Adjunct Needs Evaluation
2008 Report
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This project was funded by a Macquarie University Learning and Teaching Grant
This report brings together findings from activities undertaken in fulfillment of the Adjunct
Needs Evaluation Grant project 2007/8. A description of the Grant’s purpose, aims, and method
is given below. The main findings are summarised and recommendations made for addressing
the issues.
The report methodology is based on a qualitative and exploratory approach, and as such care has
been taken to reduce design weaknesses associated with this type of research. This was done by
using a range of strategies. Sampling bias was addressed by attempting to select a diverse and
representative subject pool for interviews. A range of structured and semi-structured question
formats were used and careful scrutiny of recording and reporting was undertaken. In addition,
interviewer training and on-going consultation with the lead researcher was undertaken to reduce
biased reporting. The findings provide an insight into the issues of concern to adjuncts as well as
some ideas and options on how these might be addressed.
One of the challenges in undertaking the project was striking a balance between reporting issues
and themes based on the number of times a comment was repeated by a single subject and the
number of times it is raised by multiple subjects. In reporting on interviews, the goal has been to
capture major issues and themes that represent majority responses, while giving voice to unique
minority responses in a balanced way. In the report below, the five main questions of interest are
listed and findings have been reported under each of these questions. The issues are then
clustered under themes and aligned with recommendations across areas of functional and
operational responsibility.
THE GRANT
The Grant’s purpose was to assess the needs of, and suggestions from, MGSM adjuncts. MGSM
has become increasingly reliant on adjuncts for delivery of not only elective but also core units in
MGSM’s programs. Furthermore, changes in MGSM’s organisational structure has meant that
adjuncts are often operating without direct supervision from anyone with expertise in their
subject area, and there is no-one review of adjunct-taught courses for coherence or consistency
with other courses within the discipline. These and other changes have led to a need to identify,
understand and manage the adjunct experience more effectively and efficiently. The review also
aims to provide insight into what MGSM does well, and where MGSM can improve itself by
learning from competitors.
The main aims of the project were therefore to ascertain:
1. Adjuncts’ views about MGSM teaching;
2. How MGSM teaching could be made more effective and/or more efficient;
3. What adjuncts see as the greatest challenges in their role;
4. What adjuncts would like to see done to support them in their role and
5. Adjuncts’ views about what MGSM can learn from its competitors.
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Method
Data collection was primarily based on face to face semi-structured interviews, with the
exception of adjuncts located overseas, who were interviewed by phone. As the project
progressed, however, time and funding constraints led to the use of survey style questionnaires
sent out by email. This reduced travel time and costs and also reduced the complexity of
coordinating meeting times and locations suitable to the interviewee and interviewer, since travel
costs were not funded in the grant. A full list of the questions asked to interviewees, summarized
transcripts of interviews and questionnaire responses are included in the appendix. Names have
been removed from interview transcripts to preserve respondent confidentiality.
All interviews were conducted by a research assistant, after discussion with Suzan Burton,
Associate Dean of Learning and Teaching at the commencement of the project. The research
assistant developed the first draft of this report, which was then developed in collaboration with
Suzan Burton.
Since recording and transcription were not included in the budget, transcripts are based on the
interviewer’s notes taken during the session. In transcribing interviews, care was taken to
accurately convey what was reported by the interviewee. Direct quotations have thus been drawn
directly from interview transcripts with only minor editing for the purpose of abridging
conversational to written language.
Subject selection
The first step in selecting adjunct subjects was to identify those adjuncts that had had current or
recent experience working for MGSM. A list was obtained from organization resources staff,
with priority given for interviews to adjuncts who were currently working for MGSM, and who
were not ex-faculty. Next priority for interviews was adjuncts who had recently worked for
MGSM, but who were not currently working for MGSM, and final (lowest) priority was given to
adjuncts who had previously been on faculty.
Participants
43 adjuncts was approached to participate, and a total of 16 respondents achieved, giving a
response rate of 37%.
Participant Teaching Load
The average number of units taught per year by adjuncts was 4, with a maximum of 10 units
taught in a single year. (This information has been extracted from subject responses. For detailed
information see appendix)
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FIgure 2 Average Teaching Load per Adjunct
No. of Units
10
8
6
No. of Units
4
No of Adjuncts
2
0
1
2
3
4
5
6
7
No. of Adjuncts
Participant Teaching Locations
The percentage of adjuncts teaching at MGSM’s various campus locations is shown below. Most
adjuncts (95%) had taught at North Ryde, followed by CBD (70%), Hong Kong (55%) and
Singapore (30%).
100
80
60
40
20
0
time
Percentage of time
Adjunct teaching time at various
Locations
94
69
56
31
NR CBD HK SP
Locations
Participant Commencement at MGSM
The longest serving adjunct commenced in 1992 and thus has been associated with MGSM for
16 years. The modal year of commencement for the sample was 2008, reflecting 3 adjuncts
commencing in the current year. The average number of years adjuncts have been associated
with MGSM was 6 years.
4
8
6
4
2
0
adjuncts
Number of adjuncts
Commencement at MGSM
92-'97
98-'01
02-'07
08
Year commenced
Responses to main questions
1. Adjuncts views about teaching at MGSM
Overall, adjuncts appear to enjoy working at MGSM and preferred it to other institutions. Some
mentioned that they would not consider working for other institutions. A number mentioned the
‘status’ associated with the School. The type of students MGSM attracts is viewed was generally
seen as a positive feature of the teaching environment, while also presenting challenges.
‘MGSM students are interested in learning’,
‘MGSM students are stimulating to teach’,
‘MGSM students are highly engaged’,
‘MGSM students are challenging to teach’.
When asked about what has gone well in their teaching, there were a range of response typified
by the quotes below;
‘There are good support resources, facility and class composition’,
‘There is good support from student services administration’,
‘In Australia the facilities are very good’,
‘The assignment of a staff officer as a point of contact for printing, and web
services is a very good system’,
‘Excellent teaching environment, a really rewarding experience’,
‘People in organisation resources are always very good, I can’t speak highly enough of
them, my materials are always on time’,
‘Location, facilities and support are all excellent, a thoroughly enjoyable place to work’,
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‘The program is well organised, adjuncts are given some latitude to change topic to focus
on areas of expertise and move topics around’,
‘Everything is really fine, competent, administration is commendable’.
Adjuncts also identified some points for improvement and areas of weakness;
‘I would suggest MGSM have a forum or discussion with the subject stream leader to
coordinate better’,
‘It would be helpful if adjuncts felt that they were valued and not dispensable’,
‘I have taught at AGSM and MGSM, the big difference is involvement in academic
administration and politics. There we had meetings every two weeks, where we were
informed about what’s happening which was a plus, however the time commitment was a
minus’,
‘I had technology problems for 8 weeks, the IT didn’t work …and I think it resulted in poor
student feedback, I am not sure from whom I should seek advice’,
‘This was my first unit, the experience was quite daunting I quickly realised that I had little
idea about the standard and expectations of MGSM and the students’.
Overall positive comments focused on MGSM’s students, teaching facilities and student
administration. Negative comments focused on recognition, communication, particularly in terms
of being valued, getting feedback and having a collegial type forum. Other issues include;
dealing with technology problems and concern about the possibility of a flow on effect
generating negative student feedback. Also mentioned was having someone with whom to
discuss academic and student issues with as well as general teaching and administrative issues.
Adjuncts would like a more comprehensive guide to MGSM’s teaching standards and student
expectations prior to starting to help them adjust and pitch the content to desired level.
(Information extracted from subject responses. For more detailed information see appendix)
2. How MGSM could be made more effective and or efficient
Adjuncts provided a range of suggestions for better meeting their needs. The following areas
include points for improvement across a number of categories; academic and teaching,
communication, administration, information technology, timetabling, legal and contract, SETS
and performance feedback, induction and orientation.
Academic and Teaching suggestions
Suggestions from adjuncts covered a range of issues, including;
‘Improved access to the library and better coordination of contracts to ensure library
access is extended and one doesn’t get library privileges cut off, or email and other
university services stop without warning’.
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One adjunct mentioned that they;
‘Had the experience of being ‘dropped off’ the system and didn’t receive emails sent from
students via the MQ email system’.
Another adjunct asked for,
‘a support pack of course materials and to have research passed on, also support for
finding new articles, DVDs, websites, and YouTube sites that would complement what I
teach’.
And yet another mentioned that
‘I receive no help with the resourcing of unit materials’.
A number of comments pertained to desiring greater contact and communication with
MGSM, especially by using a variety of means including technology aided methods.
Comments included;
‘There is not a high level of interaction between teaching staff for example through
academic meetings and professional development sessions’,
‘There is a fair amount of flexibility, you are able to ‘do your own thing’,
‘There is little input from the discipline convenor regarding the program outcomes and
parameters for content’,
‘I would like increased use of case based teaching and make continuous improvements on
course content, format, and assignments’,
‘there is a need to ensure all lecturers have the same subject format to ensure consistency’,
‘More coordination of adjuncts and course structure is needed to achieve consistent course
coordination’,
‘I would like more liaisons with other lecturers and discipline convenor to ensure
consistency of quality’.
Some miscellaneous points included;
‘Students are let through with poor English’,
‘Everything is geared to dumbing down the system’,
‘I would like more freedom’,
‘I like MGSM in that it is light on obligations’,
‘I like the bureaucracy to be minimal’.
Timetabling comments revolved around being given more notice and regular teaching.
‘It would be good if the timetabling was complete months in advance’,
‘If timetables were complete well in advance it would to allow me to get it booked in the
diary and be available’,
‘More advanced warning of the teaching schedule would be desirable’,
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‘I am disappointed that there has been no offer of teaching for a while’,
‘I have not been given regular teaching, adjuncts are at a disadvantage when they are not
given regular teaching’.
Other timetabling issues include the suggestion that class sizes should be kept small,
‘A class size of around 25 – 30 is ideal, 50 – 60 is too large for postgraduate education,
you need to be able to get to know the students and interact closely with them’.
Guest Lecturers
Adjuncts indicated they would like to bring guest lecturers into the class to broaden the
knowledge base and discussion. Comments included;
‘There seems to be a lack of infrastructure, processes, policy with regards to supporting
guest lecturers to our classes’,
‘It would be good if MGSM could make available small gifts, for example, bottle of wine,
some memento such as a pen with the MGSM logo, for guest speakers’.
‘Guest speakers bring valuable practical experience to the classes’.
SETS & feedback issues raised by adjuncts
‘I am concerned about the influence of SETs, particularly regarding ongoing work’,
'I am concerned about the lack of feedback’,
‘There are really no standards except for the SETS evaluations. Teachers could make it
really easy for students and no one would complain so long as they get good marks’,
‘There was student dissatisfaction arising from perceived workload differences across
classes in the same unit as well as different exams for the same unit. This caused difficulties
and I think it might be reflected in the SETS’,
‘The importance of the SETS is a sad thing especially if a lower SETS results in less or no
work’,
‘You get no feedback on your teaching’.
The perceived value of adjuncts by MGSM was a concern. Adjuncts mentioned that;
‘It would be helpful if adjuncts felt they were valued and not dispensable’,
‘Treating adjuncts as second class citizens is a problem’,
‘Respecting the different skill set and experience adjuncts bring to the classroom would be
appreciated’,
‘It is becoming a diminishing proposition for adjuncts as they are now called ‘casual
teachers’ and more and more privileges have been taken away for example, parking and
invitations to meetings and events’.
A miscellaneous comment by one adjunct who was doing a DBA and who wanted greater
interaction with the research faculty members, mentioned that;
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‘There was no incentive to publish’.
Satisfaction with the status quo was reflected in comments by two adjuncts,
‘I want nothing more from MGSM’ and ‘I am a contented adjunct’.
