This paper examines the service and administrative workloads of Australian academics. It finds that academics undertake significant informal internal and external service work, such as serving on committees, in addition to any formal administrative roles. For informal internal service roles, the median annual workload ranges from 30-50 hours. External service roles have a median of 50 hours per year. Formal administrative roles require substantially more time, from 100 hours for some committee chairs to over 200 hours for deputy heads of school. By quantifying the time spent on different components of academic work, the paper aims to support the development of more comprehensive workload models for performance assessment and resource planning.
This document discusses research on developing employability, positive values, diversity awareness, and civic engagement among university graduates in order to equip them to create positive change. It reviews literature showing that employability requires more than academic skills, including work experience relevant to graduates' fields. Developing positive values in university is important but challenges remain in ensuring graduates maintain these values after graduating. Promoting diversity awareness meets growing societal needs and supports skills like creativity. University experiences like community engagement make graduates more likely to be engaged citizens who can influence positive change.
Narrations of Work-Life Balance among Academic Staff in an Open Distance Lear...QUESTJOURNAL
ABSTRACT: This study explores Work-Life-Balance among academic staff in an Open Distance Learning institution. A qualitative case study is used. Data for the research was collected from 16 academic staff using purposeful sampling. Academics describe the work-life experiences in the context of five overarching themes: (a) time demands, (b) ideal academic (c) career advancement (d) technology, and (e) work environment. This analysis revealed that academics’ work-life experiences are driven by a dearth of time and an excess of roles. Their involvement in multiple, interdependent roles although enriching through career advancement, presents ongoing time-based conflicts due to intense pressures of work. The tension associated with juggling roles significantly impacts their personal well-being and career satisfaction. Recommendations for this study are twofold; those that aid the university management towards more poignant work-life balance policies in the university and the need to conduct more research in Work-Life-Balance in Open Distance Learning institutions.
QUALITY OF WORK LIFE (QWL) OF ACADEMIC STAFF IN PRIVATE UNIVERSITIES IN NORTH...IAEME Publication
One of the challenges facing private universities in Nigeria is the inability to
retain highly competence academic staff. Heavy workloads, lack of adequate
resources and an unfavourable work environment, all affects efficiency and
productivity of the academic staff. The poor QWL can cause high stress levels, which
may have detrimental effects on family life and the wellbeing of academic staff. Based
on the above assertions, this study therefore examined QWL of academic staff in
private universities, north central Nigeria. Theoretically, this study adopted the self
and organizational theories. A sample size of 245 academic staff was purposively
selected for the study. Development and Validation Scale was used to measure QWL
among the selected academic staff.The finding indicates that, there was a disparity in
terms of the academic staff socio-demographic features and QWL.The study
concludes that in today era QWL is an important factor in determining academic staff
satisfaction in private universities in north central Nigeria and if it is undermined it
can affect the academic staff level of satisfaction adversely.
QUALITY OF WORK LIFE (QWL) OF ACADEMIC STAFF IN PRIVATE UNIVERSITIES IN NORTH...IAEME Publication
One of the challenges facing private universities in Nigeria is the inability to retain highly competence academic staff. Heavy workloads, lack of adequate resources and an unfavourable work environment, all affects efficiency and productivity of the academic staff. The poor QWL can cause high stress levels, which may have detrimental effects on family life and the wellbeing of academic staff. Based on the above assertions, this study therefore examined QWL of academic staff in private universities, north central Nigeria. Theoretically, this study adopted the self and organizational theories. A sample size of 245 academic staff was purposively selected for the study. Development and Validation Scale was used to measure QWL among the selected academic staff.The finding indicates that, there was a disparity in terms of the academic staff socio-demographic features and QWL.The study concludes that in today era QWL is an important factor in determining academic staff satisfaction in private universities in north central Nigeria and if it is undermined it can affect the academic staff level of satisfaction adversely.
11.factors affecting the quality of research in educationAlexander Decker
The document discusses factors affecting the quality of research from students' perceptions at the International Islamic University in Islamabad. It analyzes students' views on teachers and the research course, as well as facilities and supervisors. The major findings were that students were dissatisfied with teachers' experience and the course's coverage of modern research methods. Students found facilities adequate but supervision unsatisfactory due to supervisors' lack of training and experience. The study recommends improving teachers' training, revising the research course, maintaining facilities, and providing supervision training to enhance research quality.
A Literature Review Of The Impact Of Extracurricular Activities Participation...Scott Donald
This document summarizes a literature review on the impact of extracurricular activity participation on students' academic performance. It identifies three major theoretical frameworks discussed in the literature: 1) the zero-sum framework which suggests participation negatively impacts performance due to a finite time commitment, 2) the developmental framework which argues participation positively impacts performance indirectly through non-academic achievements, and 3) the threshold framework where positive impacts occur only up to a certain level of participation beyond which negative outcomes emerge. The literature review was conducted to extend the limited research that has examined this issue within accounting education.
CFA IN ORGANISATIONAL COMMITMENT WITH SPEACIAL REFERENCE TO WOMEN FACULTIES O...IAEME Publication
The survival in the present insecure and competitive environment has forced organizations to have specialized and committed employees which act beyond their duties, because the success of organizations depends on them. Committed human resources are organization’s greatest assets. This study aims to examine the confirmatory factor analysis (CFA) of organisational commitment among academicians. The research method, according to the purpose of applied research and the manner of data collection is a descriptive and the analyzing of the model specifically is based on structural equation modeling (SEM) via AMOS and SPSS softwares.
This document discusses research on developing employability, positive values, diversity awareness, and civic engagement among university graduates in order to equip them to create positive change. It reviews literature showing that employability requires more than academic skills, including work experience relevant to graduates' fields. Developing positive values in university is important but challenges remain in ensuring graduates maintain these values after graduating. Promoting diversity awareness meets growing societal needs and supports skills like creativity. University experiences like community engagement make graduates more likely to be engaged citizens who can influence positive change.
Narrations of Work-Life Balance among Academic Staff in an Open Distance Lear...QUESTJOURNAL
ABSTRACT: This study explores Work-Life-Balance among academic staff in an Open Distance Learning institution. A qualitative case study is used. Data for the research was collected from 16 academic staff using purposeful sampling. Academics describe the work-life experiences in the context of five overarching themes: (a) time demands, (b) ideal academic (c) career advancement (d) technology, and (e) work environment. This analysis revealed that academics’ work-life experiences are driven by a dearth of time and an excess of roles. Their involvement in multiple, interdependent roles although enriching through career advancement, presents ongoing time-based conflicts due to intense pressures of work. The tension associated with juggling roles significantly impacts their personal well-being and career satisfaction. Recommendations for this study are twofold; those that aid the university management towards more poignant work-life balance policies in the university and the need to conduct more research in Work-Life-Balance in Open Distance Learning institutions.
QUALITY OF WORK LIFE (QWL) OF ACADEMIC STAFF IN PRIVATE UNIVERSITIES IN NORTH...IAEME Publication
One of the challenges facing private universities in Nigeria is the inability to
retain highly competence academic staff. Heavy workloads, lack of adequate
resources and an unfavourable work environment, all affects efficiency and
productivity of the academic staff. The poor QWL can cause high stress levels, which
may have detrimental effects on family life and the wellbeing of academic staff. Based
on the above assertions, this study therefore examined QWL of academic staff in
private universities, north central Nigeria. Theoretically, this study adopted the self
and organizational theories. A sample size of 245 academic staff was purposively
selected for the study. Development and Validation Scale was used to measure QWL
among the selected academic staff.The finding indicates that, there was a disparity in
terms of the academic staff socio-demographic features and QWL.The study
concludes that in today era QWL is an important factor in determining academic staff
satisfaction in private universities in north central Nigeria and if it is undermined it
can affect the academic staff level of satisfaction adversely.
QUALITY OF WORK LIFE (QWL) OF ACADEMIC STAFF IN PRIVATE UNIVERSITIES IN NORTH...IAEME Publication
One of the challenges facing private universities in Nigeria is the inability to retain highly competence academic staff. Heavy workloads, lack of adequate resources and an unfavourable work environment, all affects efficiency and productivity of the academic staff. The poor QWL can cause high stress levels, which may have detrimental effects on family life and the wellbeing of academic staff. Based on the above assertions, this study therefore examined QWL of academic staff in private universities, north central Nigeria. Theoretically, this study adopted the self and organizational theories. A sample size of 245 academic staff was purposively selected for the study. Development and Validation Scale was used to measure QWL among the selected academic staff.The finding indicates that, there was a disparity in terms of the academic staff socio-demographic features and QWL.The study concludes that in today era QWL is an important factor in determining academic staff satisfaction in private universities in north central Nigeria and if it is undermined it can affect the academic staff level of satisfaction adversely.
