Examining the impact of COVID-19 on Graduate Teaching Assistant working conditions

Abstract

Retaining academic staff within higher education institutions (HEIs) has long been a matter of concern, yet little appears to have changed. However, the unprecedented COVID-19 pandemic may have intensified concerns regarding the working conditions in higher education, especially impacting graduate teaching assistants (GTAs). Young and Bippus (2008) and Shum, Lau and Fryer (2021) argue that GTAs lack the confidence to perform their responsibilities, while Alhija and Fresko (2021) argue that low salaries, increased workloads, and decreased levels of job satisfaction are some of the contributing factors that led to GTAs finding new employment opportunities. There should be increased levels of support for GTAs to ensure that they can perform all of their contractual duties to a high-quality standard. This literature review examines the impact of the COVID-19 pandemic on GTAs and what this may mean for the future of GTAs in academia. This paper will conclude with recommendations for HEIs on what can be done to support GTAs.