Communication points for improvement covered;
‘I would like a consistent point of contact via the website’,
‘I would like more collegiality and academic interaction, for example, a couple of weeks
ago, at another institution, I attended a great presentation on new technology, it would be
great to do this on a regular coordinated basis’,
‘I would like to know what is happening with colleagues’,
‘There is no collegiality’,
‘Getting a newsletter occasionally is good. It was appreciated when the Acting Dean was
sending out information’,
‘It would be good to invite adjuncts to appropriate MGSM events, for example, staff
meetings, the Christmas party’,
‘MGSM should ensure adjuncts are kept up to date with requirements through more
regular contact’.
Legal and contracts were mentioned by some and points for improvement that adjuncts
mentioned included;
‘The biggest bug bear is not teaching support but the ridiculous contract’,
‘The contract continues to ask for ownership of IP and various legal comforts that are not
going to be given by any sensible lecturer’,
‘I have had my legal representatives go over the contract and have been advised that it is
unenforceable’,
‘The contract asks you to be covered for third party property damage. I have asked the
university to recommend an insurer who will cover for this type of damage but they can’t
provide one and none of my enquiries have met with a positive response’.
Induction and Orientation suggestions from adjuncts;
‘A formal induction for the adjuncts might be valuable to gain a consistent understanding
of MGSM services, processes and procedures’,
‘Introduce an induction program for adjuncts to help to build the academic teaching skills
with coaching/mentoring from the full-time staff, including supervision and feedback’,
‘Orientation and induction packages would be useful as would professional development
workshops’.
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Administration issues identified;
‘I would like a contact list so I don’t have to chase around trying to find out how to get
things done’,
‘MGSM needs a better front-of-house image, the reception experience is often lacklustre,
and the staff is too young, poorly trained, and scruffy. They try their best but the whole
"concierge" experience could be substantially improved’,
‘MGSM needs to focus on making things easy and anticipate remote requirements’,
‘It is important to make things as easy as possible for adjuncts as well as students; provide
support out-of-hours by introducing staggered and flexible rosters for administrative staff.
It is often difficult to access support over weekends’,
‘I like relatively little administration’,
‘The contracts and payments are administratively complex’,
‘Contracts are overly complex’,
‘Contracts entail excessive administration especially payments. This should be much
easier’.
Information Technology suggestions;
‘I would like more control over uploading information’,
‘MGSM needs to address time lag issues between Singapore and Sydney and also teaching
blocks as you need access out of hours’,
‘There is no one to upload files out of hours in Sydney’,
‘Bandwidth is an issue, especially when sending large files to Macquarie University. There
seem to constantly be problems with firewall or virus checking which blocks some material,
slows things down and is a point of frustration’,
‘I would like direct access to the academic management system, remote library access and
wireless broadband accesses’,
‘MGSM needs to stay at the forefront of technology; wireless broadband should be up by
now for all users including Executive Hotel. Not having up-to-date technology makes us
look out of touch’.
Other IT related issues include;
‘MGSM should provide an adjunct hot-seat office where we can print’,
‘MGSM should add adjunct profiles to the MGSM Website as all our major competitors
do’,
‘Include adjuncts on the MGSM e-mail distribution list for any faculty announcements’.
Facility improvement issues suggested by adjuncts include;
‘Keep facilities open longer to allow working after class with students’
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‘Have access to the building(s) just to have lunch or coffee or to do any last minute
photocopying for example, if you find an article that is topical or a newsworthy event
comes up on the day of the lecture it would be good to have access to basic facilities on
site’.
3. What adjuncts see as the greatest challenges in their role;
The main themes arising from interviewees were issues such as size of classes, regularity of
work, early advice of work, contact and integration with MGSM, course coordination and
collegiality, room and technology needs, contracts, teaching and learning resources, information
and communication, and invitation to MGSM events.
Contrasting quotes about facilities from adjuncts included;
‘Tiered theatres are difficult for small groups’,
‘Flat floors are awful’,
‘I love tiered theatres; it suits the Socratic style teaching that I use’,
‘The technology and room set-up are so poor, the technology doesn’t work, the rooms are
not clean and tidy, and the set up should be in the layout requested’,
‘Keep class sizes small’, class sizes should not exceed 50. I once had 60 which is too big
for a postgraduate class, 25 is a good size’.
Regarding their work relationship with MGSM, adjuncts commented they would like,
‘More regular work’,
‘At least one unit per year’,
‘We are at a disadvantage if we are not given regular teaching’.
Teaching needs identified included;
‘Keeping up-to-date and keeping fresh is a challenge, adjuncts need support’, ‘I would like
to be kept informed’,
‘I would like more collegiality, not being cut off from access to resources, for example from
the library, email and other services’,
‘There should be help with syllabus development’,
‘I would like library access for example provision of resources, journal articles and other
information’,
‘I would like small classes’,
‘Keeping things simple to minimise risk’,
‘The administration needs to think of the needs of remote staff and, anticipate needs’,
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‘Provide list of contacts and give access information to the staff both administration and
academic’,
‘I would like access to a hot-desk office, email and printing accesses’,
‘Adjuncts are literally locked out’,
‘Course coordination is needed’,
‘I would like involvement in discussion on curriculum and assessment workload’,
‘Guidance on balancing the unit workload to student expectations’,
‘I attended a technology workshop that was really beneficial. There should be more of it’,
‘I would like early warning of teaching’,
‘I would like more time to prepare’.
4.
What adjuncts would like to see done to support them in their role;
Adjuncts commented that they would like;
Regarding contact with MGSM, through for example a unit coordinator, several interviewees
said that they would like more contact;
‘It is nice to know there is somebody to turn to for advice on how to work the system,
policy and procedures and so on’.
A number of adjuncts would like more contact via email as well as face to face communication;
‘I would like to get invitations to MGSM events such as, faculty meetings, professional
development sessions, and induction and orientation sessions’.
Also mentioned was the desire for better treatment based on a perception that adjuncts are less
favorably regarded at MGSM;
‘Adjuncts are treated like second class citizens’,
‘MGSM should take pride in its adjuncts, advertise their skills and knowledge and use
this as a feature to attract students interested in learning from a combination of
academic and practitioner lecturers’.
The issue of contracts arose across a number of contexts including; Intellectual Property,
copyright and 3rd party property damage. Comments included points about early advice of
teaching, simplification of the contracts and time to clarify the legal position;
‘MQ asks for Intellectual Property to be signed over. The bottom line is that I don’t own
the IP for much of the material and can’t sign it over, for example, company logos,
advertising and cases, furthermore MQ asks for copyright over materials into
‘perpetuity’, I am trying to line up my course content and materials so they adhere to
the letter of the law which is difficult’,
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‘As far as 3rd party property damage is concerned the university legal staff doesn’t
know and can’t advise me what is being insured against for 3rd party property damage.
My insurer can’t and won’t cover me and the university can’t recommend any company
that can. My legal advisors have indicated that the contract appears unenforceable’.
SETS was a topic area mentioned by a number of adjuncts as an area that they would like more
communication and feedback on:
‘There are really no standards except for SETS evaluations. I could make it really easy
for students and no one would complain so long as they get good marks’,
‘There are students who ignore guidelines and then complain and take it out on the
teacher (via SETS) when they do badly in their assessments’.
One adjunct suggested that;
‘MGSM should hold a pre and post class forum where SETS feedback could
be given, and discussions and explanations about variations can be aired’.
A comment that reflected similar comments by a number of adjuncts was the need for
consistent course administration:
‘I would like consistent course coordination and integration across the MBA
and the whole of program’.
Technology needs were identified by a number of subjects, who stated that:
‘MGSM needs to stay at the forefront of technology, wireless broadband should be up
by now for all users, not having it makes us look out of touch’,
‘MGSM should provide a hot-desk, printing, and photocopying access, adjunct profiles
should be up on the MGSM webpage, and be included on the MGSM email distribution
lists’.
Smaller class sizes was mentioned by a number of participants,
‘Smaller class sizes are preferable, 50 is too high, you can’t get to know each
other in a class of 50. A group of 25-30 is ideal’.
One adjunct mentioned,
‘I would like the capacity to record my own lectures for self review and
professional development’.
In contrast, however, a number of respondents mentioned that they did not need or want a lot of
contact with MGSM administratively or academically.
5. Adjuncts views about what MGSM can learn from its competitors.
In response to the question ‘If you have worked for a competitor (AGSM, Uni Melb etc) what
can MGSM learn from its competitors in terms of supporting adjuncts?’ there was a range of
responses:
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‘Others provided better adjunct facilities; access to a room, photocopying, library, email
and other access’,
‘Others valued their adjuncts and did not see them as dispensable’,
‘Others ensured adjuncts were kept up-to-date through mentoring, coaching, supervision
and feedback’,
‘The big difference is involvement in administration and politics, we had meetings every 2
weeks where you were informed about what was happening which was a plus. The minus
was the time commitment’,
‘We were provided with a support pack of materials, professional development
workshops, lunch, and parking. They were using cutting edge simulation organisational
open-space teaching methods, used in management schools in Italy,
‘In other places all the research is handed on’,
‘You knew what was happening with colleagues, there was a bit more of a sense of
camaraderie’,
‘Teaching and supervision standards were very high. I had someone check my work and
my marking was moderated’,
‘They ensured more regular contact, and built more collegiality’,
‘The others give you more advanced warning of your teaching load and lock you in
earlier’,
‘The others had a more inclusive approach to the adjuncts’,
‘Other organizations take more pride in the adjunct staff’,
‘I noticed at SGSM and AIM students were provided with a light snack during the break
which was a friendly gesture’,
‘I worked at several universities, MGSM is the best, and I couldn’t fault it’.
Clustering Ideas
This section represents a clustering of the subject comments. The aim is to provide a more
aggregated perspective of the interview output by capturing the flavor of the comments and
organizing them in a more structured way to enhance understanding.
The Student Body
The predominant perception was that MGSM has high quality students who are stimulating and
challenging to teach. It was noted that MGSM students can be quite demanding at times and for
adjuncts this presents special challenges. A major challenge was seen to be where comparisons
are made between them and the full time faculty members. Some adjuncts perceive that they face
disadvantages that come with their lack of regular teaching practice and delivery pressures that
come with MGSM’s demanding student body. The constraints associated with short lead times
were seen to put further pressure on adjuncts, especially when trying to access and pull together
teaching resources, to develop and/or modify a unit and its delivery in response to the needs of a
particular cohort of students, local or overseas. Furthermore stress was said to arise from the
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contrast effect, where comparisons are made between the highly experienced and practiced
senior full-time academic staff, full professors and associate professors, and the more practicebased and orientated adjunct lecturer. It was felt that in the eyes of the students adjuncts were at
a disadvantage from the start. Because of this it was considered particularly important that things
go smoothly in the delivery phase. When administrative and technology problems caused delays,
this was seen to reflect badly on the adjunct, irrespective of the fact that they had no control over
the matter. Adjuncts appeared to have a high sense of professionalism and wanted to maintain
and uphold the highest standards. It was critical to them that the operational aspects run
efficiently because of the impact on student impressions.
Although students were seen to be very keen and interested, they were also seen to be under a lot
of pressure to perform. A couple of the interviewees mentioned experiences where they felt that
unrealistic student expectations led to hostility being directed towards them. There was a concern
that this then adversely influenced their SETS. It was mentioned that managing student relations
within an intense learning environment is a skill that improves with time and practice, two
valuable resources rationed in the case of adjuncts. Some subjects wondered if their lack of
repeat work was a consequence of a student complaint or a poor SETS score. Adjuncts expressed
concern about the lack of communication regarding their SETS and that they received no
feedback or opportunity to de-brief when a problem occurred.
Contrasting experiences in the level of support and feedback was evident from adjunct
comments. Some expressed that they had received good support: One adjunct reported receiving
‘a lot of advice, support and guidance from faculty’ but in contrast, another reported that they
were ‘isolated and had little support’. A number also commented they did not need or want
much support, nor did they seek more contact with faculty, acknowledging that this was part of
the package that came with being an adjunct.