11.factors affecting the quality of research in educationAlexander Decker
The document discusses factors affecting the quality of research from students' perceptions at the International Islamic University in Islamabad. It analyzes students' views on teachers and the research course, as well as facilities and supervisors. The major findings were that students were dissatisfied with teachers' experience and the course's coverage of modern research methods. Students found facilities adequate but supervision unsatisfactory due to supervisors' lack of training and experience. The study recommends improving teachers' training, revising the research course, maintaining facilities, and providing supervision training to enhance research quality.
A Literature Review Of The Impact Of Extracurricular Activities Participation...Scott Donald
This document summarizes a literature review on the impact of extracurricular activity participation on students' academic performance. It identifies three major theoretical frameworks discussed in the literature: 1) the zero-sum framework which suggests participation negatively impacts performance due to a finite time commitment, 2) the developmental framework which argues participation positively impacts performance indirectly through non-academic achievements, and 3) the threshold framework where positive impacts occur only up to a certain level of participation beyond which negative outcomes emerge. The literature review was conducted to extend the limited research that has examined this issue within accounting education.
CFA IN ORGANISATIONAL COMMITMENT WITH SPEACIAL REFERENCE TO WOMEN FACULTIES O...IAEME Publication
The survival in the present insecure and competitive environment has forced organizations to have specialized and committed employees which act beyond their duties, because the success of organizations depends on them. Committed human resources are organization’s greatest assets. This study aims to examine the confirmatory factor analysis (CFA) of organisational commitment among academicians. The research method, according to the purpose of applied research and the manner of data collection is a descriptive and the analyzing of the model specifically is based on structural equation modeling (SEM) via AMOS and SPSS softwares.
A STUDY OF JOB SATISFACTION AMONG NON PHD FACULTY IN UNIVERSITIESKarla Adamson
This document summarizes a study on job satisfaction among non-PhD faculty members in universities in Sindh, Pakistan. It utilized Herzberg's two-factor theory of job satisfaction. 125 non-PhD faculty members participated in a survey with an 83% response rate. The results showed that most respondents were male, below 30 years old, married, and had over 5 years of experience. Correlation analysis found that motivator factors like promotion, advancement, and development were significantly related to job satisfaction. Hygiene factors like relationships, policies, and compensation also impacted satisfaction. Overall, the study found job satisfaction among non-PhD faculty to be very low, and recommended universities focus on motivators and hygiene factors
In the context of the popularization of higher education and the emergence of a large number of newly-built universities in China, it is important to improve the job performance of administrative for newly-built university effectiveness and outcomes. According to perceived organizational support (POS) theory and relevant research review, POS is considered to be a key factor in improving job performance. However, there is still some research found that POS could not affect job performance directly and researchers are less concerned about university administrative staff. Therefore, this study aimed to determine the effect of perceived organizational support on job performance among administrative staff of newly-built university in China. An online questionnaire was adopted in the study to collect data, and a total of 426 administrative staff participated in the survey. After data analysis by SPSS, the findings indicated that the level of POS and job performance among administrative staff is slightly low. The findings also revealed that a positive correlation exists between POS and job performance, and the POS has significant effect on job performance. The study further discussed the findings and recommended that more organizational support should be provided by newly-built universities in order to improve the job performance of administrative staff.
This study surveyed 320 faculty members from 10 business schools to examine the intrinsic and extrinsic rewards that motivate faculty to conduct research. Of the thirteen rewards studied, receiving or having tenure is the most important reward, while getting a possible administrative position was the least important. There were significant differences in the importance of these rewards between tenured-untenured and between male-female faculty members. Faculty perceives a strong link between research productivity and the attainment of the rewards of tenure and of promotion. However, in the minds of the faculty, the link between publications and the reward of salary increases is not strong. Associate professors reported lesser importance than either full professors or assistant professors on nine of the thirteen rewards and perceived a weaker link between research productivity and achieving the reward. This implies that the associate professors are the least motivated faculty rank to perform research. There was no significant difference in the number of journal articles either published or accepted for publication within the past 24 months by tenure status, gender, or faculty rank.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
This document provides context and issues surrounding exploring scholarship and scholarly activity in college-based higher education. It summarizes definitions and expectations of scholarly activity from organizations like the Quality Assurance Agency for Higher Education, Higher Education Funding Council for England, and professional bodies. It also reviews previous reports on the topic from 2010 and considers how perspectives and practices may have changed in the last three years given shifts in higher education policy.
This document summarizes a study that investigated the relationship between delegation of authority and staff commitment at the School of Finance and Banking in Kigali, Rwanda. A survey of 78 staff members found a weak but significant positive correlation between the two variables. This implies that higher levels of delegated authority are linked to increased levels of staff commitment. The study aimed to address gaps in understanding the factors influencing previously reported low levels of commitment among staff at the school.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Evans, Hess et al Jr of Leadership Studies (2017)Caryl A. Hess
This document discusses the development of an authentic leadership development program called the Authentic Leadership Pipeline program at Augusta University. Augusta University was formed through the consolidation of Georgia Health Sciences University and Augusta State University. The leadership program was created to help develop leaders during the university consolidation process, which research shows benefits from strong leadership. The program was grounded in the principles of authentic leadership and aimed to develop self-awareness, transparency, and values-based leadership among participants. An initial evaluation of the program found high participant satisfaction levels, significant self-reported learning, and perceived changes in leadership behaviors.
The influence of postgraduate students’ personal characteristics on their res...Alexander Decker
The document discusses a study examining the influence of personal characteristics on postgraduate students' research output in Kenyan public universities. It finds that poor attitude and lack of interest in research among postgraduates significantly lowered research output. Most students reported doing research as a requirement rather than due to internal motivation or interest. Low research skills, experience and training also accounted for the low research output. The study recommends that universities review their research policies to better support postgraduates' research needs and output, and take research productivity more seriously.
University Leadership and Academic Staff Retention in Kenyaijtsrd
Academic staff retention is a major challenge affecting higher learning institutions globally. The performance and success of any education institution immensely depends on the qualified academic staff it’s able to retain. When good academic staff exit, they leave a void that is often costly to fill and challenging to manage, hence corrodes institutional efficiency and effectiveness in its operations. The purpose of this study therefore was to investigate the influence of leadership practices on academic staff retention in public Universities. The study employed ex post facto research design. Simple random sampling was used to select 376 academic staff from 10 public Universities for the study. Data was collected using a closed ended questionnaire Likert type scale 1 5 . Data was analyzed using weighted averages and simple linear regression analysis. The study concluded that University leadership significantly affects academic staff retention. Sarah Likoko | Simon Kipkenei "University Leadership and Academic Staff Retention in Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50229.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50229/university-leadership-and-academic-staff-retention-in-kenya/sarah-likoko
ORIGINAL RESEARCH EMPIRICAL RESEARCH –QUALITATIVEBuildi.docxgerardkortney
The document evaluates Wenger's Community of Practice model for building research capacity among advanced practice nurses. A Community of Practice was established comprising 25 nurses who participated in research training and mentorship over 7 years. Data sources including communications, evaluations and observations were analyzed using Wenger's principles and qualitative description. Key findings were that the model invited varying participation levels, allowed research community evolution, and created research interactions/relationships. Participants valued research for patients and its significance in enriching practice and increasing visibility of their work. Extensive research dissemination and higher degree enrolment confirmed this value. The Community of Practice model was found to effectively enable research capacity and productivity for advanced practice nurses.
This document summarizes a research study that examined the impact of work-integrated learning (WIL) participation on employment outcomes for accounting students near graduation. The study surveyed 337 students from two universities in Melbourne, Australia. Logistic regression and other statistical analyses were used to analyze the relationship between WIL participation, self-efficacy factors, demographic characteristics and securing employment. The results confirmed the significant impact of WIL participation on employment outcomes for accounting students. Specifically, students who completed WIL programs were more likely to secure employment by graduation compared to students without WIL experience.
