Academic Workloads

Abstract Background: Quality of work life is the reaction of employees to their work specially the individual results at work and mental health that affects their personal experience and work results. Objective: The aim of this study was to determine the effect of workload on quality of work life in staff of the teaching hospitals affiliated to Shahid Beheshti University of Medical Sciences, Tehran. Methods: This analytical study was conducted in 530 staff of four hospitals affiliated to the Shahid Beheshti University of Medical Sciences that were selected by Cochrane sampling method during 2014. The measurement tools were demographic questionnaire, Walton's quality of work life questionnaire (including 32 questions and eight dimensions), and the NASA TLX workload scale. Data were analyzed using Pearson's correlation coefficient. Findings: The mean scores of quality of work life and workload were 48.21±13.34 and 64.70±11.44, respectively. There was negative significant correlation between workload and quality of work life (r=-0.0161). Conclusion: With regards to the results, it seems that high workload is one of the most important factors of reduced quality of work life that can be reduced through proper organization and planning.

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new instruction method, but also with a higher workload. The main conclusion is that calculating student workload in terms of hours is very important, but especially when implementing a change in teaching style.► Proposed method approach the time student spend working, identifying over/underloadings. ► Student workload monitoring is essential when a change in teaching method is done. ► At least two evaluations of the workload are required to get more realistic time averages. ► PBL demands more time than lecture, probably due to the development of the skills required. ► PBL and cooperative learning influence positively on student performance.

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation – academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on technology-enhanced learning in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of furthe...

Problem durumu ve Amaç: Bu çalışma öğretmenlerin görevleri süresince karşılaştıkları, angarya olarak gördükleri durumları ve bunların öğretmenlere yansımalarını ortaya çıkarmayı amaçlamaktadır. Yöntem: Çalışmada fenomenolojik desen kullanılmıştır. Bu araştırmanın çalışma grubunu ortaokullarda görev yapan farklı branş ve yaşlarda toplam 10 öğretmen oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Toplanan veri içerik analizi yöntemiyle çözümlenmiş ve kodlanmıştır. Bulgular: Veri analizi sonucunda, katılımcıların angarya olarak farklı konuları dile getirdiği görülmüştür. Bu konular; kırtasiyecilik işleri, nöbet, mesai dışı toplantılar, veli görüşmeleri, öğrenci koçluğu ve proje ile etkinlikler biçiminde ortaya çıkmıştır. Veri analizi sonucu, sözü edilen angaryaların farklı yansımaları olduğu anlaşılmıştır. Angaryaların öğretmenlerde motivasyon düşüklüğüne, değersizlik hissinin oluşmasına, hayal kırıklığına, strese, performans düşüklüğüne ve yorgunluğa sebep olduğu belirlenmiştir. Çalışma sonucunda öğretmenlerin angarya algısının branşa göre farklılık gösterdiği, ancak her bir branşın kendine göre angarya olarak adlandırabileceği durumlarının mevcut olduğu anlaşılmıştır. Öğretmenler ifade ettikleri angaryalar hakkında genelde olumsuz görüş bildirmişleridir. İleriye Dönük Araştırma ve Uygulama için Öneriler: Bu çalışma ile özellikle okul yöneticilerinin, belki de "öğretmenin görevi" olduğunu düşündüğü bazı sorumlulukların, öğretmenler tarafından angarya olarak görüldüğünün farkına varacağı varsayılmaktadır. Bu çalışma ileride yapılacak diğer çalışmalara örnek olabilecektir.
Anahtar sözcükler: Angarya, dayatma, öğretmen sorunları, iş yükü, okul yönetimi

Purpose: The aim of this study is to reveal the situations that teachers encounter during their tasks, which they see as drudgery and their reflections on teachers. Method: Phenomenological design was used in the study. The study group of this research consists of 10 teachers from different branches and ages working in secondary schools. Semi-structured interview forms were used as data collection tools. The collected data were analyzed and coded by content analysis method. Findings: According to the analyzed data, different topics were expressed by the participants. These issues are as follows; stationery, meetings, parent meetings, student coaching, and projects and events. As a result of the data analysis, it was found that these situations had different reflection. It was determined that drudgeries caused low motivation, feeling of worthlessness, frustration, stress, poor performance and fatigue on teachers. As a result of the study, it was understood that the drudgeries may be differed according to the branches, but there were cases where each branch could call it a drudgery.
Keywords: Drudgery, imposition, teachers’ problems, workload, school management