Working at MGSM
Working at MGSM is associated with a high level of kudos, status and prestige. This was
expressed as professional ‘rub off’ and was highly valued by adjuncts. Some chose not to teach
elsewhere for status and other reasons largely reflecting MGSM’s reputation. MGSM’s
reputation in the marketplace was valued and highly regarded. Adjuncts generally considered
MGSM to have very good to excellent facilities and administration. The fact that MGSM is not
too bureaucratic and top-heavy on academic administration was viewed favorably, though there
were a number of very critical comments about adjuncts’ contracts. MGSM’s culture was one of
substantial pedagogical freedom and flexibility. Adjuncts enjoyed and appreciated this high level
of trust and autonomy afforded them by the School.
Support, Needs and Interactions of Adjuncts
A number of staff, both faculty and administrative, were singled out for special mention as
providing good support, but approximately one third of adjuncts commented that they couldn’t
single out any one person who was supportive and helpful, rather as one noted, ‘at MGSM all
were helpful’. It was notable, however, that many of the academics singled out for special
mention had left MGSM a substantial period of time before, perhaps suggesting a lack of current
contact between adjuncts and current faculty. There were also complaints of a lack of any
response at all to some email queries ‘Emailed xxx but never got a response’.
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Singapore administration was identified as weaker than the other campuses with respect to
administration and services, and it was suggested that it was in need of attention. Other locations
were all judged as having a high standard overall, though there were complaints about
technology problems.
Communication, feedback and collegiality
The contrasting quotes reflected the wide range of differing perceptions about the relationship
between adjuncts and MGSM, for example, one adjunct noted that MGSM is very aware that ‘its
people are its key resource’. In contrast another adjunct had the impression that ‘no one cares
about the adjuncts’. It was suggested communication can, with some minor changes, be
markedly improved or ‘turned around’.
Communication was seen as a key component of the relationship. A recurring theme in the
comments was the need to expedite and improve communications by having a key point of
contact with MGSM, particularly an academic contact. Furthermore beyond MGSM there are a
range of shared services with the main campus which can also impact on communication
channels, notably email and IT. The organisational support and student resources area is a key
unit supporting academic administration. Changes in staff liaison policies and procedures were a
potential source of communication failure.
A summary of communication issues are set out under each of the key channels of
communication, includeing MGSM to adjuncts, faculty to adjuncts, researchers to adjuncts,
administration to adjuncts, and students to adjuncts.
MGSM to Adjuncts
Suggestions put forward to improve communications included;
 Providing updates from the Dean, course coordinator/subject leader,
 Providing information about administrative support, resources, room bookings, and
technology support,
 Providing information about organisational changes and structure, policies and procedures,
 Providing information on access to printing, hot-desks, broadband wireless,
 Adding the details of adjuncts to the MGSM website,
 Promoting and marketing adjuncts as a source of competitive advantage, highlighting the
advantages of blending practical experience with theory, and treating the benefits they bring
as a PR and marketing opportunity for MGSM,
 Providing information to adjuncts about MGSM’s expectations of them at the three stages of
pre-course, mid-course and post-course,
 Discussing SETS criteria and providing SETS feedback and link to professional
development opportunities,
 Guiding adjuncts on policies and procedures regarding plagiarism, learning and teaching
resources, dealing with student needs and issues,
 Increasing communication on content integration at the unit level to the whole of program
level.
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Faculty to Adjuncts
Suggestions put forward to improve communication included;
 Providing greater inter- and intra- discipline communication,
 Increasing support by either designating a subject course coordinator or similar,
 Facilitating meetings and discussions with other teachers in the same unit, using electronic
meetings, e-newsletters, and Blogs, as an alternative to, or as well as, face-to-face meetings,
 Increasing communication with full time teaching staff across areas such as; curriculum and
assessment development and design, sharing teaching resources and materials, for example,
case studies, DVDs, and video clips, YouTube sites, websites, and subject specific research.
Researchers to Adjuncts
Suggestions put forward to improve communication included;
 Providing access to the latest management research,
 Developing a shared easily accessible repository of research material, teaching tools and
materials,
 Exploring methods to effectively share and disseminate the latest research findings so they
can be incorporated into teaching and maintain MGSM's cutting-edge focus,
 Providing an opportunity to interact and communicate with researchers.
Administration to Adjuncts
Suggestions put forward to improve communication included;
 Communicating the teaching timetable as early as possible,
 Providing as much lead time as possible to allow adjuncts to maximize preparation,
 Providing a central location where all MGSM’s teaching opportunities are openly published,
 Providing a means for adjuncts to signal their availability for units,
 Providing information on how adjuncts can be considered for overseas teaching
assignments,
 Providing a single point of contact with organisational resources and administration to
minimise or remove delivery gaps and improve ‘handovers’,
 Providing direct access to, and greater control over unit webpage to increase selfmanagement, flexibility and reduce dependency on administration and organisational
resources. This was considered especially important when teaching offshore or in block
sessions which don’t coincide with normal work hours,
 Providing flexible rostering of administrative support staff to match time zones and block
teaching modes,
 Maintaining continuity of contact with adjuncts between teaching sessions, don’t cut them
off from communications; email lists or other lists and services, library access, internet
access,
 Appointing adjuncts on an annual or biennial basis and send out advice of end of
appointment so that re-appointment documentation can be expedited in a timely manner,
 Providing access to resources and information; library access, PC /wireless access, hot-desk
access.
17
Adjuncts to Students
 Allowing adjuncts to upload and control unit websites,
 Allowing adjuncts to use the library, without interruption, so they can find and disseminate
information and resources to students,
 Keeping adjuncts informed of changes in services so they can advise students and where
necessary instigate alternative arrangements, for example, when returning or
communicating marks,
 Consistent and ongoing access to resources including email, and not get cut off without
warning,
 Providing access to a hot-desk, printing and photocopying so adjuncts can copy and
disseminate articles and items of interest at short notice,
 Providing faster bandwidth and wireless information technology.
General Issues
A number of issues that were general in nature were mentioned. These are summarised as
follows;
 Adjuncts didn’t want to attend a lot of meetings but did want more information and some
contact with specific people, for example, subject matter experts, researchers and guest
speakers,
 Adjuncts wanted increased contact with faculty,
 Adjuncts who wanted higher contact without more meetings recommended use of electronic
communication tools such as; Blogs, RSS feeds, discussion boards, e-Forums, and
eNewsletters particularly from the Dean, to be kept up to date,
 Adjuncts wanted pay rates reviewed and consideration given for compensation to be aligned
with the higher level of responsibilities and increased workload due to increasing student
expectations for more contact and high adoption and use of electronic communication via;
chat, Skype, emails, SMSs, and mobile phones,
 Adjuncts wanted the contracts reviewed and simplified and issues of IP, copyright and
insurances clarified and resolved,
 Class size was an issue of concern for adjuncts especially when over 40 or 50. An ideal class
size was considered to be 25-30. A class of 60 was viewed as unacceptable,
 Ongoing or regular work, at least one unit per year.
Organisational Culture
A number of adjuncts commented on their isolation from the academic structure at MGSM, in
some cases, reflecting a perception held by some adjuncts of being treated, or regarded as,
‘second rate’. One adjunct commented that, ‘tribal warfare is out dated, we need to work
together more closely’. There was concern about how the disadvantages that adjuncts operate
under might impact on their future engagement at MGSM. In particular, some suspected student
related problems may have impacted on their re-engagement but they were unsure because of a
lack of feedback and dialogue.
There were a number of comments were made regarding the administration and use of SETS.
The importance of SETS was recognised and understood. But some were concerned about its
potential for mis-use, for example by encouraging adjuncts to intentionally give good marks to
get good SETS and ensure on-going work, rather than being tough on grades, and as a
18
consequence potentially getting students offside and experiencing a backlash via the SETS and
consequent non-engagement. Some adjuncts mentioned that they had received good support and
fair treatment when they had experienced an in-class problem or a difficult student, or student
difficulties, for example, managing course workload expectations, managing assessment load
expectations, coordinating with other unit teachers on examination, plagiarism issues, and
general student issues. Others perceived that they had little support in the main because they
didn’t know many MGSM academics and didn’t have a course coordinator or contact academic
to discuss pedagogical and academic issues with. Where adjuncts had a mentor relationship they
appeared quite positive about dealing with the challenges of teaching.
Concerns were expressed that extraneous non-teaching issues that were outside of their control
may negatively impact on the SETS and ultimately impact on their on-going engagement. For
example when room technology repeatedly malfunctions the class starts late. This could result in
students commenting unfavorably on the teacher. That it is an administrative, technical or
operational problem beyond the teachers control is not necessarily differentiated. The SETS
system then becomes a substitute satisfaction rating for non-teacher related issues. This could
have undesirable consequences for MGSM in that it loses good teachers.
Adjuncts recognised the importance of customer satisfaction for MGSM and strongly supported
use of SETS. What they did want, however, was more transparency and feedback so they can
better manage and improve their own performance in consultation with MGSM. One adjunct
suggested releasing an annual SETS number, as a benchmark, so teachers could compare their
own scores to the norm.
Recommendations by adjuncts covered the following points;
 Fostering inclusively between adjuncts and full time staff,
 Improving communication with faculty and treat adjuncts as equals,
 Increasing access to services support and facilities access;
o parking,
o website listed,
o MGSM event invitations,
o Inform about changes at MGSM and the university,
o Include adjuncts on MGSM’s email distribution lists
o Invite adjuncts to academic meetings, organisational celebrations,
o Revert to using the term ‘adjunct’ rather than ‘casual’.
Managing Mobile Work Arrangements
A number of adjuncts commented on the different working mindset between full time support
staff and adjuncts. It was suggested that administrative support sections need to develop a better
understanding of the ‘mobile’ work environment of their adjunct internal-customer. They then
need to adjust their work practices to meet the needs of this highly mobile remotely situated
cohort that they service. Anticipation and understanding is necessary to provide a seamless
support effort.
A more responsive customer oriented approach to servicing adjunct needs should be adopted.
Adjuncts mentioned ‘false economy’ practices like cutting small services and benefits to adjuncts
19
such as; removing parking access, not providing building access, not providing office space or a
hot-desk, and nomenclature, changing ‘adjunct’ to ‘casual’. These small practices represented a
culture of not valuing staff. Furthermore the small savings made by adopting these measures
were not offset against the ‘unpaid’ value adjuncts contributed to MGSM through activities like,
mentoring students, arranging industry guest speakers and providing them with gifts out of their
own pocket, and participating in other MGSM activities and events such as graduation and
alumni days.
Conversely a number of adjuncts expressed being happy to minimise contact, preferring the more
distance, low administration, low contact culture. A number mentioned they did not need
additional resources and took on the whole cost and responsibility for their own operational
needs themselves. Many ran their own businesses and had access to other external resources that
they could call upon. A few mentioned that they intentionally ‘kept things simple’ to avoid the
need to rely on others.
Organisational Capabilities
Course Coordinators
Many adjuncts commented that course coordination varied and should be improved. These
comments reflected the lack of communication and knowledge about MGSM’s structure and
strategy, particularly with respect to its learning and teaching staffing plan. The current situation
being that the role of unit or subject coordinator no longer exists. It was clear that a number of
adjuncts held the expectation that there would be a course coordinator with whom they could
interact on discipline and subject area issues and from whom they could receive academic
support and coordination.
The course coordinator was seen as fulfilling the role of bringing subject teachers together to
lead curriculum and assessment design and development discussions, content integration and
standardisation, and deal with other pedagogical matters. A number of adjuncts expected the
coordinator to relay information to them about MGSM, its strategy and structure, policies and
procedures, academic resources, access, teaching aids and materials, technology, providing
teaching simulations and scenario tools, and library resources.
