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How can we change the conversation about faculty work? Informed by recent changes in higher education in the Netherlands, this chapter highlights three areas that are at the intersection between faculty development and educational renewal as salient for supporting mid‐career faculty—addressing first the emerging opportunities and responsibilities for individual faculty members, then for teams, and finally for institutional leaders. [ABSTRACT FROM AUTHOR]

The fact that overloaded plates and stress are common in mid‐career is well known. Likewise, we know that the unequal distribution of faculty workload is one of the most important, yet least talked about, inequities that shape the experiences of faculty members within colleges and universities. In particular, women and racially minoritized mid‐career faculty face unusually high service, teaching, and mentoring workloads. Often we place the onus for aligning time and priorities, and "saying no" on mid‐career faculty members themselves. In this chapter, the author(s) take a different approach, drawing on five years of action research with academic departments. They share key conditions that department leaders can create, and practices they can put in place to scaffold equity and agency in mid‐career faculty workloads and rewards. [ABSTRACT FROM AUTHOR]

Over the past decade, most Australian universities have moved increasingly towards 'blended' and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with 'e-teaching' are not readily available. A search of the international literature indicated that there is limited rigorous literature and research that points to the actual effects on workload in online and blended higher education teaching environments. This paper reports on a research project in four Australian universities, and the perceptions of a representative group of staff who perceived that e-teaching had increased their 'teaching time' workload, and that Workload Allocation Models ( WAMs) did not take account of contemporary teaching modalities. [ABSTRACT FROM AUTHOR]

The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility. [ABSTRACT FROM AUTHOR]

This paper analyses junior academic staff's (assistant professors) perceptions of academic work in a highly decentralised Canadian 'system'. Drawing on recent work by the authors on Canadian university tenure processes and remuneration, the paper compares the perceptions of assistant professor respondents with senior (associate full professor) peers to the Canadian component of the Changing Academic Professions (CAP) survey. The analysis suggests that junior academic staff perceive the academic workplace as reasonably positive and supportive. In addition to relatively high levels of satisfaction, institutional support and remuneration, the findings suggest that there are minimal substantive differences in levels of work and work patterns between junior and more senior academic staff, a finding at odds with the general literature and common sentiment, which suggests junior staff work longer hours. The differences that do emerge appear to be more modest and nuanced than is popularly characterised. [ABSTRACT FROM AUTHOR]

This paper argues that it is reasonable to expect the professoriate, including full professors, to balance traditional academic values with external demands for accountability. Today's universities are characterised by increasing diversity, wider access to higher education, decreasing funding and greater oversight through quality assurance: professors have a particular responsibility to respond to these modern realities and expectations. The essay explores how the role of professors in supporting knowledge development and dissemination through research and teaching can be elaborated and enhanced to ensure that universities contribute to the social good. How well the professoriate responds to contemporary challenges within and beyond traditional academic interests will determine the future of universities, just as previous responses have contributed to their endurance as institutions for more than 900 years. The essay concludes with emphasis on how full professors in particular can promote their special role and responsibilities for supporting the ideal and idea of the university in today's world. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on the role of stress and committed intensity in her academic life. The author provides her story of being a professor who has experienced overwork, exhaustion, and multitasking to commit and do her work. She examines the ups and downs of her life and mentions on the importance of a mindful reflection of awareness on what she cares and how she wants to live.

The article focuses on the experiences of non-tenure-track faculty in colleges and universities in the U.S. It mentions that part-time teachers are regarded with low pay, no job security, heavy workloads, and low status. A variety of studies are identifying on working conditions, roles, and experiences of part-time teachers intention to be better on campus that have unions and collective bargaining. Campus with collective bargain tend to process the role definition, recruitment and hiring among teachers. The author points out that discipline and motivation is shaping the experience wherein faculty in liberal arts or math has negative departmental cultures rather than law or education fields.

Complexity and demands within higher education are seen to be rising and one response to this has been a movement towards the adoption of more formal approaches to workload management. The objectives of these systems revolve around improving equity in allocations and achieving a more efficient and transparent use of resources. This article draws from the work of a partnership of 12 diverse universities to illustrate, through case studies, a school-driven and a centrally led development for managing workloads. This activity is then explored through the concept of convergent and divergent activity occurring progressively at different organisational levels, and around ideas about the dynamic relationship between continuity and change that this will involve. We suggest that although the initial focus of activity may seem important, ultimately viable systems involve a negotiated balance between central and local requirements. [ABSTRACT FROM AUTHOR]

This chapter presents information to help senior student affairs officers first establish themselves as experts in division-level budgeting and then go on to become leaders in university-wide budgeting. [ABSTRACT FROM AUTHOR]