How Organizational Climate Influences Job Satisfaction in Educational Sector ...inventionjournals
The study aims in determining the organizational climate that would result in job satisfaction among academic staff in educational settings. Adequate literature on organizational climate and job satisfaction was reviewed. Findings results into the factors that contribute to shape culture, and its results into a framework, to encompass manifestations of organizational culture in relation to academic excellence. Further researchers can use this conceptual model to include few more pre cursors to outcomes to it, also this model can be tested empirically
Organizational Learning Capabilities and Work Engagement among Employees in J...ijtsrd
This study aimed to assess the Organizational Learning Capabilities and Work Engagement in the College of Business and Accountancy in Jose Rizal Memorial State University System. Descriptive correlational research design was employed in this study. Employing frequency counting and percent, weighted mean, standard deviation, Mann Whitney U test. Kruskal Wallis test and Spearman rank order correlation, data were obtained from 93 faculties from College of Business and Accountancy at Jose Rizal Memorial State University System. The findings revealed that the perceived level of Organizational Learning Capability of the faculty is much capable that means the Organizational Learning Capabilities is very much practice. On the other hand, the perceived level of Work Engagement of the faculty members of the College of Business and Accountancy at Jose Rizal Memorial State University System is very much engaged which means that faculty members of the College of Business and Accountancy at the Jose Rizal Memorial State University System are very much engaged in their work as to dedication and absorption and much engaged as to vigor. Furthermore, analysis of data revealed that organizational learning capability is correlated with work engagement r = 0.52, p 0.05 . This indicates that there is a strong significant relationship between organizational learning capability and work engagement. Kate Candido-Heniel | Leo Credo Naparota "Organizational Learning Capabilities and Work Engagement among Employees in Jose Rizal Memorial State University System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/economics/47973/organizational-learning-capabilities-and-work-engagement-among-employees-in-jose-rizal-memorial-state-university-system/kate-candidoheniel
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
022-Kanda Monitoring of the Japanese University system using time-use surveyinnovationoecd
This study analyzed time allocation data from faculty members at Japanese universities collected through time use surveys conducted in 2002, 2008, and 2013. The following key points were summarized:
1) Time spent on research and development (R&D) activities declined significantly between 2002 and 2008, decreasing by around 10 percentage points, while time spent on education and social services increased.
2) Universities were categorized into four groups based on their share of scientific publications. Differences were found in time allocations between groups, with higher publishing universities maintaining R&D time and lower publishing universities increasing education time.
3) Opinions on improving R&D performance also differed between groups, with higher publishing universities focusing on securing young researchers and
A Literature Review On Collaborative Problem Solving For College And Workforc...Allison Thompson
This document provides a literature review on collaborative problem solving (CPS) skills and their importance for college and workforce readiness. The review examines definitions of CPS from various frameworks and studies. It identifies CPS as involving groups working together to solve problems. The review also discusses early frameworks that identified key CPS skills like communication, decision making, and coordination. Overall, the literature review aims to inform the development of an operational definition and assessment of CPS skills.
A Literature Review On Collaborative Problem Solving For College And Workforc...Christine Maffla
The document provides a literature review on collaborative problem solving (CPS) skills and related concepts. It defines CPS as comprising four main components: teamwork, communication, leadership, and problem solving. Each component has multiple associated skills. The review examines definitions of CPS from higher education and workforce frameworks to develop an operational definition. It aims to inform the design and validation of CPS assessments.
A critical look at issues of conflict in academic staff promotion in ghanaian...Alexander Decker
This document discusses issues of conflict that can arise in the criteria and procedures for academic staff promotions in Ghanaian public universities. It identifies three main criteria for promotions - teaching, research/publications, and service. While research is increasingly emphasized, some argue teaching should be the primary focus given the educational mission of universities. The implementation of vague or inconsistently applied criteria and lack of transparency in promotion decisions can breed misunderstandings. Appeals processes and alternative dispute resolutions are used to address conflicts, but not all dissatisfied applicants utilize these options. Overall, balancing collegiality with accountability in evaluations, clarifying criteria, and improving communication around procedures could help minimize tensions over promotions.
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net platform. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with refund available for plagiarized work.
How To Write About The Theme Of A Book CovBryce Nelson
There are several ways for college students to be more environmentally friendly while living on their own for the first time. Key ways include recycling paper, plastic, aluminum, and electronics. Students can also save water by taking shorter showers and turning off appliances when not in use. Going green in small ways like these helps take care of the earth and can become good habits for life.
More Related Content
Similar to Academic Administration And Service Workloads In Australian Universities
A STUDY OF JOB SATISFACTION AMONG NON PHD FACULTY IN UNIVERSITIESKarla Adamson
This document summarizes a study on job satisfaction among non-PhD faculty members in universities in Sindh, Pakistan. It utilized Herzberg's two-factor theory of job satisfaction. 125 non-PhD faculty members participated in a survey with an 83% response rate. The results showed that most respondents were male, below 30 years old, married, and had over 5 years of experience. Correlation analysis found that motivator factors like promotion, advancement, and development were significantly related to job satisfaction. Hygiene factors like relationships, policies, and compensation also impacted satisfaction. Overall, the study found job satisfaction among non-PhD faculty to be very low, and recommended universities focus on motivators and hygiene factors
In the context of the popularization of higher education and the emergence of a large number of newly-built universities in China, it is important to improve the job performance of administrative for newly-built university effectiveness and outcomes. According to perceived organizational support (POS) theory and relevant research review, POS is considered to be a key factor in improving job performance. However, there is still some research found that POS could not affect job performance directly and researchers are less concerned about university administrative staff. Therefore, this study aimed to determine the effect of perceived organizational support on job performance among administrative staff of newly-built university in China. An online questionnaire was adopted in the study to collect data, and a total of 426 administrative staff participated in the survey. After data analysis by SPSS, the findings indicated that the level of POS and job performance among administrative staff is slightly low. The findings also revealed that a positive correlation exists between POS and job performance, and the POS has significant effect on job performance. The study further discussed the findings and recommended that more organizational support should be provided by newly-built universities in order to improve the job performance of administrative staff.
This study surveyed 320 faculty members from 10 business schools to examine the intrinsic and extrinsic rewards that motivate faculty to conduct research. Of the thirteen rewards studied, receiving or having tenure is the most important reward, while getting a possible administrative position was the least important. There were significant differences in the importance of these rewards between tenured-untenured and between male-female faculty members. Faculty perceives a strong link between research productivity and the attainment of the rewards of tenure and of promotion. However, in the minds of the faculty, the link between publications and the reward of salary increases is not strong. Associate professors reported lesser importance than either full professors or assistant professors on nine of the thirteen rewards and perceived a weaker link between research productivity and achieving the reward. This implies that the associate professors are the least motivated faculty rank to perform research. There was no significant difference in the number of journal articles either published or accepted for publication within the past 24 months by tenure status, gender, or faculty rank.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
This document provides context and issues surrounding exploring scholarship and scholarly activity in college-based higher education. It summarizes definitions and expectations of scholarly activity from organizations like the Quality Assurance Agency for Higher Education, Higher Education Funding Council for England, and professional bodies. It also reviews previous reports on the topic from 2010 and considers how perspectives and practices may have changed in the last three years given shifts in higher education policy.
This document summarizes a study that investigated the relationship between delegation of authority and staff commitment at the School of Finance and Banking in Kigali, Rwanda. A survey of 78 staff members found a weak but significant positive correlation between the two variables. This implies that higher levels of delegated authority are linked to increased levels of staff commitment. The study aimed to address gaps in understanding the factors influencing previously reported low levels of commitment among staff at the school.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Evans, Hess et al Jr of Leadership Studies (2017)Caryl A. Hess
This document discusses the development of an authentic leadership development program called the Authentic Leadership Pipeline program at Augusta University. Augusta University was formed through the consolidation of Georgia Health Sciences University and Augusta State University. The leadership program was created to help develop leaders during the university consolidation process, which research shows benefits from strong leadership. The program was grounded in the principles of authentic leadership and aimed to develop self-awareness, transparency, and values-based leadership among participants. An initial evaluation of the program found high participant satisfaction levels, significant self-reported learning, and perceived changes in leadership behaviors.
The influence of postgraduate students’ personal characteristics on their res...Alexander Decker
The document discusses a study examining the influence of personal characteristics on postgraduate students' research output in Kenyan public universities. It finds that poor attitude and lack of interest in research among postgraduates significantly lowered research output. Most students reported doing research as a requirement rather than due to internal motivation or interest. Low research skills, experience and training also accounted for the low research output. The study recommends that universities review their research policies to better support postgraduates' research needs and output, and take research productivity more seriously.
University Leadership and Academic Staff Retention in Kenyaijtsrd
Academic staff retention is a major challenge affecting higher learning institutions globally. The performance and success of any education institution immensely depends on the qualified academic staff it’s able to retain. When good academic staff exit, they leave a void that is often costly to fill and challenging to manage, hence corrodes institutional efficiency and effectiveness in its operations. The purpose of this study therefore was to investigate the influence of leadership practices on academic staff retention in public Universities. The study employed ex post facto research design. Simple random sampling was used to select 376 academic staff from 10 public Universities for the study. Data was collected using a closed ended questionnaire Likert type scale 1 5 . Data was analyzed using weighted averages and simple linear regression analysis. The study concluded that University leadership significantly affects academic staff retention. Sarah Likoko | Simon Kipkenei "University Leadership and Academic Staff Retention in Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50229.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50229/university-leadership-and-academic-staff-retention-in-kenya/sarah-likoko
ORIGINAL RESEARCH EMPIRICAL RESEARCH –QUALITATIVEBuildi.docxgerardkortney
The document evaluates Wenger's Community of Practice model for building research capacity among advanced practice nurses. A Community of Practice was established comprising 25 nurses who participated in research training and mentorship over 7 years. Data sources including communications, evaluations and observations were analyzed using Wenger's principles and qualitative description. Key findings were that the model invited varying participation levels, allowed research community evolution, and created research interactions/relationships. Participants valued research for patients and its significance in enriching practice and increasing visibility of their work. Extensive research dissemination and higher degree enrolment confirmed this value. The Community of Practice model was found to effectively enable research capacity and productivity for advanced practice nurses.
