers. The ratio of theoretical teaching to practical industry training should also be defined in each course description, as it may vary depending on the course. Combining these alternative approaches can create a flexible, effective team-teaching model that benefits both students and educators.

Legal implementation of team teaching

• Search and selection of team teachers/professionals/part-timers

• First alignment between the program and the industry should be cross-checked; then, the right professional from that industry must be identified.

• Contact the professionals and ask their permission to be involved in team-teaching (maybe create a database of contacts as well as contacts with the company leaders).

• Get legal permission from the industry to allow the professionals to participate in the team-teaching.

• The department could take the responsibility of identifying and selecting professional part-timers.

• The department should report to the body in charge of the process of recruiting identified personnel.

Criteria to select team teachers/professional/part-timers

• The candidate should present tangible evidence that can show he/she has enough practical knowledge or skill and ample experience.

• Second, he/she could get permission from his/her organization till he/she has accomplished the assignment.

• Third, the candidate himself/herself should volunteer and cooperate to be part of the team teaching.

• The candidate should fulfill the minimum requirements set by the university or the department accordingly.

• It is preferable to take professionals from industries who have a MoU with the university.

Incentive mechanism for professionals/part-timers

Payment rates

It shall be the policy of the UAS to propose to the government salary and payment for extra activities based on agreements between the two parties. The university shall, within the limits of its fiscal resources, put in place incentive mechanisms for its part-time practitioners. Such incentive schemes shall be based on professional performance. The university shall also periodically revise and propose its payment schemes to adjust the costs of living.

Other Benefits

• The UAS will provide free scholarship education for part-time professionals in tertiary levels of study.

• The UAS will exercise creating strong links with the workers’ home base industry to have any possible other benefits other than payments. (Giving learning opportunities for the family of the part-time lecturers; transportation, cafeteria vouchers)

• Giving due weight for the involvement in team teaching to be considered in their professional promotion.

 Rights and responsibilities of academic staff/teachers

Rights of academic staff/teachers

• Shall have the right to exercise based on national laws, institutional missions, values, and regulations.

• Conduct research and provide consultancy services.

• Can be entitled to further education and training for professional development.

• Be promoted and assume a new academic rank based on merit by the university rules and regulations.

• Enjoy transparent, fair, and equitable administration and system of remuneration and benefits that shall be instituted by the government.

• Be informed appropriately, timely, and regularly on the university plans, developments, directions, conditions, and performance results.

• Receive equal and fair treatment as a person with human dignity and as an academic staff member equally in the service of the university.

• Elect and be elected where election of academic and/or by academic staff shall be necessary or is the norm; receive due process in disciplinary matters, demand and receive redress in cases of injurious decisions.

• Participate, as feasible, in formulations of institutional direction, plans, regulations, and in curricula development and make comments on the quality and appropriateness of the teaching learning process.

• Enjoy campus security for himself and his personal property.

 Responsibilities of academic staff/teachers

• Teach, and provide academic guidance and counseling services, as per national laws and institutional rules and regulations.

• Undertake problem-solving research studies and transfer knowledge and skills that are beneficial to the country.

• Participate in curriculum development, review, and enhancement.

• Counsel and support students.

• The primary duty of the academic staff is to carry out functions in the best interest of the university in line with professional protocol.

• Uphold the objectives of higher education and the guiding principles of the institution.

• Prepare graduates who are competent in knowledge and skills and internationally competitive.

• Treat and interact with students and other members of the institutions.

• Participate and play a due role in curriculum development, review, or enrichment.

• Respect the constitution, higher education proclamation, legislations of the University, and other pertinent laws of the country.

• Refrain from the promotion of ethnocentrism, discrimination against any individual or

• group based on race, ethnicity, sex or creed, political partisanship, preaching of religion, etc.

Rights and responsibilities of institutions

• Defining/outlining the philosophies, aims, goals, and objectives of the approach.

• Developing applicable and contextual plans for team teaching.

• Creating a conducive environment with all stakeholders.

• Exercising commitment to team teaching and ongoing communication.

• Providing advice, support, and necessary encouragement for practitioners.

• Providing training for the part-time lecturers on pedagogical skills, English language via short-term training, etc.

• Monitoring and frequent supervision of teachers on their interest in connecting the content or curriculum to real-life situations.

• Arranging consultation time/meeting to take feedback.

• Evaluating the result in line with students’ behavioral changes and progress.

Name: Mistire Yifru Feleke (Ph.D)

email: mistirefeleke@gmail.com

 Nationality: Ethiopian

University: Kotebe University of Education

Name: Gemechu Misso (PhD)

     Email:  hinsenekajo2015@gmail.com

Name: Tamrat Tadesse
Emali:   tamirat64@gmail.com
Nationality: Ethiopian
University: Wolaita Sodo University