Capability development
It was suggested that a minimum workload of at least one unit per year should be allocated to
allow adjuncts to keep current in their teaching preparation and practice. This would also allow
adjuncts to get greater value out of their course development time and effort. The highly sporadic
nature of the work opportunities places adjuncts at a significant disadvantage compared to the
full time faculty. Having certainty in the regularity of teaching was important. Adjuncts noted
that the highly demanding teaching environment at MGSM increased the teaching challenges.
Whilst adjuncts enjoyed MGSM’s challenging teaching environment they made the point
maintaining unit content that is current, relevant and leading edge comes at a cost in terms of
time and effort. Low re-use reduces optimisation of these course development resources.
Competitor Comparison
MGSM’s competitors were identified as; AGSM, UTS, UOW, Mt Eliza Monash and the
University of Melbourne. MGSM was preferred over its competitors across most criteria.
20
Competitors were cited as being top-heavy, overly bureaucratic, and theory rather than practice
focused. These criteria were viewed as negatives. MGSM’s practice-orientated approach to
learning and teaching was seen as a core advantage, bringing together the best of both worlds as
it were, theory and practice.
MGSM better remunerated its staff compared to others. It was more conveniently located.
Working at MGSM bought a high sense of kudos. Adjuncts expressed feeling a high level of
commitment to MGSM and its practice-based teaching orientation. Some mentioned that they
were MGSM and/or Macquarie Alumni which further amplified their sense of psychological
attachment. Due to this many said they would not consider working elsewhere. Those who
worked elsewhere commented they felt a stronger bond with MGSM than with other institutions
but that competitors had either offered them work, head hunted them or they had sought work
elsewhere themselves because of because of the lack of regular work at MGSM.
Further comparisons made between MGSM and its competitors included that other institution
appear to take more pride in their adjunct staff than MGSM. Other institutions tended to treat
their adjuncts more favorably, making them feel more equivalent to full time faculty. This was
achieved through, for example, the provision of orientation and induction sessions, secure office
space, comprehensive course resources, access to course coordinators for advice and guidance,
plus the provision of standard course materials, moderation of marking, and access to state-ofthe-art teaching simulation and case based teaching software and were mentioned as areas that
MGSM appeared to fall behind in.
In addition, mention was made of how one or two competitors provided students and teachers
with a light meal or snack during long block sessions, a gesture highly appreciated by teachers
and students alike. Competitors also provided access to discretionary funds for the purchase of
small gifts for industry and business guest speakers. Gifts ranged from bottles of wine, flowers,
chocolates, corporate logo embossed pens and memorabilia and other small tokens of gratitude.
Again, while small, such gestures were highly visible, much appreciated and contributed to
creating a positive impression and convivial atmosphere.
The message to adjuncts from cuts to services and communication resulted in comments such as,
‘MGSM has an open door policy but the reality is that adjuncts are shut out, metaphorically and
literally’. Such quotes reflected adjuncts concern and disappointment about the gap between
what is said and done. Simple solutions were proffered like providing access to administrative
buildings, access to hot-desk facilities, and parking, as ways of overcoming these small but
niggling issues.
It was noted by one adjunct that the MGSM reception experience was ‘lack lustre’. They
suggested it was in need of an upgrade. The staff was described as, young, scruffy, and poorly
trained. This reflected poorly on MGSM’s overall image.
Technology capacity constraints were mentioned as a concern. MGSM’s lack of wireless, and
slow download speeds gave the appearance and impression that MGSM was ‘out of touch’. This
again was viewed as having a negative impact on the brand image.
21
One adjunct wanted to record their own lectures for performance review but found that the
teaching rooms were not fitted with this capacity. It was recommended this be made available.
The above information has been based on comments extracted from subject responses. For
detailed information see appendix.
Summary of Suggestions
1. Minimise and simplify the administrative burden and keep things simple
2. Provide standard course materials while still allowing some flexibility
3. Simplify contracts, especially the intellectual property and 3rd party property and damage
insurance requirements
4. Provide and maintain library and email access
5. Provide access to current research, teaching materials and resources
6. Add adjuncts to email and distribution lists
7. Allocate, where possible, a minimum of one (1) teaching unit per year
8. Provide early advice of teaching roster and a longer lead time
9. Provide accessible information on local and overseas teaching opportunities
10. Provide a system for adjuncts to indicate availability to teach
11. Publish an annual SETS figure for benchmarking purposes
12. Provide teaching evaluation feedback
13. Maintain commitment to small class sizes
14. Attract, develop and retain adjuncts through orientation, induction, professional
development, course coordination, collegial and research interaction
15. Provide feedback and access to advice on policies and procedures, and information about
the organization, structure, changes and future direction
16. List adjunct details on the MGSM website
17. Invite adjuncts to MGSM events
18. Instigate flexible administrative support services rosters to increase availability
19. Increase ability to self-manage unit webpage and uploading of documents
20. Align room allocation with teacher preferences for flat or tiered rooms
21. Ensure rooms are correctly set up and operational (equipment, pens, flip charts), with
functional technology and rubbish free
22. Ensure technology is up-to-date, reliable and functional; provide high speed wireless
broadband internet access, iLectures and lecture recording
23. Keep technology simple to reduce reliance on others
24. Facilitate collegiality through; online technologies Blogs, RSS feeds, web forum, face-2face meetings, newsletters, eNewsletter, invite to events and mentoring
25. Keep class sizes within acceptable limits
26. Provide access to small gratuities for industry guest speakers
27. Provide a single point of contact or a list of administration contacts
28. Improve handoffs between administration staff to ensure service continuity
22
APPENDIX
Transcripts from interviews
23
MGSM Adjunct Needs Interviews
RESPONSE:
1
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
31 January 2008, 4.30pm
1.
2.
Which locations have you taught at for MGSM?
CBD
NR
HK
SP
No
YES
YES
YES
About how many times a year do you teach (for
MGSM)?
Average around 2 units per year
3.
When did you first start teaching for us?
2005
4.
What has gone well in your teaching experiences at MGSM?
2008 doing 3 units
Can’t complain, support/ admin weak, hassled for notes and syllabus, but when I walk in everything is
there. Admin move around, don’t get told who to liaise with, not always clear who to go to, they change
fairly seamlessly otherwise.
5.
What would you like done differently, if anything?
Consistent point of contact – via a website
Would like to know who to go to for example; exam results loaded/ sent, advice whether or not the
results have been rec’d, has the person who you sent the results to left/ gone on leave etc., should it
be copied to someone else?
Would like more control over uploading information. There is a time lag between Singapore and
Sydney and also teaching blocks means you need access out of hours, no one to upload out of hours
in Sydney
Bandwidth is an issue – when sending large files to MQ there seem to be problems, firewall/ virus
checking blocks some material/ slows things down, this is a point of frustration, would like direct
access to academic management system
6.
Do you work, or have you worked, for one of MGSM’s competitors?
No, years ago worked for UWA in their MBA
7.
If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
Can’t really answer the question. More money would be attractive,
8.
If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
24
Wouldn’t go; maybe consider it if it is not a backwards step in status, I am not looking for more work,
currently doing consulting. If approached I would have a conversation with MGSM first,
9.
What would you like done differently, if anything, to support you in your role?
Have a contact list provided, so don’t have to chase around how to get things for example, online
access, library access,
Better manage adjunct contracts/ contact to ensure they are extended and you don’t get cut off
from library, email and other services without warning. Had the experience of being ‘dropped off’
the system and didn’t receive emails sent from students via MQ.
Orientation / induction packages – would be useful
Quite like that there is not a high interaction between teaching staff for example, meetings and PD
sessions, fair amount of flexibility and able to ‘do your own thing’ and blend with corporate work.
Like MGSM that it is light on other obligations, like bureaucracy to be minimal. Would like to be a
little better connected in terms of what is going on at MGSM via a newsletter, cc emails from Roy
and get general updates.
Haven’t used MQ email – get it re-directed to my own mailbox, get student assignments sent to
both
Getting a newsletter occasionally is good, Acting Dean was sending out information which was
appreciated.
10. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Help – from whom?
Haven’t needed a lot of help, teaching in R Badham’s area – was very helpful, direct relationship
with the Dean – go to the Dean if needed.
Swapna efficient (sort of), somewhat distant (transactional in nature – acknowledges receipt of
information/ messages, always good with results, queries about marks, A Stevenson is prompt
with paying, 1.5 years ago it was a little slower,
R Petty useful to catch up on other academic staff, good to get a small committee group together
to discuss/ share ideas
Library is good – can’t complain
HK support is good, Bowie is very good
My focus is on consulting work
Singapore admin needs improvement for example, photocopying
11. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
Teaching – it is challenging to teach innovation in a tiered theatre, hard for small group work. Use
the w/board and try to be interactive – need flexible set up.
Room bookings
Don’t know if can access or find out information on room needs
25
Would send a message to Swapna with a request but not necessarily know if it 1) had been rec’d
2) had been acted on. Requirements usually always gets fulfilled but don’t always know when by.
Need a direct point of contact = deal with ordering textbooks, if books are send without the need
for a signed receipt it causes problems. Deliveries must be by receipt only to ensure they are
correctly delivered... It is a big problem in Singapore.
There needs to be a central point for information so that they can keep things moving, irrespective
of whether a particular person is available or not.
There are small boundary issues – but these can make a big difference – handovers between
sections and flow of information to ensure the message and materials get through
12. Apart from that, what would be the next most important for you?
As far as teaching the class I like to keep things simple – use pens and flip charts, keep control
of class activities myself, do not use too much technology to minimise risk of problems or
reliance on others (support, facilities staff). Self contained
13. Do you have any other comments?
Happy, fine, wouldn’t be teaching if I was an Australian resident – pay rates, tax rates.
Not much interaction outside of class. Turned up for graduation (at own expense), any extra
activity is not recognised, alumni links would be good, but tried to get things going but budget cuts
put an end to it. There appears to be good opportunity for marketing and linking with major MNC
partners but little is done.
Have no idea of staff movements, understand there have been changes at MGSM but don’t know
who is doing what for example, Heard Norma is moving to Shanghai, Peter Steane moving.
PR Newsletter with updates so can be informed would be good – there was one once but then a
hiatus occurred.
26
MGSM Adjunct Needs Interviews
REPONSE:
2
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
12/12/07 1pm
14. Which locations have you taught at for MGSM?
CBD
NR
HK
SP
Yes
Yes
Yes
No
15. About how many times a year do you teach (for
MGSM)?
4 units/ yr, up to 5 units
16. When did you first start teaching for us?
1992
17. What has gone well in your teaching experiences at MGSM?
Taught at UNSW/ AGSM and MGSM, the big difference is involvement in administration and politics at
AGSM, had meetings every 2 weeks, get informed about what’s happening a plus, time commitment
greater a minus.
Only water cooler chat at MGSM, students far more demanding, involvement with students has
dramatically increased compared to 15yrs ago, there was the odd phone call, or fax, now get ½ dozen
emails/ wk, questions/ queries, asking for help. Greatly expands non-f2f teaching compared to 15 yrs
ago. I pay for my own computer, connections to internet. Academic resources are fine, overall backup
OK. Issues with quality of the people, 2/15 useless. Having to follow up and chase admin actions for
example, mid-term turnaround time problems, impacts on SETS. Had technology problems over 8
weeks, IT didn’t work, resulted in late start, resulted in poor student feedback – the problem turned out
to be a cable needed replacing. Not systemic, more an individual problem. Uni took out layers of
academics and now have no Head of marketing, no one to go to in discipline area. Need someone to
report to or go to for issues. Not quite sure now who to seek advice from. Curriculum changes made
without consultation, things in flux, having run a business for 25 years am used to managing, doesn’t
faze me, UNSW far too administratively top heavy, MGSM is the opposite, and prefer MGSM.
18. What would you like done differently, if anything?
More freedom, like relatively little administration
19. Do you work, or have you worked, for one of MGSM’s competitors?
UNSW classic structure, key and office – not used 5 out of 6 days/wk, absolutely nothing at MGSM in
terms of office space, have my own set-up, but if you didn’t it could be difficult. Not a big issue.