This document summarizes a research study that examined the impact of work-integrated learning (WIL) participation on employment outcomes for accounting students near graduation. The study surveyed 337 students from two universities in Melbourne, Australia. Logistic regression and other statistical analyses were used to analyze the relationship between WIL participation, self-efficacy factors, demographic characteristics and securing employment. The results confirmed the significant impact of WIL participation on employment outcomes for accounting students. Specifically, students who completed WIL programs were more likely to secure employment by graduation compared to students without WIL experience.
How Organizational Climate Influences Job Satisfaction in Educational Sector ...inventionjournals
The study aims in determining the organizational climate that would result in job satisfaction among academic staff in educational settings. Adequate literature on organizational climate and job satisfaction was reviewed. Findings results into the factors that contribute to shape culture, and its results into a framework, to encompass manifestations of organizational culture in relation to academic excellence. Further researchers can use this conceptual model to include few more pre cursors to outcomes to it, also this model can be tested empirically
Organizational Learning Capabilities and Work Engagement among Employees in J...ijtsrd
This study aimed to assess the Organizational Learning Capabilities and Work Engagement in the College of Business and Accountancy in Jose Rizal Memorial State University System. Descriptive correlational research design was employed in this study. Employing frequency counting and percent, weighted mean, standard deviation, Mann Whitney U test. Kruskal Wallis test and Spearman rank order correlation, data were obtained from 93 faculties from College of Business and Accountancy at Jose Rizal Memorial State University System. The findings revealed that the perceived level of Organizational Learning Capability of the faculty is much capable that means the Organizational Learning Capabilities is very much practice. On the other hand, the perceived level of Work Engagement of the faculty members of the College of Business and Accountancy at Jose Rizal Memorial State University System is very much engaged which means that faculty members of the College of Business and Accountancy at the Jose Rizal Memorial State University System are very much engaged in their work as to dedication and absorption and much engaged as to vigor. Furthermore, analysis of data revealed that organizational learning capability is correlated with work engagement r = 0.52, p 0.05 . This indicates that there is a strong significant relationship between organizational learning capability and work engagement. Kate Candido-Heniel | Leo Credo Naparota "Organizational Learning Capabilities and Work Engagement among Employees in Jose Rizal Memorial State University System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/economics/47973/organizational-learning-capabilities-and-work-engagement-among-employees-in-jose-rizal-memorial-state-university-system/kate-candidoheniel
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
022-Kanda Monitoring of the Japanese University system using time-use surveyinnovationoecd
This study analyzed time allocation data from faculty members at Japanese universities collected through time use surveys conducted in 2002, 2008, and 2013. The following key points were summarized:
1) Time spent on research and development (R&D) activities declined significantly between 2002 and 2008, decreasing by around 10 percentage points, while time spent on education and social services increased.
2) Universities were categorized into four groups based on their share of scientific publications. Differences were found in time allocations between groups, with higher publishing universities maintaining R&D time and lower publishing universities increasing education time.
3) Opinions on improving R&D performance also differed between groups, with higher publishing universities focusing on securing young researchers and
A Literature Review On Collaborative Problem Solving For College And Workforc...Allison Thompson
This document provides a literature review on collaborative problem solving (CPS) skills and their importance for college and workforce readiness. The review examines definitions of CPS from various frameworks and studies. It identifies CPS as involving groups working together to solve problems. The review also discusses early frameworks that identified key CPS skills like communication, decision making, and coordination. Overall, the literature review aims to inform the development of an operational definition and assessment of CPS skills.
A Literature Review On Collaborative Problem Solving For College And Workforc...Christine Maffla
The document provides a literature review on collaborative problem solving (CPS) skills and related concepts. It defines CPS as comprising four main components: teamwork, communication, leadership, and problem solving. Each component has multiple associated skills. The review examines definitions of CPS from higher education and workforce frameworks to develop an operational definition. It aims to inform the design and validation of CPS assessments.
A critical look at issues of conflict in academic staff promotion in ghanaian...Alexander Decker
This document discusses issues of conflict that can arise in the criteria and procedures for academic staff promotions in Ghanaian public universities. It identifies three main criteria for promotions - teaching, research/publications, and service. While research is increasingly emphasized, some argue teaching should be the primary focus given the educational mission of universities. The implementation of vague or inconsistently applied criteria and lack of transparency in promotion decisions can breed misunderstandings. Appeals processes and alternative dispute resolutions are used to address conflicts, but not all dissatisfied applicants utilize these options. Overall, balancing collegiality with accountability in evaluations, clarifying criteria, and improving communication around procedures could help minimize tensions over promotions.
Similar to Academic Administration And Service Workloads In Australian Universities (20)
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net platform. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with refund available for plagiarized work.
How To Write About The Theme Of A Book CovBryce Nelson
There are several ways for college students to be more environmentally friendly while living on their own for the first time. Key ways include recycling paper, plastic, aluminum, and electronics. Students can also save water by taking shorter showers and turning off appliances when not in use. Going green in small ways like these helps take care of the earth and can become good habits for life.
Personal Experience Essay Sample. Personal ExperienBryce Nelson
1. The document provides instructions for how to properly swaddle an infant.
2. It describes laying the baby in the center of a blanket folded in a triangle shape and wrapping the corners securely but gently around the baby.
3. Ensuring the baby is comfortable and that the blanket does not touch its face are emphasized.
Christmas Letter Border Template Collection - LetteBryce Nelson
The document provides instructions for creating an account and submitting assignment requests on the HelpWriting.net website. Users can complete an order form with their instructions, sources, and deadline. Writers will then bid on the request, and the user can select a writer based on qualifications and reviews. The user receives the completed paper and can request revisions until satisfied. HelpWriting guarantees original, high-quality work and refunds are offered if plagiarism is found.
Help With Writing Dissertation Numbers - Wnshistory.Web.Bryce Nelson
The San Diego Trolley Dances event featured various dance performances throughout San Diego, including in downtown and Balboa Park. Three pieces from the event embodied the African aesthetic of "cool" through contrasting bodily movements and facial expressions with potential dangers, physical strain, or unexpected collisions. One piece by Stephan Koplowitz titled "Play(as)" took place in a black fountain area and featured 10 dancers in black and purple crossing the reflecting pool without music in controlled movements.
Jungle Rainforest Border Writing Paper Primary ReBryce Nelson
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The process aims to match clients with qualified writers to meet their needs.
How To Write A Good Scholarship Essay MymithrBryce Nelson
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with a refund option for plagiarized work.
Reflective Essay Example Which Will Help You Write YoBryce Nelson
The document provides instructions for requesting an assignment writing service from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit.
4. Review the completed paper and authorize full payment if pleased, or request revisions using the free revision policy.
5. Know that original, high-quality content will be provided, with a full refund option for plagiarized work.
Sample Us College Essays - New Sample OBryce Nelson
The document discusses how home design styles changed significantly during the 19th century, shifting away from early century styles in the middle of the century before referring back to earlier styles by the end of the century, with these changes in popular taste influenced not just by the passage of time but other contextual factors as well. It introduces the topic of how 19th century home design evolved in both form and influences over the course of the century.
024 Rubrics In Essay Writing Example Analytical Rubric Analysis ...Bryce Nelson
The document discusses gender roles in the 18th century as depicted in the short story "Fantomina" by Eliza Haywood. Gender norms were very strict during this time period. The story follows a woman, Fantomina, who disguises herself as different women to gain the attention of a man she is interested in. Through her disguises and deceptions, Fantomina challenges the typical gender expectations of the time. The document suggests Fantomina's actions provide insight into gender roles and norms in 18th century society.
Key Ways Of Writing A Psychology Paper.Bryce Nelson
This document discusses managing managers in Japanese companies operating in the US. It explores the differences between Japanese and American management styles. The authors conducted interviews with managers in Japanese subsidiaries in the US. They found that both Japanese and American managers were aware of managing with different approaches. The Japanese managers emphasized teamwork and consensus building, while American managers focused more on individualism and direct decision making. Integrating the two styles presented challenges but also opportunities to blend practices.
Pay For Someone To Write Your Essay - BoathelpS DiaryBryce Nelson
The document analyzes cruelty in Mary Shelley's Frankenstein, arguing that the novel explores how external factors like exclusion, isolation, and abuse can turn normally pure people to evil, as seen through Frankenstein and the monster. It suggests humans are not inherently bad or good, but rather our behaviors and prejudices are learned from our environment and experiences. Shelley's work examines the notion that cruelty stems from external influences rather than innate qualities.
