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Workload allocation and balancing: the Salford model
UCML workshop, 13 March 2009
Janet Lloyd
School of Languages
University of Salford
Purpose of workload balancing
• To record and quantify the full range of academic activity
• To ensure that work is fairly distributed among available (academic) staff
The “full range of academic activity” includes:• teaching and teaching-related activity (preparation,
delivery, marking, supervision)• research• administrative roles• enterprise activity
Quantifying activity
• Standard annual full-time workload = 100 points
• 100 points = 1650 hours
• ‘Size’ of activities quantified in terms of the amount of notional time needed to undertake them
• Relatively easy to assign a ‘size’ to various specific activities, for example, administrative or management roles
Quantifying teaching activity
Workload associated with the delivery of modules is quantified using three categories
• One co-efficient set to determine the intensity of the teaching load (sensitive to credit rating, but not student numbers)
• Another set to determine the intensity of the marking load (sensitive to both credit rating and student numbers)
Quantifying teaching activity: problems
• Relevance of credit rating to workloads?
(Credit rating is a notional unit of student input into learning; it is not a notional unit of staff input into teaching)
• Only three categories of module; insufficient given the diversity of provision
Quantifying teaching activity: our solution
Move to ‘block’ methodology• Greater transparency• Greater flexibility (not limited to 3 types of
module or tied to credit rating)• Separation of preparation & delivery from
marking• Ability to add extra groups where needed
Advantages and issues
• Flags up where staff are +/- 10% of the full allocation
• On the basis of objective data, balancing can take place
• Transparency (everyone “pulling their weight”)
• Does not account for peaks and troughs• Non-researchers/those without management
or admin roles = heavy teaching loads