Nice to know it’s there – somebody to turn to, was Lesley White but she’s not there now to advice on
how to work within the system, policy and procedures etc
20. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
27
I attended a great presentation a couple of weeks ago on new technology; it would be great to do this
on a regular coordinated basis. Never been a time, other than proactively finding it out for myself,
where there are set meetings and exam results, to coordinate and integrate, boundary spanning
curriculum development, sharing. How teaching differs between full time and part time, there are big
differences in teaching pedagogical approaches, cohorts, nature of the students differs.
21. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
Difficult question as I have never sought work. If offered gut feeling is only two institutions I would work
for are AGSM and MGSM. MGSM is more practical, AGSM is more theoretical, academic approach to
subject matter. Unless twice the money would not change.
22. What would you like done differently, if anything, to support you in your role?
Admin side – contacts and pay rates, 15 years ago contracts were 2 pages, now 36-38 pages and
unenforceable and unable to comply due to particular clauses for example, IP and copyright.
Struck out the copyright clause before signing it. Post Hewson strengthening of contracts.
Notification of teaching and interaction between MGSM and adjuncts. Was asked to teach,
prepared material, was ready to go, then got a call from a lower admin person to say he wasn’t
on, called the HODept, told it was an admin ‘screw up’. Got replaced, and then got call from
replacement asking for my materials, my replacement had no experience and no material. Got a
call from uni asking me to take over; students had issued a letter of demand to get the
replacement off the unit. Had a very ‘agro’ class. Lack of communication.
Re: contracts, the uni people don’t know what is being insured against/ for. 3 rd party property
damage is required? Is that fair? My insurers wouldn’t insure me, the uni couldn’t tell me of any
insurer who would insure for 3PP.
RE: IP, bottom line is I don’t own the IP to sign it over to the uni. I use material from a number of
companies for example, Logos of Coca Cola in cases; I don’t own the IP on Coke’s logo and
couldn’t /wouldn’t get it. Had to remove cases from materials. Unconscionable contracts – won’t
stand up in a court. Adjuncts sign under sufferance. Adjuncts can’t fulfil the contract conditions,
virtually impossible to get insurance and can’t sign over IP (is an IP expert witness for the justice
system)
RE: contracts – MQ takes copyright over materials – into ‘perpetuity’.
I am trying to line up my course content and materials with the contracts to the letter of the law.
Difficult.
Other issue: 13.6% increase in pay over 15 years, pay what people are worth, uni gets massive
savings from using adjuncts, pay is 80% less than full times, Roy G recognises that, didn’t realise
it had fallen.
23. Who, if anyone, have you found most helpful in your teaching role at MGSM?
No one really in my area. Self managing. Have been teaching the unit for 15 years, have broad
industry experience. G Elliott head of marketing.
24. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
28
It’s an environment that suits a particular type of adjunct, if insecure, it could be a problem but it
suits me fine, self managing.
25. Apart from that, what would be the next most important for you?
Inter-collegiality and knowledge of courses, if asked what are/is another course like I can’t answer.
26. Do you have any other comments?
29
MGSM Adjunct Needs Interviews
RESPONSE:
3
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
19/12/07 1pm
27. Which locations have you taught at for MGSM?
CBD
NR
HK
SP
Yes
Yes
Yes
Yes
28. About how many times a year do you teach (for
MGSM)?
3 – 4 times / yr, varies
29. When did you first start teaching for us?
1992
30. What has gone well in your teaching experiences at MGSM?
People in org resources always very good, can’t speak highly enough, materials always on time
31. What would you like done differently, if anything?
School doesn’t really interface, very sporadic, some pre-Xmas get-togethers, don’t mix the two, Ads
and Disads to contact. Cross discipline would be good. Talking about curriculum is useful as is sharing
experience. It was tried but only lasted a year or two. Very useful for new adjuncts, been at it long
enough not to need support in teaching
32. Do you work, or have you worked, for one of MGSM’s competitors?
No, UWS wooed me but didn’t go, given guest lectures at UNSW in construction management
33. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
na
34. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
Still choose MGSM, MGSM is my uni, did my degree there
35. What would you like done differently, if anything, to support you in your role?
Didn’t need a lot of support, know how to get things done. Like to mix with permanent staff a bit
more to see what’s going on. Important to mention consistency and currency. Don’t capitalise on
knowledge as much as possible. Researchers tend to be siloed. On the corporate side – normally
30
brief the corporate guys to help them speak ‘business language’. Helped MGSM pitch for the BA
proposal am current with industry
McKinsey Quarterly report self subscribed, should have access to these materials (via the library).
HBR. Don’t have library card/ access.
36. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Richard Dunford, always very supportive, Guy Ford now, pretty good, most contact with him
37. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
Class sizes can be too big at times, once had a class of 62. Consistency around class size, reason it’s
important is because of the group work, managing numbers and tasks. Up to 40/ class, or 30/class is
ideal
Rooms generally OK, a bit small
AV always goes wrong
MGSM has a real research focussed institution teaching is a second level/ order activity, that they
have to undertake, both legitimate activities, need equal focus, poor second cousin, no system of
managing adjuncts, no on board induction and orientation, need a holistic way of managing, don’t see
them as staff – no total obligation, but is greater than currently exercised. Good staff is hard to get –
none of the business schools have the staff retention programs that other organisations have, major
attraction and retention programs. A key resource is your people.
38. Apart from that, what would be the next most important for you?
Not a lot
39. Do you have any other comments?
I think it is very important for there to be consistency and currency in both practice and
knowledge, there seems to be some radically different approaches to teaching at MGSM. One
student said teacher XYZ doesn’t really teach us, gets us to read the text and present. The
person maybe a very good researcher but in a 4 hour session only 2 hrs of work is carried out.
The real assessors are the students, you get quick feedback
Disagree with having people sit in on class, SET is one of the most valuable tools, really customer
satisfaction, don’t think a lot is done with them, don’t know what they do with that, but it’s
immediate.
Having someone sit in on your class as a new adjunct might help to give them some feedback
and a feel for the atmosphere.
As a teaching methodology and practice – I love the tiered theatre, theatre style correlated highly
with style of teaching (Socratic) used in MBA. Proxemics, room set up, all important, creates
empathy, entertainment, education – the three legged stool of teaching. Flat floors are awful. You
look down on the students versus the tiered floor where they look down on you. Flat floors set the
wrong mood. I notice the difference between CBD and NR, all else being equal SETS always are
lower at CBD – don’t do away with tiered theatres.
31
MGSM Adjunct Needs Interviews
RESPONSE:
4
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
141207 10.30am
40. Which locations have you taught at for MGSM?
CBD
NR
HK
Yes
yes
yes
41. About how many times a year do you teach (for
MGSM)?
3 /yr on average
42. When did you first start teaching for us?
2001
SP
43. What has gone well in your teaching experiences at MGSM?
High autonomy, high trust, content, interaction, outcomes, always been backed for example,
plagiarism case, raising issues with plagiarism, it is more work for the academic to follow up and
police.
R Spillane very helpful, had a difficult situation, had good support with dealing with a problem, FT
MBAs, has a lot of control, and gives good support. Over the years have accommodated my needs, for
example, blocks, have tried to fill in gaps as well. Admin support really good, as are exam people,
such high trust. CBD always gave me parking until a few years ago. Now no building access or
parking access at NR. Tolls parking add up, over $200, it’s easier to teach in the CBD. No offer of
parking reciprocity. Adjuncts do extra work for no reward. Full time academics have free passes so
they don’t know.
44. What would you like done differently, if anything?
Would really like support for finding new articles, have access to eLibrary, want DVDs, sites, YouTube
sites, that would complement what I teach. No help with resourcing unit materials. Silence is
deafening.
Really no standards except for the SETS evaluations. Could make it really easy for students and no
one would complain so long as they get good marks. No one has ever come into my class to see how
I’m doing. No thanks. I can do what I like. Core subjects taught are key. All they care about is the
rating. It actually doesn’t matter. There is an expectation you attend ceremonial occasions, for
32
example, graduation, but you don’t get compensation. No-one cares about me. Every two years I am
expected to go to orientation only to find out what they’ve taken away. Diminishing proposition for
adjuncts, now called ‘casual teacher’. Everything is geared to dumbing down the system –
assessment, police plagiarism. Now working at UOW, they look after me really well.
45. Do you work, or have you worked, for one of MGSM’s competitors?
Yes, AGSM, UTS, Mt Eliza, UOW
46. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
Support pack of materials, recognise adjuncts, PD workshops, provided lunch, parking, cutting edge
simulations, (organisational – open space teaching method management craze in Italy. All research is
handed on – knew what was happening with colleagues, a bit more sense of camaraderie. Very high
standards, check my work, teach from packs, my marking is moderated.
47. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
MGSM – cause they pay more,
48. What would you like done differently, if anything, to support you in your role?
As aforementioned
49. Who, if anyone, have you found most helpful in your teaching role at MGSM?
R Spillane, P Nesbit always very helpful. The rest enthusiastic, but never there, there needs to be a
handover to someone else as a replacement when coordinator not available/ leave. The one time I
needed help it was there. Taught corporate programs as well. Would like more.
50. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
Technology and room set ups are so poor. CBD and NR. Don’t believe they’ll do anything
different, have been asked before. If they are late and I am starting a class no one is interested.
Only paying corporate customers count. Experience in the classroom - technology doesn’t work, I
stand in front of the class looking like an idiot. I’m cleaning up rubbish, cleaning blackboards, it’s
the pits. Rooms should be clean, tidy, set up well/ correctly. Layout as requested.
51. Apart from that, what would be the next most important for you?
Adjuncts should be guaranteed at least one unit per year. If they’ve got nothing then call me and
tell me.
52. Do you have any other comments?
I don’t think it’s that difficult to turn around. Common courtesy. I got a scathing email from
33
someone because staff had changed. Lack of communication, impolite, see it adjuncts
perspective – keep them informed.
Allocation of discretionary money to pay for small gifts for example, chocolates, bottle of wine for
guest speakers, currently comes out of my pocket. At AGSM there is a cache of bottles that can
be accessed. Use to bring in big name HR people, now can’t.
No frequent flier, discounts to adjuncts for events. Should be treated more as an alumni.
Whiteboard markers, there are never any there or they don’t work, have to bring my own. Pack of
materials like blu tack, happy to return teaching materials at end of course, need access to
resources. False economy, assignments are couriered out at great expense yet can’t get a pen.
Could have term/ yearly contact person, who champions what we need. Lots of talk, little action.
34
MGSM Adjunct Needs Interviews
RESPONSE:
5
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
12/2/08 8am
53. Which locations have you taught at for MGSM?
CBD
NR
HK
SP
All locations taught
54. About how many times a year do you teach (for
MGSM)?
55. When did you first start teaching for us?
12 yrs, ranges from 3-10, nothing in 2007
1996
56. What has gone well in your teaching experiences at MGSM?
Location, facilities excellent. Support excellent, couldn’t fault quality, thoroughly enjoyable place to
teach
57. What would you like done differently, if anything?
Have had 4-5 different bosses all allowed me academic freedom
58. Do you work, or have you worked, for one of MGSM’s competitors?
Yes, at seven universities
59. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
MGSM the best, see above comments – quality not faulted
60. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
MGSM, definitely choose MGSM, as above
61. What would you like done differently, if anything, to support you in your role?
Nothing more, contented adjunct, disappointed no teaching for awhile. Some let students through
who are poor English speakers, selection of students, and smaller class sizes, criticism of PG
education generally not MGSM specifically. Changes in PG education as distinct from UG –
should have small classes so you really get to know the needs of the student, can respond
35
individually.
62. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Only taught in accounting and finance. All excellent support form colleagues, G Elliott, M Halliday, D
Lamond, outside my area but very helpful advising on how the system works. Tryone Carlin also
talented and helpful.
63. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
Smaller class sizes, 50 too high, can’t get to know you in a class of 50. Need personal attention,
especially in 10 week terms; 25-30 is the ideal. This use to be the size in the full time MBA in the late
1980s and early 1990s.
Also would change the program to make it more rigorous.
64. Apart from that, what would be the next most important for you?
Basically MGSM is as good as any PG place taught at. A lot of internet teaching is occurring –
Adelaide uses MYUni for lodging assignments. MGSM technology not behind anywhere.
65. Do you have any other comments?
Need to develop cost centre concepts – when a meeting is called the people calling the meeting
should have to pay the people who attend – even if notionally within internal cost centres – this
gives the idea of profitability by area. If your department/ section want a meeting you pay those
who attend.
Meetings should be scheduled for Friday 4pm or if important Friday 3.30pm.
36
MGSM Adjunct Needs Interviews
RESPONSE:
6
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
12/2/08 10am
66. Which locations have you taught at for MGSM?
CBD
NR
Yes
Yes
HK
SP
67. About how many times a year do you teach (for
MGSM)?
Varied 2007 – 2, av 6-7/yr
68. When did you first start teaching for us?
2000
69. What has gone well in your teaching experiences at MGSM?
Good class discussions, quality of students very good, program well organised, some latitude
for adjuncts to change the topics, allows focus on areas of expertise, and can move topics
around to some extent,
70. What would you like done differently, if anything?
Adjuncts at a disadvantage when not given regular teaching, full time academics become
proficient in their delivery, performance, like an actor, practised script, jokes in the right place,
tested and tried, this raises students expectations and contrasts with adjuncts, students have
very high expectations, as an adjunct feel uncomfortable referring to notes. The need to refer to
notes increases as latitude decreases because you are forced to deliver content that is
‘standardised’ and outside of own areas / comfort zone. Amount of preparation work increases
and is not commensurate to reward/payment. Rewrote syllabus for one unit, only to get to
deliver it once. High cost of development, low return on investment. Adjuncts up against it. If it’s
not professor X students are disappointed. Increasing student adjunct tensions. Student cohorts
have been changing, as student competence has diminished their expectations have risen –
goes against good practice, everyone expects a high distinction. If they don’t get it they cane
you in the evaluations. If you have a recalcitrant student, you have to deal with it. This
happened last year – a toxic student infected others, they can hammer you in evaluations with
no recourse or consequence to themselves. The importance of the SETS, it is a sad thing, if a
lower SETS results in less/ no work. Without consultation/ communication. Am an exCEO of an
industry group, now working in my own business, have a lot of practical skills and know-how to
contribute but with the shift to a publish or perish mentality the lot of the adjunct is further
diminished, can’t compete with full timers. There is no incentive to publish, why would you?
However it could mean you potentially fall off the eligibility list, working 14 hrs/ day running a
business means it just isn’t feasible to publish.
71. Do you work, or have you worked, for one of MGSM’s competitors?
37
Yes, many over the years
72. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
More regular contact, particularly in the city, basically have no contact with anybody, for
example, the toxic student – had no one to discuss this situation with. They say there is an
open door but the doors are literally locked at MGSM. People say drop in and come see me,
but it is too much hassle, to go to reception, to call, to get let in. None of the collegiality. Am
completely uncertain as to whether I am doing more teaching or not. Can’t plan. Had always got
good teaching evaluations, had a unit allocated but then it was withdrawn – poor treatment. No
feedback given. Emailed Guy Ford but never got a response. Full timers grab the classes;
friends look after friends, adjuncts 2nd rate citizens.
73. If they offered you teaching at the same time, so you had to choose (between them and
MGSM), which would you choose? Why?
Not applicable, have backed off teaching, if there was a double chance of teaching, would
evaluate both on its merits. Financial rewards haven’t gone up hugely, not much different from
8 yrs ago and students are less competent and higher student expectations mean more work.
74. What would you like done differently, if anything, to support you in your role?
Feeling part of collegiate, contact with leader/ coordinator of unit. Not sure who was
supposed to be contacted. No one sees you if there is a problem which is poor practice.
Would like to have information about whether I might teach in future. Would like to know
how and who is responsible for handing out units? Who is it? Who handles the decisions?
No clear idea – complete void. Waiting for crumbs to fall to the beggars under the table.
75. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Nobody
76. If you could change one thing (about teaching at MGSM), what would you like changed?
(Why?)
Would like to move away from absolute uncertainty of my role and function. If we’ve got an
emergency we’ll give you a ring... is not a good situation to be in. I realise there is variability in
enrolments each term/year, but you are less likely to produce the quality that is needed if you
don’t get work, practise and maintain skills, experience, keep materials up dated. High cost of
development for adjuncts, low re-use – which also increases stress and decreases ability to
perform at one’s best.
77. Apart from that, what would be the next most important for you?
Nothing else
78. Do you have any other comments?
38
no
MGSM Adjunct Needs Interviews
RESPONSE:
7
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
12/2/08 1.15pm
79. Which locations have you taught at for MGSM?
CBD
NR
HK
SP
No
Yes
No
No
80. About how many times a year do you teach (for
MGSM)?
2 units taught so far
81. When did you first start teaching for us?
2007 S4
82. What has gone well in your teaching experiences at MGSM?
Everything is really fine, no problems, competent, administration is commendable
83. What would you like done differently, if anything?
To be able to spend more time from the time you know/ have a ‘yes’ to teach, to when you start. Quick
turnaround time, short lead time. I think it is desirable for someone to attend actual lectures say 2-3
classes of another teacher, to discuss with lecturers current, content, focus, to pull together material to
the standard desired and expected.
Whenever I have asked for something it is there, always been resourced, came from South Africa,
originally, 9 years, don’t know how Australian universities work. Was an Associate Professor at a
Technicon, pre-uni, post- TAFE, have industry experience Lend Lease, so there are similarities and
differences. If you had no academic experience and only industry experience it may be harder. I
adjusted easily but aligning level is of focus/ interest initially. Marketing is a core unit so it needs to be
pitched correctly. It can be theory based or practice based (marketing game) approach – and you end
up with learning different things.
84. Do you work, or have you worked, for one of MGSM’s competitors?
No,
85. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
I come from Sth Africa, so not applicable – no one can complain, a little isolated, no fault of anybody,
just the system, it works fine. The big issue with adjuncts is the lowering of standards, as reported in
the papers, low standards comes with lowering costs – it works. It is a business orientation /issue – no
real problem. Reputation is its’ brand equity. Reputation is built in the classroom. I don’t buy into the
argument of lowing standards – it is a risk to be managed – can do it by pre-entry preparation. Don’t
need library, I don’t go to class website, I don’t need a lot more ‘orientation’, to know where fire exits
39
are, the organisation can’t demand more time without paying for it. It is a mistake to make (try to
make) adjuncts and full timer’s equivalent. That’s not the point/ issue. The only issue is equivalence of
standards. My rating is 4.3 – I don’t know what this means. I asked G Ford is this good and got a
response – it is about the standard. I need to and want to pitch at the right level, position for MGSM
students. There could be or should be an annual figure released – but as an aggregate it might not be
much use. If I need help I ask Ariel. Information should be on a need to know basis and kept to a
minimum.
86. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
Not relevant, if paid more and closer to where I live it may be attractive but my decision relates more to
why you are doing what you are doing. MGSM has a brand, kudos and rub off associated with working
for MGSM for the individual. I run a training business, going 1 yr – previously worked for lend lease,
actively pursued getting into MGSM, Institute of Company Directors, & Notre Dame. Got an offer at
MGSM and was very happy.
87. What would you like done differently, if anything, to support you in your role?
Nothing, really happy, system is not broke, support team fantastic, everything works well, like to
park for free – but not an issue. Nothing serious, would like facilities in the lecture room for
recording either video and/or voice for feedback and review purposes. Can view lecture
asynchronously, self monitor and evaluate.
88. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Admin and Academic helpful. Sandra Burke and Guy Ford, both really helpful, same day response/ or
next day. Swapna, Kit, Pat all good. Don’t like to single out names – all good.
89. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
In class recording for review
90. Apart from that, what would be the next most important for you?
No other things, this is my second term, refining content and context, best way to deliver the topic,
would have been nice to start at this point but happy to refine as I go, I like that there is room for
change. Adjuncts need to be observed in first term or two and given feedback.
91. Do you have any other comments?
What do I have to do to get on the overseas teaching lists? SP and HK?
Would like to know how to signal my availability to teach offshore.
Need a clear vision of what success looks like. What are the standards in terms of behaviours,
outcomes, processes. Needs to be a mechanism to assist with integrating into MGSM, not
copious manuals to read, not necessarily f2f orientation.
Possible solutions? Facebook groups, intranet – more cost effective than newsletters
40
Self administered blogs
WEB 2.0 facilitates user generated content, which for the organisation is zero marginal cost for
communications
Like it that we don’t have to attend meetings, no paper work to fill in, take the roll, hand in marking
sheets.
There is a trade off – keep costs down and minimal contact versus high costs with higher contact.
Standards are the key - need to pitch to expectations of key stakeholders. Should be a key
concern, students rating can’t be relied on – as a proxy for standards – they are a popularity
rating, not a standards rating.
41
MGSM Adjunct Needs Interviews
RESPONSE:
8
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
Thursday, 22 Feb 2008, 11am
92. Which locations have you taught at for MGSM?
CBD
only
93. About how many times a year do you teach (for
MGSM)?
This is my first semester,
Unit: Strategic Management
94. When did you first start teaching for us?
08S1
95. What has gone well in your teaching experiences at MGSM?
Support is reasonable, administration is good and responsive, and for example, admin help on the day
with computer operation.
Suggested Areas to build up: to have a forum/ discussion with the leader/ subject stream lecturers. I
was given an outline and text without explanation; for example, why it is used. I asked if there was any
option to vary the given material, wanted academic dialogue, end of semester follow up would be
good, having an opportunity to interact with researchers to feed into new research and research
opportunities, to know about/ find out about research opportunities here. I am doing a DBA so am
interested in linking into research activities that are going on.
96. What would you like done differently, if anything?
Pre-course discussion and post course discussions. Bring in industry speakers 3-4 guest speakers
who have practical experience. It would be good if MGSM could make available small gifts for
example, bottle of wine, some memento (for example, pen with logo)
97. Do you work, or have you worked, for one of MGSM’s competitors?
Yes, UTS
98. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
More advanced warning and planning, they lock in people (to teach) earlier
99. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
MGSM, because of its teaching and researching and a sense of liaison with MGSM
100. What would you like done differently, if anything, to support you in your role?
42
No extra needs
101. Who, if anyone, have you found most helpful in your teaching role at MGSM?
David (McGrath) very helpful in admin, he’s the only one (I am involved with)
Guy Ford quite responsive, don’t have a lot of interaction on a regular basis.
Pre and post forum, SET process would be good to give/ get feedback and to learn and grow and give
an explanation about variations (if and when anything occurs), for example, Students who complain
and don’t perform. There needs to be flexibility (and understanding) about the student-teacher
interaction so students who ignore guidelines and then complain (aren’t able to ‘take it out’ on the
teacher when they do badly in assessment).
102. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
Not sure – nothing particularly
This is my first semester.
103. Apart from that, what would be the next most important for you?
Nil response
104.
Do you have any other comments?
Not really, just the post semester forum would be good, particularly to share experiences. Would
value contact.
43
MGSM Adjunct Needs Interviews
RESPONSE: 9
We are hoping to find out about the sort of support that would help you in your teaching at MGSM.
Name
Date & Time
21 Feb 08, Thursday, 9.30am
105. Which locations have you taught at for MGSM?
Yes to: CBD NR HK
(No to Singapore)
106. About how many times a year do you teach (for
MGSM)?