Printable Paper - Space - Tim Van De VallBryce Nelson
The novel Perfume by Patrick Suskind uses vivid imagery. The story follows Grenouille, an 18th century French man with an extraordinary sense of smell but no scent of his own. He dreams of becoming a perfume maker and creating the most powerful fragrance. Suskind employs descriptive language to portray Grenouille's olfactory experiences and pursuit of the perfect scent. Overall, the novel effectively engages readers through Suskind's imaginative use of sensory details and imagery.
Advantages And Disadvantages Of Online Education Essay TelegraphBryce Nelson
The document provides instructions for how to request an assignment be written by the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
The document discusses various tips for writing effective college admission essays, including emphasizing authenticity and crafting an authentic personal story. It also discusses the importance of standing out from other applicants and showcasing one's unique personality and experiences. Additionally, it provides guidance on writing objective description essays, self-portrait essays, and using examples from college admission essay samples to help structure one's own essay.
The document discusses various types of essays such as informative essays, literary essays, five-paragraph essays, and "who am I" essays. It provides tips for writing essays and describes how essay checkers and writing tools can help students improve their writing skills. Specific topics covered include what makes a good title for a loyalty essay, how long a typical 500-word essay is, and the benefits of using an essay checker.
The document discusses various types of essays such as admission, informative, literary, and "who am I" essays. It provides tips for writing standout college admission essays, including showcasing authentic experiences and skills to impress admissions officers. The five-paragraph essay structure is also examined as a common assignment for high school and college students.
The document provides information on various types of essays, including literary essays, informative essays, and the common five-paragraph essay structure. It discusses essay length, such as a 500-word essay averaging two double-spaced pages. It also provides tips for writing strong essays and defines what a "who am I" essay is for introducing oneself. Finally, it suggests potential title ideas for an essay about loyalty.
This document discusses various types of essays, including "who am I" essays, informative essays, literary essays, and the five-paragraph essay format. It provides definitions and descriptions of these essay types and discusses how to write effective college admission essays. Tips are given on standing out in the competitive process of applying to colleges and universities.
The document discusses various types of essays such as informative essays, "who am I" essays, literary essays, and persuasive essays. It provides tips for writing standout college admission essays, including being authentic and showcasing personality and experiences. Several paragraphs discuss elements that make written work exceptional, such as crafting compelling essays for the college admissions process.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Academic Administration And Service Workloads In Australian Universities
1. Introduction
Universities and their middle managers face increasing
demands for improved efficiency and accountability
(Stensaker, Frølich & Aamodt, 2018).These internationally
relevant economic drivers have led to quality assurance
measures (Song, 2018) and diminishing university
autonomy (Eastman et al., 2018). Performance-based
metrics have emerged, most notably in research, such
as Excellence in Research for Australia (ERA); Research
Excellence Framework (Britain) and elsewhere (Kwok,
2013).These metrics purport to measure output quality at
an institutional level yet have direct impact for individual
academics (Kwok 2013, Kenny 2017). To date, little
research has been done on the level of inputs (in terms
of time) required for academic staff to undertake key
components of their work.Without this information, the
staff costs associated with conducting research, teaching,
administrative and service duties remain opaque, making
planning for efficiency gains nearly impossible.
Academic work is notoriously difficult to quantify (Boyd,
2014), but the rationale for managing academic workload
stems from the notion of accountability as one of the
‘tenets of new public management’ (Bryson et al., 2014,
p.446).Through performance management and workload
allocation processes, accountability for institutional
performance has been increasingly transferred onto
individual academics (Franco-Santos, Rivera & Bourne,
2014; Kenny 2017). This further underscores the need
for effective processes to manage academic workload
and performance. However, the resolution of these
issues carries deep political and power undertones in
Academic administration
and service workloads in
Australian universities
John Kenny & Andrew Fluck
University of Tasmania
This paper addresses the important and linked questions of how to manage academic performance and workload effectively. It highlights
the need in a modern, corporatised university to consider the nature of academic work and optimal ways to develop workload allocation
and performance management processes. This paper complements two previous papers on time associated with teaching and research
components of academic work by exploring service/administration workloads. Data were collected from 665 academics with recent
administration experience through a nation-wide survey in 2016 and 2018. The data were analysed to understand the median annual
work hours for a range of internal and external service activities, and for a range of formal administrative roles. The analysis showed a
further categorisation of academic service into operational and strategic activities. Together, the three papers underpin holistic academic
workload model development using empirical annual hour allocations from a large and representative national sample of academics.
This article provides an essential basis for any future consideration of performance assessment based on output measures such as research
expectations, impact or quality.
Keywords: academic workloads, workload models, service teaching, academic administration
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck 21
2. universities (Kenny, Fluck & Jetson, 2012; Kenny & Fluck,
2014;Kenny & Fluck,2017;Soliman,1999;Vardi,2009).
Boyd (2014) reported mistrust giving rise to scepticism
and anger if workload models were perceived as imposed
by management to control staff;they highlighted‘the need
for enhanced collaborative endeavours and transparency
from managers within all sectors of the university’(p.320).
Moreover,workload models were perceived‘as a means of
restoring trust between academics and management’ (pp.
321-2).
Boyd (2014,p.317) also noted that‘(p)ublished literature
dealing with workload models within the tertiary sector
is scarce’. Further, drawing parallels between academics
as workers and those working in creative industries, Gill
(2014) linked exploitation to the increasingly casualised
workforce, ‘spiralling overall demands’ (p. 20) and a
surveillance culture driven by technology and external
performance metrics. She pointed out the dearth of
research into the actual experience of academics as
workers:
to date there has been very little research on the expe-
riences of academics, a marked reluctance to examine
our own labour processes, organisational governance
and conditions of production. Despite the growing
interest in reflexivity in recent decades, the experi-
ences of academics have largely escaped critical atten-
tion. (p. 17)
We concur with these views and argue that, in a
managerial environment this issue is of such fundamental
importance, that it must be addressed with thoroughness
and credibility. Otherwise, it will not only continue
to damage the career aspirations and welfare of many
academics, but also the performance and effectiveness of
their institutions.
Background to the study
This is the third in a series of papers, in which we have
addressed this gap in the literature by examining academic
work from the perspective of individual academics in
Australian universities.This paper complements our two
previous papers in which we explored the time associated
with activities for the teaching and research components
of academic work (Kenny & Fluck, 2017; 2018). Those
papers proposed credible time-based allocations for a
range of activities related to teaching and research based
on median reported values from a national survey of over
2000 Australian academics.
In this paper we complete the analysis of inputs by
exploring activities associated with the administrative
(or service) components of academic work as presented
by the respondents to the survey. While the term has
had different interpretations over the years, Macfarlane
(2007) identifies service as fundamental to the notion of
a University.He talks of‘academic citizenship’to describe
how academics are expected to serve various groups in
the community.The notion of academic citizenship also
implies a moral obligation to contribute to the academic
community through service. Based on what is rewarded
by the institution’s performance systems, he claims
academics perceive service, in relative ascending order
of importance, as their students, their colleagues, their
institution, their discipline or profession and the public.
However, Macfarlane (2007, p.266) noted that many
academics felt‘their service activities went unrecognised’
as their universities tended to undervalue many service
aspects of their roles relative to research and teaching.
Clearly, in a performative culture, if Service is a
fundamental aspect of academic work, it needs to be
examined, properly acknowledged and accounted for.
Service encompasses a broad range of activities,including
formal administrative and leadership roles, and the many
informal or discretionary activities academics may be
required to undertake.
Methodology
The online questionnaire that forms the basis of this
study, was circulated in early 2016 to 8000 academics
across the Australian university sector, including both
union members and non-members. The questions asked
individual academics to estimate the time they spent on
a wide range of teaching, research and service-related
activities. Responses were received from academics at
each of the 39 Australian universities. The respondents
included a spread of academic levels,years of experience,
disciplines and gender which broadly reflect the general
academic population. In the section of the survey on
Service,the preamble stated:
‘You are asked to provide an annual estimate of the
time (in hours) each of the roles below actually takes
to do competently. This group of questions is con-
cerned with formal leadership or administrative roles.
Please include all aspects of the role such as chairing/
attending meetings, managing staff, travel, reporting,
etc, to determine the annual time spent (in hours).
In responding to these questions please draw on
your own recent experience in undertaking a specific
administrative role.’
Incomparisontoteachingandresearch,arelativelysmall
proportion of the initial survey respondents provided
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019
22 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck
3. data on their service and administrative activities, so this
section of the survey was circulated again in early 2018 to
increase the sample size.The combined data set from 665
respondents related to their experience of administrative
roles. The results below are presented in two sections:
the first relates to time spent on informal service and the
second relates to formal administrative roles.