Assessment of student learning is a crucial part of quality work-integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three-year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research. Universities both within Australia and internationally are scaling up their work-integrated learning (WIL) initiatives with a view to promoting employability, work readiness and citizenship outcomes for their graduates (Smith, Ferns, & Russell, 2014; Smigiel, Macleod, & Stephenson, 2015; Sachs & Clark, 2017). The scaling up of WIL has prompted discussion around the development and sustainability of such programs, given anecdotal evidence of the significant workload implications of this form of student learning for university staff. WIL is not specifically accounted for in many academic workload models (Emslie, 2011) and there is a scarcity of research explicitly investigating workload associated with WIL design and delivery (Clark, Rowe, Cantori, Bilgin, & Mukuria, 2016). The few available studies tend to focus on the workload implications of particular types of WIL. For example, Bulot and Johnson (2006) investigated delivery of service learning courses, estimating that workload commitments could require up to 10 extra hours a week (4.5 hours/week on average). More recently, Acton, Chipman, Lunden, and Schmitz (2015) investigated faculty workload associated with simulations in surgical education. Sixty percent of surgical program directors reported a slight increase, and 33% reported a significant increase to the average faculty member's workload, following the introduction of simulation requirements. While these studies shed light on the workload implications of some particular forms of WIL, they are not necessarily representative of the great diversity of delivery and assessment modes in WIL. WIL can encompass a range of experience and practice based activities including internships, teacher practicums, project work, simulations, international/clinical placements, and mentoring, each of which can entail very different approaches to curriculum design, teaching, assessment, student preparation and support. In light of the evidence gap, there is a need to better understand the impact of various models and/or modes of WIL delivery on academic workloads. In response to the above issues and lack of publicly available information (in both literature and practice) on the workload implications of WIL, a study was initiated at an Australian

Le temps de travail des enseignants-chercheurs, cadré par le décret de 1984, est en général sous-évalué et sous-estimé, faisant l'object de représentations erronées. La contribution cherche à objectiver le temps professionnel. Plusieurs contributions récentes ont mis en évidence le degré de fragmentation des tâches, la contrainte accrue des tâches gestionnaires, une multiplication des tâches invisibles et extrêmement chronophages, dans le contexte de la diversification des missions de l'université et à leur autonomie. La démarche est personnelle et comporte une dimension réflexive sur ma propre relation aux fonctions que j'exerce de professeur des universités dans un département de géographie. Il s'agit d'analyser les pratiques, notamment dans un cadre d'injonctions contradictoires, de contraintes, concurrences et complémentarités entre les tâches d'enseignement et de recherche. L'objectif de cette contribution est de livrer les résultats d'une analyse du temps de travail sur une année entière, à travers quelques méthodes statistiques simples destinées à mettre en forme un agenda électronique (Google) dont le contenu s'apparente à des textes et informations non structurées (fouille de données et analyse textuelle), Les résultats de l'analyse montre un temps de travail de 2321 h annuelles (soit 290 jours pleins),dont 42 jours le weekend , débordant largement sur la soirée et la nuit. L'activité est décomposée en fonction des principales tâches : l'enseignement, la recherche, l'encadrement doctoral, l'évaluation, et les tâches administratives, courriels et réunions.

# Abstract
**Academic at work: an analysis of working time**

The working time of French academics, under the 1984 decree, is generally undervalued and underestimated and is the subject of misrepresentations. The contribution seeks to objectify professional time. Several recent contributions have highlighted the degree of fragmentation of tasks, the increased constraints of managerial tasks, a proliferation of invisible and extremely time-consuming tasks, in the context of the diversification of university's missions and their autonomy. The approach is personal and includes a reflective dimension on my own relationship to the functions I perform as a university professor in a geography department.