5 per year on average, varies
107. When did you first start teaching for us?
Started in 2001, July
108. What has gone well in your teaching experiences at MGSM?
The teaching and student interaction is the most enjoyable part. I’m fairly experienced, in banking and
finance. The best classes have people who want to expand their knowledge. Class size in mid 20s
109. What would you like done differently, if anything?
A disappointing thing from time to time was the size of classes. Teaching deteriorates when classes
are in excess of 40. I once refused to take a HK class which was over 60 as large numbers in not
conducive for the subject or nature of educational experience.
The most negative experience was; lack of consistent course coordination and lack of relevance to the
MBA as a whole and structural issues with regard to the School. There should be a course
coordinator, Chris Hall was always available but he moved away from the role and nobody effectively
took it up. Therefore the unit was effectively ‘rudderless’. Even with goodwill the adjuncts don’t
coordinate well. If no-one has particular authority not only does teaching suffer but also course content
evolution and integration suffer. Economics’ has a role (in the MBA) but it has struggled with too much
content, the focus on content should really be a minor component; basic principles should follow on
and link to other units, add to the basics.
[Comment on own background] in economics faculty I was head of research at MQ.
SETS – Dean had an annotated report, value of economics had declined in the view of the students,
and teaching was mainly coverage of content and integration into the MBA. There was not enough
choice. The unit needs to undergo curriculum re-development and regular review. Economics is a
much applied view. This is a structural issue. Problem of not having control and the nature of
leadership impacts on the working context. Leaders tend to reflect their own priorities and biases come
through into the work environment in the focus, oversight and coordination areas.
110. Do you work, or have you worked, for one of MGSM’s competitors?
AGSM but some years ago. Worked with the IMF, with Peter Dodd on financial de-regulation in 19845.
44
111. If yes, what do they do that you would like to see MGSM do in supporting adjuncts?
MGSM, was choice in Sydney because I am based near MGSM
112. If they offered you teaching at the same time, so you had to choose (between them and MGSM),
which would you choose? Why?
Have talked with others, would consider others
113. What would you like done differently, if anything, to support you in your role?
There has to be a dedicated course coordinator, there needs to be better integration and regular
curriculum development or see it (Economics) offered as an elective or change the focus.
114. Who, if anyone, have you found most helpful in your teaching role at MGSM?
Chris Hall was most helpful in the early days as course coord, beyond that Tryone Carlin. Nobody
particularly focussed or interested in the unit/ subject or teaching. Richard Dunford was helpful in a
different capacity.
115. If you could change one thing (about teaching at MGSM), what would you like changed? (Why?)
I see it as a scale thing; repeat things at the start; consistent course coordination, integration with MBA
and whole of program
116. Apart from that, what would be the next most important for you?
They’re the most important, better integration with faculty
117.
Do you have any other comments?
Not really
45
RESPONSE 10
=======================================================================
MGSM Adjunct Needs Evaluation Survey 2007
This interview aims to find out about your experiences as an adjunct at MGSM with a view to identifying
ways of better supporting the adjunct staff and to ensure MGSM's teaching is both effective and efficient
in its learning and teaching delivery;
Please complete some general information first before providing answers to the topic questions.
ANSWERS
Name
Locations taught
Frequency
Names &/or Codes of Units taught (where
known)
CBD
NO (please delete one)
NR,
YES (please delete one)
HK,
NO (please delete one)
SP
NO (please delete one)
CBD
………… …….times/ year.
NR,
……… 4 … …….times/ year
HK,
………… …….times/ year
SP
………… …….times/ year
MGSM code number, name
MGSM 870
Commencement
………… 2008 ………Year
Size of class/es
40-50
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your teaching
experiences at MGSM?
1 ANSWER Support resources. Facilities. Class composition.
46
2. What has been the greatest challenge in your role as an adjunct at MGSM?
2 ANSWER Non-standard requirements for example, remote library access; retaining facilities
for working with students after class; wireless broadband access. Excessive administration
especially around contracts and payments - this could be much easier.
3. What would you like done (by MGSM) to support you in your role?
3. ANSWER Focus on making things easy. Anticipate remote requirements.
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn from its
competitors in terms of supporting adjuncts?
4. ANSWER N/A
5. If you had to list just three critical three things to change what would they be?
5. ANSWER 1) Customer focus - make things as easy as possible, for adjuncts as well as
students
2) Better front-of-house. Reception is often lacklustre - staff too young, poorly trained, and
scruffy. They try their best but the whole "concierge" experience could be substantially improved
3) Stay at forefront of technology. Wireless broadband should be up by now - for all users
including Executive Hotel. Not having it makes us look out of touch
6. Why are these important?
6. ANSWER 1) Because it enables energy to be focussed on teaching and learning
2) & 3) Because it presents the whole of MGSM as a professional operation
7. Do you have any other comments regarding adjunct teaching support?
7. ANSWER Overall, MGSM runs a good show. It could just be polished
8. Do you have any other comments? (about anything)
8. ANSWER
47
RESPONSE 11
MGSM Adjunct Needs Evaluation Survey 2007
This interview aims to find out about your experiences as an adjunct at MGSM with a view to identifying
ways of better supporting the adjunct staff and to ensure MGSM's teaching is both effective and efficient
in its learning and teaching delivery;
Please complete some general information first before providing answers to the topic questions.
ANSWERS
Name
Locations taught
Frequency
CBD
YES
NR,
YES
HK,
NO
SP
YES
CBD
1- 3 times/ year.
NR,
1- 3 times/ year
SP
Infrequently
Names &/or Codes of Units
MGSM 820, Marketing Management
Taught (where known)
MGSM 953, Management Consulting
Commencement
2003, I think
Size of class/es
30 - 45
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your teaching
experiences at MGSM?
1 ANSWER
Good support from Student Services/ Admin, material provided in advance, knowledge of the
MGSM experience (as one of the School’s alumni), mature classes, interactive practical approach
2. What has been the greatest challenge in your role as an adjunct at MGSM?
2 ANSWER
Being treated as an adjunct rather than just another member of faculty, albeit not a full-time
career academic. This is completely unnecessary and counter-productive.
3. What would you like done (by MGSM) to support you in your role?
3. ANSWER
1. Provide an adjunct hot-seat office where we can print our own teaching aids, etc.
2. Put adjunct profiles up on the MGSM website (all our major competitors do so)
48
3. Include adjuncts on e-mail distribution list for any MGSM faculty announcements
4. Invite adjuncts to appropriate MGSM events, e.g. staff meetings, Xmas party!
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn from its
competitors in terms of supporting adjuncts?
4. ANSWER
Inclusive approach to adjuncts
5. If you had to list just three critical three things to change what would they be?
5. ANSWER
See #3 above
6. Why are these important?
6. ANSWER
Makes for a stronger adjunct-MGSM relationship
7. Do you have any other comments regarding adjunct teaching support?
7. ANSWER
None
8. Do you have any other comments? (about anything)
8. ANSWER
Yes, I hope this survey leads not to just another report (to justify a grant) but some action.
49
RESPONSE 12
Adjunct Needs Survey
Please complete some general information first before providing answers to the topic questions.
ANSWERS
Name
Locations taught
Frequency
CBD
NO (please delete one)
NR,
YES (please delete one)
HK,
YES (please delete one)
SP
NO
(please delete one)
CBD
0………… …….times/ year.
NR,
…1 or 2…….times/ year
HK,
…rarely……… …….times/ year
SP
………… …….times/ year
Names &/or Codes of Units
MGSM code number, name
Taught (where known)
MGSM 860 Strategy
MGSM 835 Finance
MGSM
MGSM
Commencement
2003 as adjunct
…………………Year
Size of class/es
30- 50
50
RESPONSE 13
Adjunct Needs Survey
MGSM Adjunct Needs Evaluation Survey 2007
This interview aims to find out about your experiences as an adjunct at MGSM with a view to identifying
ways of better supporting the adjunct staff and to ensure MGSM's teaching is both effective and efficient
in its learning and teaching delivery;
Please complete some general information first before providing answers to the topic questions.
ANSWERS
Name
Locations taught
Frequency
CBD
YES/ (please delete one)
NR,
YES/ (please delete one)
HK,
YES/ (please delete one)
SP
YES/
CBD
…2……… …….times/ year.
NR,
…2……… …….times/ year
HK,
…Not often…… …….times/ year
SP
…… Not often…… …….times/ year
(please delete one)
Names &/or Codes of Units
MGSM code number, name
Taught (where known)
MGSM820, Marketing Management
MGSM815, International Marketing
Commencement
…2004……………Year
Size of class/es
10 – 50 Usually approx.40
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your teaching
experiences at MGSM?
1 ANSWER
Great students. Excellent teaching environment. A really rewarding experience.
2. What has been the greatest challenge in your role as an adjunct at MGSM?
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2 ANSWER
Keeping up to date and keeping it fresh for students
Knowing if I have work in the future
3. What would you like done (by MGSM) to support you in your role?
3. ANSWER
Share interesting materials for discussion in class. Ensure all lecturers have the same subject
format to ensure consistency to students.
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn from its
competitors in terms of supporting adjuncts?
4. ANSWER
Coordination of adjuncts and course structure.
Timetabling is complete months in advance
5. If you had to list just three critical three things to change what would they be?
5. ANSWER
Coordination
Complete timetables well in advance to allow it to get booked in the diary etc.
Have basic facilities for adjuncts on site – photocopying etc.
6. Why are these important?
6. ANSWER
To ensure consistency and avoid students being concerned at the differences.
To avoid concerns over availability
Often difficult to access support over weekends
7. Do you have any other comments regarding adjunct teaching support?
7. ANSWER
All in all the support is very good and there are no major concerns.
8. Do you have any other comments? (about anything)
8. ANSWER
MGSM is one of the best places that I work. The students are excellent, and the facilities and
support are both good.
52
RESPONSE 14
Adjunct Needs Survey
ANSWERS
Name
Locations taught
CBD YES (please delete one)
NR, YES (please delete one)
HK, NO (please delete one)
SP NO (please delete one)
Frequency
CBD ………1-2… …….times/ year.
NR, ………1-2… …….times/ year
HK, ………… …….times/ year
SP ………… …….times/ year
Names &/or Codes of Units
Taught (where known)
MGSM 890, Operations
Management
MGSM
MGSM
MGSM
MGSM
Commencement
……2007……………Year
Size of class/es
From 20+ students to 50 students
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your
teaching experiences at MGSM?
1 The dynamics in my classes and the interest the students take for my subject.
2. What has been the greatest challenge in your role as an adjunct at MGSM?
2 Ensuring my class and related coursework are comparable to that of other
Lecturers.
3. What would you like done (by MGSM) to support you in your role?
3. Keep me informed of internal issues (e.g. news, access to intranet if in existence,
Dean or faculty updates, etc.). I would also like to attend an induction to get to know
policies, organisational structure, etc.
53
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn
from its competitors in terms of supporting adjuncts?
4. I think other organisations take more pride and rely more on the adjunct staff - they
have a list of their adjunct staff in their website and 'advertise' their skills and
knowledge to attract students who are interested in learning from a combination of
academics and practitioners.
5. If you had to list just three critical three things to change what would they be?
5. Introduce and induction program for adjuncts, keep adjuncts informed of
organisational issues.
6. Why are these important?
6. These are important to keep adjuncts aware of policies, procedures, organisational
changes, objectives and plans, contact points, events, etc.
7. Do you have any other comments regarding adjunct teaching support?
7. I think the administration support I have received is very good, especially Ariel
Alcantara who has been extremely helpful to me.
8. Do you have any other comments? (about anything)
8. I think that upcoming/open adjunct opportunities should also be advertised so that
existing adjuncts have an opportunity to apply and be considered.
54
RESPONSE 15
Adjunct Needs Survey
15 Renu
ANSWERS
Name
Locations taught
CBD
NO (please delete one)
NR,
YES (please delete one)
HK,
Frequency
NO (please delete one)
SP
NO
(please delete one)
CBD
…as yet 1 ……… …….times/ year.