Results – Informal service roles
The survey suggested a number of common service roles
(e.g. service on ethics committees), but the open text
questions invited respondents to suggest other service-
related duties and roles they had undertaken.These were
later categorised to include roles internal to the university
and those which were external. The term ‘internal’
refers to university-based committees and roles whereas
‘external’ refers to roles involving official representation
on behalf of the university on external bodies, or official
interactions with outside stakeholders such as industry,
professional accreditation, community or governmental
bodies. Table 7 provides examples of committees and
roles under these categorisations.
A large variety of informal service-related roles were
reported, with 278 respondents providing examples of
other internal service roles and 230 providing examples
of other external service roles.While there was variation
in language across institutions,some of these roles clearly
overlapped with those already recognised within the
survey or performed similar functions. In many cases
committees fulfilling similar roles were described with
different terminology across different institutions or
different disciplines. For example, faculty higher degrees
committee, research higher degrees committee, higher
education coursework committee, school research
committee and school research management committee
appear to perform similar functions.
Internal service
The annual workloads of respondents performing types
of informal service for their universities was categorised
and tabulated inTable 1.
The median time values provided for these types of
internal operational service varied between 30-50 hours
per annum. A range of other internal service activities
were mentioned, and these tended to have a median
time of 50 hours. Only those identified by more than 5
participants were included in the estimate. Examples
included teaching and learning committee, disciplinary
administrative committees,promotions,equity committee,
working parties, research committee, marketing and
outreach (curriculum committee). A number of these
committees/roles were clearly established at the local,
work unit level such as an ethics committee or work,
health and safety representative.
Yet other service was performed at the institutional
level (e.g. elected representative on academic senate,
university teaching and learning committee). Some
service roles existed at two levels (e.g. there was also
a university-level human research ethics committee to
oversee and set research policy frameworks).While some
roles were clearly operational in nature (e.g. discipline
committee, ethics), others were more strategic in nature
(e.g. academic senate). We can only assume that the
existence of a committee indicates the tasks it fulfils are
necessary for the proper functioning of the university.
Many staff also reported they served on several
committees and provided annual estimates of their
time commitments. The anonymous coding identifies
respondents by a unique identifier, their gender (male /
female, M-F), academic level (A-E), role (e.g. teaching and
research-T&R) and employment status (e.g.full-time,FT):
a) Workload committee work: 100 hours b) Member
of Academic Staff Consultative Committee: 100 hours
c) Member of School Research Committee: 40 hours
d) Attending to and responding to official university
correspondence: 120 hours e) Administrative aspects
of course convenorship: 80-100 hours f) Attending
school meetings and events: 30 hours g) Union del-
egate (advice to members on performance review mat-
ters): 40 – 50 hours (4386279315, M. level B, T&R, FT)
8 meeting groups which meet an average of monthly
for 1 hour each. Academic staff must attend university
open days and various professional exhibition days in
their own time. (4441698047-M, level B, T&R, FT)
Table 1: Internal Service – median annual workloads for common internal service roles
Elected staff repre-
sentative on Academic
Board (or Senate)
Formal school
or cost centre
review
Service &
training as OH&S
representative
Member of
disciplinary
board
Member
of ethics
committee
Other
N 74 43 29 44 57 227
median hours 40 30 30 40 50 50
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck 23
4. Where a person was chairing a committee, this
necessarily involved more work than someone who
served as a member of the committee. As was the case for
teaching or research data, there was significant variation
in the individual estimates for service-related activities.
In order to reduce the effects of any outliers, the median
values were determined for a range of internal service and
are presented inTable 2.
A wide variety of other internal service roles were
mentioned without workload estimates. These included
Excellence in Research Australia (ERA) coordinator
(40 mentions), Indigenous liaison (100), postgraduate
committee (20), workload committee (20), graduation,
orientation,open days (30),staff forum (50),staffing (175),
practicum supervision (40), and academic misconduct
(integrity) (30).
For staff not in formal recognised roles, it would seem
reasonable to account for this work by awarding 40 hours
per annum (average from Table 1) for each committee on
which they serve.
Staff who hold formal administrative roles (as outlined
in Table 4), may be on some of these committees as
ex-officio members. This should be acknowledged and
built in as part of the overall time allowance for their
substantive service role. For example, an associate dean
(teaching and learning) would be expected to attend
teaching and learning committees at both their local
(operational) level and at institutional (strategic) level.
Therefore, for the associate dean, the time associated
with these duties should be clearly built in to the overall
time allowance for their formal role, not as an additional
allowance on top.
External service
The survey identified activities, such as peer reviewing
and editing for journals, as service to the discipline. We
note that Seaberg (1998) also categorised peer review as
a service-related activity. Within our own institution, the
rationale for this was that research activities focus on
tasks that might lead to measurable research outcomes
and productivity. By contrast, while activities such as
peer review and editorial work do not result in direct
measurable research outcomes, they are important
activities that provide prestige for the individual academic
and their institution; and help academics stay abreast
of developments in their field. This form of service to
the discipline underpins the scholarly endeavours of
a university and is an essential service performed by
academics. Critical peer review provides the ‘grease’
which enables quality research scholarly activity.Research
would soon grind to a halt if academic staff did not engage
in these activities, so they, and other important service
work, need to be acknowledged and supported in any
consideration of academic work.
On analysing the data from the initial survey, it
had become evident there was confusion amongst
respondents about where certain roles fitted in their
academic duties. In constructing the survey, we had
placed peer review and editorial roles into the service-
related section. However, 89 respondents had added peer
review and 23 had added editorial roles with journals as
activities within the ‘other research’ section, with median
values of 50 hours per annum and 200 hours per annum
respectively,as published in Kenny & Fluck (2018).Other
activities for which this confusion was evident included
serving on ethics committees and peer reviewing grant
proposals.Table 3 summarises annual workloads for the
range of external service roles from the second survey
respondents.
External service roles tended to be associated with
an average median workload of 50 hours per year. As
the discussion above implies, individuals who work on
several such committees should be provided with time
(50 hours) per external committee unless their presence
is part of their official role,in which case it should be built
into the time allowance for that role.
Table 2: Other internal service roles
Role/Committee N Median
hours
per year
as a
member
Median
hours per
year as
a chair/
leader (n)
Faculty board 6 20
Course review 12 60
Teaching and learning
(curriculum)
21 50 100 (6)
Research committee 13 25 140
Working party 22 50
NTEU (union) elected
representative
9 100
Marketing outreach,
professional experience
organiser, industry liaison
80 40 140 (10)
Confirmation, promotions,
selection, misconduct
15 60
Deputy head of school 9 200
University human research
ethics committee
5 130
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019
24 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck
5. Selected representative on industry partner projects – 1
hr / week. Provision of education resources and work-
shops to industry partners – 1 hr / week (4387752188,
F, Level B, T&R, FT)
Seaberg (1998) found smaller academic units had fewer
committees than larger units. Our data show little real
variation by discipline. However, responsibilities such as
chairing or coordinating duties associated with service
duties clearly required more time. These roles generally
fell to more senior staff (level C and above).
Chairing accreditation review: 200 hours (4339337280,
F, level D, T&R, FT)
Member and chair of School outreach and marketing
committee = 120 hrs per year (4333062505, F, level C,
T&R, FT)
Coordinator of a sub-discipline where I am the only
academic. Expectations here include attending confer-
ences to market the sub-discipline, be ahead of trends,
support Course Director re policy and enrolment mat-
ters (4332229041, F, Level C, T&R, FT)
It is clear that while many academics volunteer for
these committees, they feel professionally obliged to
engage in such activities,and therefore these tasks should
form a legitimate part of any conversation about their
workload. The danger of a focus on outcomes alone to
measure performance is that these activities may be seen
as unproductive and therefore devalued by the university.
Results – Formal Administration Roles
To complete the analysis, we then explored the data
specifically related to formal administrative roles. As
with the earlier teaching and research roles, the language
describing the title of these roles varied across universities.
A range of common administrative roles were provided
as examples for comment, such as dean to honours
supervisor with provision for distinction between large,
medium,and small work units.
Again, considerable variation was evident in individual
responses, so the same statistical process was followed
for the analysis as for the teaching and research data:
the median figure was used to minimise the effects of
any outliers. For example, three of the records suggested
a dean’s role could be done in 50 hours a year, and
another suggested all roles could be done in 400 hours
a year each.These records were deleted to maintain the
highest level of credibility in the database. Other entries
ascribing zero hours to administrative roles were treated
as a non-response.Table 4 presents the initial analysis for
the range of common service-related roles. Respondents
were asked to estimate the time required to undertake
these roles based on their recent and direct experience.
The frequency, mean, standard deviation, number of
respondents and median values are reported.
As expected, the number of respondents for some of
these roles was very small. Generally, the patterns in the
reported median annual work hours in each role made
relative sense.The workload reported for Deans of larger
centres was greater than for medium or smaller centres.
