This study examines the experiences of staff working under sessional, part-time, or fixed-term arrangements (referred to as contingent staff), focusing on how they perceive and construct their professional identity within UK higher education. A qualitative, interpretivist comparative case study design was adopted. Semi-structured interviews enabled a detailed exploration of the lived experiences of 11 contingent staff members. Thematic analysis was applied to examine and compare identity and practice across two institutional settings, identifying both commonalities and differences. Participants identified a range of important issues across the two institutions, including professional identity, perceived value, interpersonal dynamics within teams, role ambiguity, and feelings of inclusion in the wider academic environment. The findings also suggest that traditional distinctions between educational roles—such as educator, facilitator, coach, mentor, and pastoral supporter—are becoming less clear, indicating a blending of pedagogical and holistic approaches. This research contributes to the limited literature on pedagogical identity and practice among contingent staff in UK higher education. Unlike prior studies that often focus on mentoring or apprenticeship outcomes in general terms, this work centers specifically on how contingent educators perceive and experience their professional identities. The comparative case study approach strengthens the contribution by enabling a nuanced comparison across two higher education institutions.
