Presentation is loading. Please wait.

Presentation is loading. Please wait.

Towards Estimating & Monitoring Academic Staff Workloads at UKZN G R Barnes, MSc Agric, MGSSA Management Information, UKZN September 2005.

Published byDaniela McCoy Modified over 9 years ago

Similar presentations

Presentation on theme: "Towards Estimating & Monitoring Academic Staff Workloads at UKZN G R Barnes, MSc Agric, MGSSA Management Information, UKZN September 2005."— Presentation transcript:

1 Towards Estimating & Monitoring Academic Staff Workloads at UKZN G R Barnes, MSc Agric, MGSSA Management Information, UKZN September 2005

2 Objective Summary To quantify academic staff workloads To quantify academic staff workloads –Teaching –Research –Community outreach & administration To incorporate these into a decision support framework To incorporate these into a decision support framework –School Planning Decision Support System (SPDSS).

3 Procedure We consider We consider –What we teach (subjects and delivery) –How we teach it (preparation, supervision and assessment) –Who is currently doing the teaching –What research is being done

4 Aim to provide An estimate of the number of academic staff needed to support the teaching and research objectives An estimate of the number of academic staff needed to support the teaching and research objectives Report ratios and indicators to measure the current status relative to our targets Report ratios and indicators to measure the current status relative to our targets

5 Scenario 1 Scenario 2 Scenario 4 Teaching and Research Teaching rate (%)36 45 Research rate (%)23.5 40 Admin/Outreach rate (%)40.515 TOTAL (%)10074.5100 All Academic Staff Adjusted Staff (FTEs)1611.912.8 Students per Academic (FTEs)17.623.722 Research output (PUs)565 768 Productivity per Academic (PUs)354760 Scenario Outputs Constant Increase Decrease

6 Data Integration Scenario outputs become inputs into: Scenario outputs become inputs into: –Affordability model –Academic viability model –School Business Plan

7 Thank you …

8 Conclusions An attempt to address the very sensitive issue of staff workloads An attempt to address the very sensitive issue of staff workloads Considered the limitations of previous investigations and propose enhancements Considered the limitations of previous investigations and propose enhancements Through a collaborative approach assist the School planning process Through a collaborative approach assist the School planning process Facilitate a system of monitoring into the future Facilitate a system of monitoring into the future

9 2005200620072008 Teaching and Research Teaching rate (%)36 Research rate (%)23.5 Admin/Outreach rate (%)15 TOTAL (%)74.5 All Academic Staff Adjusted Staff (FTEs)11.9 Students per Academic (FTEs)23.7 NSH per Academic (hrs)1369 Research output (PUs)565 Productivity per Academic (PUs)47 Margin over Compensation (1000s)2995 Scenario Two – revised Admin/Outreach Constant Increase Decrease

10 Scenario Four – institutional targets 2005200620072008 Teaching and Research Teaching rate (%)45 Research rate (%)40 Admin/Outreach rate (%)15 TOTAL (%)100 All Academic Staff Adjusted Staff (FTEs)12.8 Students per Academic (FTEs)22 NSH per Academic (hrs)1275 Research output (PUs)768 Productivity per Academic (PUs)60 Margin over Compensation (1000s)2771 Constant Increase Decrease

11 Objectives To estimate academic staff workloads into defined areas of academic endeavour To estimate academic staff workloads into defined areas of academic endeavour To facilitate a more objective method of estimating the staff teaching load To facilitate a more objective method of estimating the staff teaching load –module notional study hours (NSH) To identify & quantify additional parameters To identify & quantify additional parameters To incorporate these into a decision support framework To incorporate these into a decision support framework –School Planning Decision Support System (SPDSS).