Workloads reported for sub-deans or deputies were less
than deans. Associate dean workloads are smaller again,
with broad equivalence between research and teaching
& learning positions. There was an anomaly detected
for course coordinators, with the estimated workload in
small centres reportedly about three times higher than for
medium or large centres.
The data did not meet the assumption of a normal
distribution, so non-parametric methods were employed
to analyse the data.
Investigations of differences
In our analysis we explored possible correlations between
formal administrative workload by a range of factors:
• Academic Level.
• Discipline (using groups from Cannizzo & Osbaldiston,
2016) .
• Years of experience as an academic.
• Years working in the current institution.
For each of these investigations, an independent
samples Kruskal-Wallis test was conducted to explore
any relationships between the range of academic
administrative roles and each of the factors in the list
above. Confidence intervals were set to 95%, and cases
were excluded test-by-test.
Table 3: Median annual workloads for external service roles
Office holder on
professional body
associated with
your role
Editor of a
journal
Member of an
editorial board
University
rep. on a state
or national
board
Examine
theses
Formally
reviewing arti-
cles and course
materials
Other external
service
activities
N 153 76 129 62 294 321 190
median hours 50 100 40 40 30 40 50
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck 25
6. Academic Level
With only one exception, the null hypothesis was
retained,meaning there was no difference in the median
workload estimates for the roles by academic level,
discipline, years of experience or years working in an
institution.The exception was for course coordinators of
small centres which had an unusual distribution where
the one-sample Kolmogorov-Smirnov test gave a result
of .250 (p=.000) showing it did not follow a normal
curve. Course coordination was the most mentioned
service role in survey returns (n=159). A closer analysis
revealed that level A academics were outliers with an
estimated 500 hours spent annually performing the role
(see Table 5).
The Minimum Standards for Academic Levels (Fairwork
Australia, 2018) state that level A academics ‘undertake
administration primarily relating to their activities at the
institution’, so they would not usually be coordinating
other staff or looking after a course. Given the relatively
small number of level A academics responding and the
Table 4: Estimated annual work hours for academic administrative duties
Role Centre size Mean annual
hours worked
in this role
Standard
deviation
N Median annual
hours worked
in this role
Dean or director of a budget
centre
Largea
2027.50 1155.26 8 1860
Medium 1248.57 904.51 14 1250
Small 1011.67 815.25 18 825
Sub-dean or deputy director of
a budget centre
Large 1178.00 904.28 10 1000
Medium 849.17 682.98 12 700
Small 798.00 653.39 17 700
Associate dean of teaching and
learning
Large 1096.43 741.70 7 700
Medium 555.38 442.01 13 450
Small 476.36 409.59 11 400
Associate dean of research Large 1114.29 696.25 7 700
Medium 649.00 528.32 10 550
Small 1235.71 1696.25 7 400
Graduate research coordinator Large 558.89 489.22 9 500
Medium 376.56 290.30 18 300
Small 230.16 173.97 25 200
Course (program) coordinator Large 406.87 589.02 43 150
Medium 300.89 408.07 56 150
Small 356.87 528.67 159 200 /145b
Discipline coordinator Large 453.67 505.40 15 180
Medium 325.65 349.11 26 180
Small 218.83 222.34 93 140
Honours, year level or campus
coordinator
Large 317.45 393.98 20 150
Medium 232.52 238.45 31 150
Small 187.64 251.51 89 100
a
Large: Large faculty or cost centre (approx. 151 staff or more); Medium: Medium faculty or cost centre (approx. 51-150 staff); Small: Small faculty or
cost centre (less than 50 staff).b
See comment below under ‘Academic level’.
Table 5: Median estimated hours spent working each
year as Course Coordinator in a small centre
Academic level n Median hours
A 5 500.00
B 70 275.00
C 54 155.00
D 19 160.00
E 11 120.00
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019
26 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck
7. unlikely event that they would be asked to undertake
such a role, this data was excluded.Therefore, it can be
argued the workload allocation should be the average
of the median figures for levels B and above (210 hours
per year), scaled in the same proportion as the discipline
coordinator for size of academic unit.
Discipline
A further analysis was conducted to see if there were any
statistically significant differences in annual workload by
discipline. The course coordinator role in small centres
once again showed great variation, with the median
allocation for ‘Education or related’ discipline estimated
at more than three times the workload compared to
Health & Medicine (seeTable 6).Given the considerations
above, and the relatively small number of respondents
for the professional disciplines of Education, Business
and Economics and the Social and Behavioural sciences,
in comparison to Health and Medicine, these data were
combined into a new category called professional
disciplines and re-analysed to obtain the data in the final
column ofTable 6.
Years of experience as an academic
There were no significant differences found in
administrative workload distributions by years of
experience as an academic.
Years working in the current institution
There were no significant differences found in
distributions by years working in the current institution.
Discussion
These results demonstrate the interrelated nature of
academic work. Research informs teaching, service
enables research and teaching, conferences enable
formation of networks, etc. It is clear from the responses
that many universities rely on service work by academic
staff over and above their teaching and research
responsibilities. A failure to include administration and
service roles in workload discussions devalues them
and can have a detrimental effect on other components
of the work.These commitments need to be included in
workload discussions and to ensure the true costs and
nature of academic work are captured.
In total, 662 academics responded to the service and
administration questions in the combined dataset from
2016 and 2018.Of these,599 provided specific comments.
It was clear that service-related tasks form an important
part of academic work that must be acknowledged within
their workload.
In the last 12 months I have given up several Univer-
sity service roles to dedicate more time to my research.
In previous times I was on 3 University committees
and Deputy Head School (Research and International)
(72741790, F, level D, T&R, FT)
I took on a leadership/service role and fulfilled it to
the best of my ability. After one year I was chas-
tised during performance management for not reach-
ing minimum expectations in research. I have since
focused on research and cut corners (many, to my
shame) in the leadership role. I felt as if I had no
choice. (4333046177, F, Level C, T&R, FT)
The respondents to the open text questions in the
original survey (2016) reported a key challenge to
the fair allocation of work at their institution was the
underestimation of the work they were required to
undertake. Forty-nine respondents specifically reported
an increase in the administrative component of their
workload. Many staff (166) put these problems down
to poor management where the intention was to hide
the true costs of the work and a prevailing belief that
many academics will work for free (53), or for as long
as it takes, without the need for due recompense. Many
respondents believed the increased work pressure on
staff was driven by funding shortfalls (136) and a focus
on balancing the budget rather than properly resourcing
the work required (88).
The workload has got out of control. Every single
administration task has been pushed to academics,
whether teaching, research or service related. The
amount of administration support has diminished,
Table 6: Median estimated annual hours worked as
course(program) coordinator in a small centre by
discipline
Discipline group # n Median Median
Arts, Law and
Humanities
41 200
Science,
Technology &
Engineering
39 200
Health and
Medicine
35 150
Social and
Behavioural
Sciences
11 250
Professional
Disciplines
350
Business and
Economics
15 160
Education and
Related
17 500
# See Cannizzo & Osbaldiston, 2016
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck 27
8. and a long time is spent doing tasks that would have
taken a specialist minutes taker in much less time.
(899372553, M, level C T&R, FT)
The institutional, bureaucratic, and administrative
environment is highly erratic. New tasks will be intro-
duced one year, only to be abandoned the next and
a new different system introduced. We are increas-
ingly responsible for reporting on ourselves – that is
spending increasing amounts of time telling the uni-
versity what we do and why we are worth our jobs.
(6925697896, M, Level B, T&R FT)
While the study identified service roles both internal
and external to the university, the analysis also suggested
a second dimension: ‘operational’ and ‘strategic’.
‘Operational’ committees or roles are generally located
at the school, discipline or work unit level or involve a
university level role with a specific function.These service
roles typically relate to implementing and monitoring
university policy, such disciplinary committees or
fire-wardens. By contrast, ‘Strategic’ committees or
roles typically involve developing, evaluating and/
or recommending strategic approaches on policy or
matters of concern to the work unit or university.These
committees or roles provide advice and report directly to
senior managers or key university committees and would
include university council members and industry liaison
bodies.
This suggests the typology of service roles as categorised
in Table 7 and recommended time allocations for each
category drawn from the discussion above. Internal
service role/committee memberships took an average
of 40 hours per annum each, while an external service
role took 50 hours per year on average. It was common
for academics to have several such roles or committees
associated with their position.
Our survey did not capture incidental service activities.
In addition, based on our experience and the practice at
our institution, we also suggest a standard administration
allowance of 150 hours for all academics to cover a range
of everyday or incidental work-related or unforeseen, but
time-consuming tasks, not necessarily covered elsewhere.
For example, just half an hour a day monitoring and
responding to emails and phone calls over 45 weeks
would amount to over 112.5 hours a year for a full
time academic. Further, attending ad hoc professional
development sessions and collegial meetings would add
to this figure. Also, with increased casualisation, many
academic staff find themselves managing small teams of
sessional teaching staff,with little or no acknowledgement
of the time required to administer contracts and provide
new staff inductions.