NR,
………… …….times/ year
HK,
………… …….times/ year
SP
………… …….times/ year
Names &/or Codes of Units
MGSM code number, name
Taught (where known)
MGSM 890 Operations Management
Commencement
……Jan 2008……………Year
Size of class/es
25
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your teaching
experiences at MGSM?
1 ANSWER
Whilst this was my first teaching experience at MGSM, the experience was indeed daunting. My
engagement and preparations for the lecture, my enthusiasm, my personal commitment and
sensitivity to teach at MGSM, my diverse content delivery, and overall my ability to understand,
gauge, dynamically respond and adapt to the needs of my students has gone reasonably well.
I tried to foster new ideas such as the very notion of innovation and creativity that I sowed in my
first lecture, started to show signs of return, and how students saw that innovation and creativity
was a very important aspect of life - demonstrated by them through the use of these ideas in a
marketing assignment. I also introduced a concept of a news item (real issue industry related to
Ops mgmt topic of the day) and students greatly benefited from that as they saw the
connection between actual theories with common practice. As we progressed along I also tried to
foster good communication and cooperation not only intra- groups but also in between syndicate
groups which was difficult in the beginning but did work in the end - demonstrated by successful
debate synchronised amongst 2 syndicate groups. I also made myself available to students via
email, phone and in person outside class hours. I feel confident in saying that despite of hurdles
on the way, I believe that students have significantly valued the course, its content and the
experience, and hence have departed from the class after gaining value for their investments.
Certainly there is always room for improvement, and I am prepared to work on them.
Bob Hunt gave me "The Operations Management Excellence Award" for "Service above and
Beyond the Call of Duty" in front of the class, which was unexpected but truly rewarding.
2. What has been the greatest challenge in your role as an adjunct at MGSM?
55
2 ANSWER
Term1 teaching was extremely challenging, the 10 weeks were indeed a roller coaster journey.
Firstly I was new to MGSM teaching and to gauge student expectations was learning in
itself. Secondly, I overwhelmed students with material in lecture 1, which when I think back I
should not have done, I had immediately fixed this issue at start of Lecture 2 itself. Thirdly, I was
subjected to a hidden aspect of Ops Mgmt - an established and perceived position in student’s
minds about the Ops mgmt course and the associated workload.
MGSM890 course in students minds was deemed as a heavy load course with the most
demanding expectations in terms of hrs, assessments and the lot, something which I was
unaware of until later (as compared to other MGSM core courses - lack of similar expectations
from other courses made this course as highly demanding for example, 140 - 160 hrs of workload
as a policy not being emphasised in other courses, number of assignments etc).
Further discrepancies in students minds about expectations and an erroneous course guideline
for the block teaching course of Ops Mgmt, resulted in a even greater stumbling issue which
accounted for several students transferring to the block teaching class, This was very
demotivating for me personally, and indeed unstabilised the class morale, resulting in significant
extra effort requirements in managing the class expectations. In a similar vein, I was hit by an
issue on the last day of the class - exam formats of the two parallel Ops mgmt classes were
different. I suspect we may be hit by this issue on the exam day itself.
As such to turn around the mindset of some students, in particular those who initially saw my
teaching, the assessment workload etc as a major issue, at the end of the term saw great value
from my teachings and saw the strengths I brought to Ops mgmt team (attention to svc ops mgmt
and value networks on top of mfg - some of the contemporary topics relevant in the service and
knowledge-based economy of today, guest lecturers from industry etc.- svc, mfg and value
chain/supply chain and finally giving them an opportunity for future career paths ) was possibly
the most contenting experience for me. I also had a steep learning curve, the credit for which
goes to MGSM and my students for having given me this opportunity, and one which was only
possible through my knowledge and experience, and my capability to understand, adapt and
respond quickly, added with support from Bob.
3. What would you like done (by MGSM) to support you in your role?
3. ANSWER
I feel Bob Hunt provided me an excellent support in all respects, he navigated and guided me
through every situation, so I cannot ask for more, he has performed an outstanding role
in encouraging me, motivating me and standing by me, and in helping me keep control of the fort,
especially when I was edgy. Roy and Bob both provided me an excellent support in
making themselves available to meet with my guest speakers, and that gave me a boost and a
standing position in front of my class. Student Services did everything and provided excellent
support before and during the 10 weeks.
I guess there seems to be a lack of infrastructure/processes/policy with regards to supporting
guest lecturers to our classes. We as lecturers do not have a mechanism to provide our students
with industry exposure - in terms of costs and commitment. Knowing that MGSM will not support
the costs affiliated with guest speakers, I took that as a personal commitment. I knew that
students at MGSM would love this exposure, hence used my personal contacts in industry to
make these guest lecturers happen. I must admit that when Roy found out about the expenses I
was incurring from my pocket, he took the initiative to pay expenses for 2 of the 3 lunch events
with the guest speakers, for which I am extremely grateful. I guess this lack of policy may possibly
be stopping a lot of faculty to invite guest speakers at MGSM, which means less value for our
customers - the students.
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn from its
56
competitors in terms of supporting adjuncts?
4. ANSWER
I have worked as an adjunct faculty for UTS, My uni (GACC, MII), UOW, SGSM etc, and are
teaching at AIM soon. One thing I noticed at SGSM and AIM is that students are provided with a
light snack during the break. I am not sure if this is at all possible, but maybe worth considering.
Both SGSM and AIM have students similar to ours at MGSM, and amidst a 4 hr class, this little
snack might be a good friendly gesture by MGSM and a great place to network for adjuncts with
the students, especially when they are on campus during teaching hrs mainly.
5. If you had to list just three critical three things to change what would they be?
5. ANSWER
a) Increase use of case based teaching and make continuous improvements on course content,
format, assignments etc
b) balance the expected workload of MGSM890 inter- and intra- core courses - 140-160 hrs,
according to students it seems that in other courses neither is there an expectation such as that
nor is this workload expectation followed as a policy. This discrepancy requires addressing and
re-enforcement with other course co-ordinators. Further, mis-alignment across the Ops mgmt 890
full-time classes and block teaching - in terms of student’s perception on workload further added
to the cause of dissatisfaction as highlighted in 2 above. There was ongoing nagging about this
workload throughout the term however in lecture 10 once again hit by the difference in exam
format across F/T teaching and block teaching. Despite Bob taking these major issues on himself
and addressing them, I think the dissatisfaction arising from these issues and in particular raised
once again in week 10 will have a significant influence on my SET outcomes. I must say that I
have abided by the guidelines as given to me by Bob and have kept up to them.
c) a policy to support Guest Speakers, site visits etc, and a mechanism to give students more
industry experience - through guest lectures, career paths, site visits etc
6. Why are these important?
6. ANSWER
Student morale and student confidence went down significantly due to b); it is like these are order
winners and qualifiers according to the Kano model - a must requirement, whereas c) was a
delighter. Having delivered c) well, with satisfactory delivery on a), and by gaining some comfort
and confidence through repeated re assurances and addressing the issues pertinent to b), I feel
that students did get a true learning experience, although there is room for improvement. I feel
that my teaching was fairly balanced in terms of coverage across svc, mfg and supply chain - with
3 speakers one from each area, added with an mfg site visit. This resulted in developing an indepth understanding about contemporary Ops mgmt in a service and knowledge-based economy
of today, underpinned by mfg.
Wrt to b), the students realised that most of the issues were with the system (perception in
students minds about workload and associated expectations and then the exam format) and not
my own teaching, in fact they have sent me several emails in support of my teaching style,
content etc. starting from lecture 1 right to the end of lecture 10, which can act as testimonials if
deemed necessary. Students look for what they are being examined, as such the co-ordination,
alignment and integration across b) above becomes very important. I must admit that in my mind
the two issues - system vs my own teaching are inter-related. If at the end of the day students are
unhappy about the system, it will certainly reflect on me and my teaching as well, I am part of the
delivery system. Whilst I was new to teaching at MGSM and in a dynamically adjusting phase,
these issues certainly were not supporting my personal outcomes. Irrespective of whether the
questions about the unit and the lecturer capabilities might be segregated in the SETS, I
confidently believe that there will be some adverse influence which will be evident in the SETS
outcome (especially due to examination format issues arising on the day SETS were conducted Lecture 10) and that these aspect should be given due consideration under the circumstances,
57
and not analysed purely based on numbers.
Since most of our students are experienced students they are looking for enhancements of their
skills and capabilities, as such a) and c) is highly critical to them, real life instances with an
opportunity to truly see theory applied in practise.
7. Do you have any other comments regarding adjunct teaching support?
7. ANSWER
Since MGSM has many adjuncts and that it continually appoints many, possibly a formal
induction for the adjuncts might be valuable - gain a consistent understanding of MGSM services,
processes and procedures.
8. Do you have any other comments? (about anything)
8. ANSWER
Truly speaking I have had an insightful learning experience myself through the sheer
challenges, one which I would not have otherwise availed. So sincere thanks in particular goes
to Bob Hunt, MGSM staff and faculty and my students of the MGSM890 class for my steep
learning, and I hope that everything they have learned in MGSM890 is valuable and is truly
applicable in every facet of their lives and their careers. What I can promise is that every
suggestion, comment or feedback I have received is personally valued, and I will sincerely do my
best. Through my learnings and experience so gained, all I can say is that I am confident in taking
another session on board and believe that I will be very successful in demonstrating that
outcome.
58
RESPONSE 16
Adjunct Needs Survey
ANSWERS
Name
Locations taught
Frequency
CBD
YES/ (please delete one)
NR,
YES/ (please delete one)
HK,
YES/ (please delete one)
SP
/ NO
CBD
(please delete one)
1 ………… …….times/ year.
NR,
2……… …….times/ year
HK,
1………… …….times/ year
SP
………… …….times/ year
Names &/or Codes of Units
MGSM code number, name
Taught (where known)
MGSM800
Commencement
……………1998……Year
Size of class/es
20 -50
Interview Questions
1. As an adjunct what would you say has gone particularly well in terms of your teaching
experiences at MGSM?
1 ANSWER
Materials are produced on time
Good support from the admin staff
2. What has been the greatest challenge in your role as an adjunct at MGSM?
2 ANSWER
Finding out relevant information that would help with teaching eg requirements for assignments,
exams, policy changes etc
3. What would you like done (by MGSM) to support you in your role?
3. ANSWER
Provide more liaison with other lecturers and Discipline Convenor to ensure consistency of
quality
4. If you have worked for a competitor (AGSM, Uni Melb etc) what can MGSM learn from its
competitors in terms of supporting adjuncts?
4. ANSWER
Would be helpful if adjuncts felt they were valued and not dispensable
59
5. If you had to list just three critical three things to change what would they be?
5. ANSWER
Culture - from treating adjuncts as second class citizens to respecting the different skill set and
experience they bring to the classroom
Communication - ensuring adjuncts are kept up to date with requirements
Capability - help to build the adjunct's academic teaching skills with coaching/mentoring from the
full-time staff, including supervision and feedback
6. Why are these important?
6. ANSWER
Attraction and retention of the best talent and ensuring you are obtaining best value from the
talent
7. Do you have any other comments regarding adjunct teaching support?
7. ANSWER
The culture at MGSM appears to be one of disrespect towards adjuncts from the full-time
academics. Adjuncts are often derided by the full-time staff as second best teachers who rely on
telling war stories rather than academic rigour. While this is undoubtedly true in some cases, it is
also true that many students learn well from practical examples that provide a meaningful and
relevant bridge from the text book to the real world. It would seem to be long overdue that MGSM
puts behind it this stale and outdated tribal warfare and instead recognises the value in the
diverse skills brought to the classroom by full-time academics and adjuncts. It would seem to me
that both groups would derive enormous benefit from working closely together and learning from
each other.
8. Do you have any other comments? (about anything)
8. ANSWER
60