It is a question of analysing practices, particularly in a context of contradictory injunctions, constraints, competition and complementarities between teaching and research tasks.
The objective of this contribution is to deliver the results of an analysis of working time over a whole year, through a few simple statistical methods designed to format an electronic diary (Google) whose content is similar to unstructured texts and information (data mining and textual analysis),
The results of the analysis show an annual working time of 2321 hours (or 290 full days), of which 42 days are spent at weekends, with much of the time spent in the evening and at night. The activity is broken down according to the main tasks: teaching, research, doctoral supervision, evaluation, and administrative tasks, e-mails and meetings.

The purpose of this study was to determine the level of workload among pharmacy academicians working in public and private sector universities in India. The study also aimed to assess the satisfaction of academicians towards their workload. A cross-sectional study was conducted for a period of 2 months among pharmacy academicians in Karnataka state of Southern India. Convenience sampling was used to select a sample and was contacted via email and/or social networking sites. Questionnaire designed by thorough review literature was used as a tool to collect data on workload (teaching, research, extracurricular services) and satisfaction. Of 214 participants, 95 returned the filled questionnaire giving the response rate of 44.39%. Private sector academicians had more load of teaching (p=0.046) and they appeared to be less involved in research activities (p=0.046) as compared to public sector academicians. More than half of the respondents (57.9%) were satisfied with their workload with...

Objective: The purpose of this study was to determine the level of workload among pharmacy academicians working in public and private sector universities in India. The study also aimed to assess the satisfaction of academicians towards their workload.
Materials and Methods: A cross-sectional study was conducted for a period of 2 months among pharmacy academicians in Karnataka state of Southern India. Convenience sampling was used to select a sample and was contacted via email and/or social networking sites. Questionnaire designed by thorough review literature was used as a tool to collect data on workload (teaching, research, extracurricular services) and satisfaction.
Results: Of 214 participants, 95 returned the filled questionnaire giving the response rate of 44.39%. Private sector academicians had more load of teaching (p=0.046) and they appeared to be less involved in research activities (p=0.046) as compared to public sector academicians. More than half of the respondents (57.9%) were satisfied with their workload with Assistant Professors were least satisfied as compared to Professors (p=0.01).
Conclusion: Overall, private sector academicians are more burdened by teaching load and also are less satisfied of their workload. Revision of private universities policies may aid in addressing this issue.

At the core of New Public Management (NPM) reforms sits the concept of accountability of publicly funded organizations. In Canada, it is suggested that provinces have increased the number of accountability procedures imposed on universities and that those measures would have had an impact on professors' academic workload. This study discusses the evolution of academic workload and evaluation of professors' activities over the last decade, as well as the current distribution of academic workload among the university staff. It relies on the Canadian faculty's perspectives collected through the 2007 Changing Academic Profession (CAP) study (n = 1151) and the 2017 Academic Profession in the Knowledge Society (APIKS) study (n = 2968). Findings suggest that academic workload increased significantly in the

Dieser Text ist die Langfassung eines Beitrages, den ich für die Alumnizeitung der Universität Potsdam schreiben durfte. Darin geht es - aus der Perspektive eines an der Universität Lehrenden - um die Erfahrungen, die ich inzwischen innerhalb eines Bologna-reformierten, geisteswissenschaftlichen Studienganges sammeln. Zeitverwendung und Ergebnisorientierung sind dabei zwei entscheidende Ankerpunkte, die meiner Ansicht nach das Verhältnis und die Erwartungen von Studierenden und Lehrenden bestimmen. Daran spiegle ich meine Erinnerung an meine eigene Studienzeit in den 1990er Jahren. Damals habe ich mich auch nur auf diejenigen Seminare vorbereitet, in denen das Thema oder der/die Dozierende spannend war. Und das blieb überschaubarer, als man/frau das im Rückblick gerne stilisiert. Viel Spaß bei der  Lektüre.

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not insignificant barriers existing in this context.  Throughout the discourse very little attention has been paid to those primarily responsible for this implementation – academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on technology-enhanced learning in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector.

Keywords: Academic workload, workload allocation model (WAM), technology-enhanced learning (TEL), blended learning, online learning, academic identity