When considered alongside the data in the two earlier
papers (Kenny & Fluck, 2017; 2018) the suggested
workload service related allocations and categorisations
in this paper can form a transparent suite of credible
time allowances that could be used as a guide during
negotiations with individuals about their workload. If
used as a standard, the allowances for the range of tasks
to be undertaken in a given year,across research,teaching
and service would enable individuals to build a realistic
estimate of their workload that both reflects the varied
roles they may undertake in a given year, but also enables
direct comparison with their colleagues to ensure fairness.
Aggregation of this data across a cost centre would enable
cost-centres to quickly identify overloaded staff and
Table 7: Academic service roles
Operational Internal operational service External operational service
Median Allowance • 40 hours per task/committee, per year
• Chair, organiser or lead: 80 hours per role per year
• 50 hours per task/committee, per year
• Leading role e.g. chair, organiser, journal editor =
125 hours per role, per year
Examples Committees and working parties: Faculty Board,
misconduct, disciplinary, curriculum, research, course
or program, ethics, promotion, selection committee,
learning and teaching, mentoring junior staff, first-aid
and fire warden, ERA submission, open day (outreach),
awards, graduation, review grants and awards, academic
integrity, workload committee, discipline committee, etc.
Official disciplinary, school or work unit
representation, member of an editorial board, peer
reviewer, liaison roles with discipline, professional
or industry, marketing and outreach roles, university
teaching and learning committee, university research
committee, conference committee.
Strategic Internal strategic service External strategic service
Median Allowance 50 hours per committee per year 100 hours per committee per year
Examples University council, academic senate, university level
teaching and learning committee, sub-committees
of senate, course review (quality assurance), course
accreditation, new course development.
Official university representation, Industry advisory
bodies, Government advisory bodies, Accreditation
bodies, Industry liaison.
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019
28 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck
9. estimate academic staffing costs for their teaching and
research programs.
If universities venture down the path of allocating
the time academics put into their work, it cannot be
done dishonestly. While the detailed atomisation of the
complex academic role is not our aim,the time associated
with genuinely important activities or roles must be
acknowledged within an individual’s workload to be
credible. Attempts to hide important academic service,
or other academic tasks, in order to reduce costs due to
budget pressures,will destroy trust and could be counter-
productive in the longer run for universities.
For any individual academic, work is a complex
mixture of teaching, research and service related duties.
The extent of each component of their work can vary
considerably according to experience and seniority of the
individual, but this must be accounted for, in a realistic
and transparent manner, if we want to understand the
true nature of and costs associated with the demands on
academic time.
Conclusion
This paper concludes that academic work must be
considered holistically, and that academic staff must be
consulted in the development of an academic workload
allocation model if it is to be considered credible,realistic
and capture the work that needs to be done. As the third
component to be considered,and often the least examined,
service and administration roles and tasks are important
aspects of academic work.These roles and tasks are not
always adequately accounted for in workloads, either for
formal roles but also for more discretionary tasks that
academics undertake. It appears that universities have
relied on staff goodwill to execute many compliance and
regulatory functions as part of their administration and
service work. Support for academic publications through
peer review and editing is an example of expected
‘voluntary’ work without which the ‘publish or perish’
system of performance evaluation would disappear.
While the performance management process will
vary between contexts, for example an esteemed older
urban university may have different priorities compared
to a newer regional university, this study considered the
essential nature of academic work and provides some
credible metrics for a wide range of teaching,research and
service that can be used in workload and performance
management conversations.
Within the power structures of universities there are
budget pressures and political tensions that drive strategic
decision-making and efficiencies that seek to optimise the
use of resources.This study provides an essential starting
point for such conversations, because optimisation is not
feasible without a clear idea of resource costs and staff
capacities. The data in this study were obtained from
involved staff from every university in Australia. The
associated input times proposed for the activities are
empirically based and realistic.
This study of administrative academic workload in
Australian universities has provided reference levels for
many formal leadership positions (Table 4). Staff take on
these roles partly through ‘a sense of duty’ and with little
training (Preston & Floyd, 2016, p. 266) and often cope
with complex situations at work. The baseline annual
hours for roles proposed in this paper, in combination
with the results in the first two papers,may form the basis
for the development of a holistic,transparent,flexible and
reasonable process to guide discussions with about their
workload. Consideration of how this may be done will
form the basis of the next stage of our research.
John Kenny and Andrew Fluck are Associate Professors in the
Faculty of Education at the University of Tasmania, Australia.
Contact: John.Kenny@utas.edu.au
References
Boyd, L. (2014) Exploring the utility of workload models in academe: a pilot
study, Journal of Higher Education Policy and Management, 36:3, 315-326,
DOI:10.1080/01587919.2014.899050
Bryson, J.M., Crosby, B.C., & Bloomberg, L. (2014). Public value governance:
Moving beyond traditional public administration and the new public
management. Public Administration Review, 74(4) 445–456. DOI: 10.1111/
puar.12238
Cannizzo, F. & Osbaldiston, N. (2016). Academic work/life balance: a brief
quantitative analysis of the Australian experience. Journal of Sociology, 52(4)
890–906. DOI: https://doi.org/10.1177/1440783315600803.
Eastman, J., Jones, G.A., Bégin-Caouette, O., Li, S.X., Noumi, C. And Trottier, C.
(2018). Provincial oversight and university autonomy. Canadian Journal of
Higher Education, 48(3), 65-81.
Fairwork Australia (2018). Higher Education Industry – Academic Staff
– Award 2010 Schedule A: Minimum standards for academic levels.
Author: Australia. Retrieved from http://awardviewer.fwo.gov.au/award/show/
MA000006#P739_70205
Franco-Santos, M., Rivera, P. & Bourne, M. (2014). Performance Management
in UK Higher Education Institutions: The need for a hybrid approach.
Leadership Foundation for Higher Education.
Gill, R. (2014). Academics, cultural workers and critical labour studies. Journal
of Cultural Economy, 7(1), 12–30. doi:10.1080/17530350.2013.861763.
Kenny, J. (2017). Academic work and performativity. Higher Education, 74 (5)
pp. 897-913. doi:10.1007/s10734-016-0084-y
Kenny, J. & Fluck, A. (2014). The effectiveness of academic workload models
in an institution: a staff perspective. Journal of Higher Education Policy and
Management, 36(6), 585–602. doi:10.1080/1360080X.2014.957889.
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck 29
10. Kenny, J. & Fluck, A.E. (2017). Towards a methodology to determine standard
time allocations for academic work. Journal of Higher Education Policy and
Management, 39 (5) pp. 503-523. doi:10.1080/1360080X.2017.1354773
Kenny, J. & Fluck, A.E. (2018). Research workloads in Australian Universities.
Australian Universities’ Review, 60 (2) pp. 25-37.
Kenny, J., Fluck, A. & Jetson, T. (2012). Placing a value on academic work,
Australian Universities’ Review, 54 (2) pp. 50-60. ISSN 0818-8068
Kwok, J.T. (2013). Impact of ERA research assessment on university behaviour
and their staff. NTEU National Policy and Research Unit. Melbourne: National
tertiary Education Union. ISBN 978–0–9806500-6-8. Retrieved fromhttp://www.
nteu.org.au/policy/research/era/documents
Macfarlane, B. (2007). Defining and Rewarding Academic Citizenship: The
implications for university promotions policy, Journal of Higher Education
Policy and Management, 29(3), 261-273, DOI: 10.1080/13600800701457863
Preston, D. & Floyd, A. (2016). Supporting the role of Associate Dean in
universities: An alternative approach to management development, Higher
Education Quarterly, 70(3) pp 264–280. DOI: 10.1111/hequ.12099
Seaberg, J.R. (1998). Faculty Reports of Workload. Journal of Social Work
Education, 34:1, 7-19, DOI: 10.1080/10437797.1998.10778901.
Soliman, I. (1999). The academic workload problematic. HERDSA Annual
International Conference, Melbourne, 12-15.
Song, J. (2018) Strategic responses to teaching quality accountability: A case
study of a regional university in China from a decoupling perspective. Higher
Education Policy. https://doi.org/10.1057/s41307-018-0113-9
Stensaker, B., Frølich, N. And Aamodt, P.O. (2018) Policy, perceptions, and
practice: A study of educational leadership and their balancing of expectations
and interests at micro-level. Higher Education Policy. https://doi.org/10.1057/
s41307-018-0115-7
Vardi, I. (2009). The impacts of different types of workload allocation models on
academic satisfaction and working life. Higher Education, 57, 499–508.
A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W
vol. 61, no. 2, 2019
30 Academic administration and service workloads in Australian universities John Kenny & Andrew Fluck