Institutions that increasingly recognize the importance of community service need to expand their support for faculty who do this work. [ABSTRACT FROM AUTHOR]

Understanding faculty workload is critical in assessing and describing institutional effectiveness. The Delaware Study of Instructional Costs and Productivity is one example. [ABSTRACT FROM AUTHOR]

Universities are challenged to maintain a work environment where academic staff fulfil traditional academic duties while responding to a diverse student population, a competitive research environment, and an escalation of administrative tasks within an accountability-based climate. This paper analyses the development and implementation of a workloads policy at a New Zealand university through a joint university management and staff union initiative. The workloads policy was built on the principles of equity, transparency, reasonableness, safety and acceptability to staff. The integrity and effectiveness of adoption is evaluated through analyses of work requirements, workloads models and the findings from case studies of implementation by six diverse units from across the university. Based on our evaluation, we highlight aspects of the policy and procedures that have promise and suggest modifications where particular processes and outcomes fell short of stated goals for institutional change. [ABSTRACT FROM AUTHOR]

This chapter discusses the development and implementation of the Kansas Study of Instructional Costs and Productivity, which collects and reports data on community college instructional costs and faculty workloads. The project provides data for both intra- and inter-institutional comparisons about how much community college faculty teach and the cost of that instruction at the discipline level. [ABSTRACT FROM AUTHOR]

The authors argue for integrating Boyer's four domains through the pursuit of public scholarship. [ABSTRACT FROM AUTHOR]

This chapter examines the construct scholarship of teaching and learning using a Parsonian four-function paradigm that serves as an analytical structure for organizing and examining some of the key issues in the emerging literature. [ABSTRACT FROM AUTHOR]

This article proposes a practical method for measuring staff radiologist workloads (clinical productivity) in teaching hospital departments of radiology in Australia. It reviews the Australian background to this, including the Royal Australian and New Zealand College of Radiologists (RANZCR) Education Board accreditation guidelines and the development of the RANZCR practice costing model. It reviews overseas methods of radiologist workload measurement and trends in radiologist workloads both in Australia and overseas. It proposes a practical and simple workload measuring method based on relative value units derived from the RANZCR model. Using a previous national workload survey in teaching hospitals, it proposes initial workload benchmarks when using this method. Strengths and weaknesses of this method and alternatives are reviewed, and a number of proposals for Australian teaching radiology departments are put forward to advance the issue of radiologist workloads in a disciplined manner. [ABSTRACT FROM AUTHOR]

The credit hour is the common metric for measuring faculty instructional workload and is a part of a larger system that makes innovation more difficult. [ABSTRACT FROM AUTHOR]

Focuses on the internal service that higher education faculty performs for their institutions in the U.S. Description of faculty's service to the department, discipline and students; Influence of institutional type, discipline, rank and experience and the demographic variables of gender and race on internal service role of the faculty.

By addressing systemic issues, faculty in teaching institutions can facilitate participation in and support for service-learning among key stakeholders. [ABSTRACT FROM AUTHOR]

Examines the possibility of the separation of research-oriented faculty from the campus life in order to reshape the faculty incentive system. Elements that shape faculty role and workload; Pressures felt by faculty at research universities; Concern raised in the scrutiny of undergraduate education; Examples of attention to faculty role and responsibility in the lives and development of students.

Presents methods of collecting workload data of college teachers. Measurement of faculty course loads; Analysis of workloads at the institutional research office of the Virginia Commonwealth University (VCU); Course load studies at other schools; Survey of Virginia's college and university faculties on professional time; Implications of surveys; Application of faculty data base.

Discusses a case study by Kent State University in Ohio on the benefits of workload initiatives and productivity expectations. Link between faculty workload and productivity; Implications of the Kent Institutional Characteristics and Strategic Plan of 1992; Use of faculty productivity worksheet; Description of weekly faculty logs; Effects of flexible workloads.

Reviews the findings and methodologies of college workload studies and its implications. Elements of the activity reporting method; Use of the equivalency report method; Effect of workload studies on higher education; Evaluation of the value of teaching; Enhancement of student productivity.

Analyzes the public's concern on faculty work measures and description. Causes of the decline in general-fund support for higher education; Solutions presented by the public; Faculty reactions; Examination of research grants to faculty members; Measurement of faculty workload.

The author argues that it would be beneficial for universities to collect data on the peer reviewing activities of researchers. Topics include the amount of time spent on a peer review, the incentives to conduct other research activities including writing, grant proposals, and committee work, and a system for rating the work of peer reviewers.