12

13 Procedure Initial pilot study Initial pilot study Special Senate Task Team Special Senate Task Team –Identify the important variables –Determine a set of default values Roll out to Schools Roll out to Schools –Establish ‘buy-in’ of the Schools –Foster ownership of the data Integration with other tools Integration with other tools

14 Inputs & Assumptions High-level Assumptions High-level Assumptions Module Enrolment Data Module Enrolment Data Detailed Module Assumptions Detailed Module Assumptions Staff Assumptions Staff Assumptions Research Data Research Data Graduate Data Graduate Data

15 Default Values & Norms Quantified by the Senate Task Team Quantified by the Senate Task Team Initial deployment of the system Initial deployment of the system Form the basis of comparison Form the basis of comparison –Determine differences between Schools –Evaluate inputs from the Schools

16 Outputs & Reports Time & Staff estimates Time & Staff estimates School Summary Analysis School Summary Analysis –Summary Tables –Four Scenarios –Scenario summary

17 Outputs & Reports Time & Staff estimates Time & Staff estimates School Summary Analysis School Summary Analysis –Summary Tables –Four Scenarios –Scenario summary

18 Academic Endeavours Teaching Teaching Research Research Community Development & Outreach Community Development & Outreach Administration Administration

19 Inputs & Assumptions High-level Assumptions High-level Assumptions Module Enrolment Data Module Enrolment Data Detailed Module Assumptions Detailed Module Assumptions Staff Assumptions Staff Assumptions Research Data Research Data Graduate Data Graduate Data

20 Institutional Targets Working year : 219 days Working year : 219 days Working day : 8 hours Working day : 8 hours Proportional allocation Proportional allocation –Teaching : 45% –Research : 40% –Admin/Outreach : 15% Research productivity : 60 PUs/yr Research productivity : 60 PUs/yr Minimum SAPSE proportion : 50% Minimum SAPSE proportion : 50%

21 Inputs & Assumptions High-level Assumptions High-level Assumptions Module Enrolment Data Module Enrolment Data Detailed Module Assumptions Detailed Module Assumptions Staff Assumptions Staff Assumptions Research Data Research Data Graduate Data Graduate Data

22

23 Inputs & Assumptions High-level Assumptions High-level Assumptions Module Enrolment Data Module Enrolment Data Detailed Module Assumptions Detailed Module Assumptions Staff Assumptions Staff Assumptions Research Data Research Data Graduate Data Graduate Data

24

25

26

27

28 Inputs & Assumptions High-level Assumptions High-level Assumptions Module Enrolment Data Module Enrolment Data Detailed Module Assumptions Detailed Module Assumptions Staff Assumptions Staff Assumptions Research Data Research Data Graduate Data Graduate Data

29 Outputs & Reports Time & Staff estimates Time & Staff estimates School Summary Analysis School Summary Analysis –Summary Tables –Four Scenarios –Scenario summary

30 Time & Staff estimates Module ContactPreparationAssessmentConsultingGroupTeachTotalAcad LevelCountEnrolhrs (%)hrsStaff 2101806662 (10%)527 (8%)5075 (81%)90 (1%)010063548.1 416871576 (12%)763 (16%)2645 (54%)881 (18%)010048656.2 381044655 (14%)640 (13%)3367 (71%)104 (2%)010047666.1 16425167 (17%)182 (19%)608 (63%)21 (2%)01009781.3 8950000874 (100%)01008741.1 9419000648 (100%)01006480.83 275342152060 (11%)2111 (11%)11694 (63%)2619 (14%)0 (0%)1001848523 Acad Staff estimate based on 45:40:15

31 Outputs & Reports Time & Staff estimates Time & Staff estimates School Summary Analysis School Summary Analysis –Summary Tables –Four Scenarios –Scenario summary

32 2005200620072008 Teaching Allocation (hrs) Contact (2004: 2500) 1658 (16%) Preparation 2065 (20%) Assessment (2004: 9862) 5833 (58%) Consulting (2004: 1218) 535 (5%) Group teaching 0 (0%) TOTAL (2004: 13580) 10092 Summary Tables...

33 2005200620072008 Staff number estimates (FTEs) Planned Academic 16 Planned Support 4 Academic to Support Staff Ratio 4 Modules per Academic 3 Credits per Academic 102 Teaching hrs per week 12 Summary Tables …

34 2005200620072008 Teaching and Research Teaching rate (%)36 Research rate (%)49 Admin/Outreach rate (%)15 TOTAL (%)100 All Academic Staff Adjusted Staff (FTEs)16 Students per Academic (FTEs)17.6 NSH per Academic (hrs)1020 Research output (PUs)1176 Productivity per Academic (PUs)73 Margin over Compensation (1000s)2101 Scenario Three – revised Admin/Outreach & Research Constant Increase Decrease

35 2005200620072008 Academic Staff (FTEs) Scenario 116 Scenario 211.9 Scenario 317.6 Scenario 412.8 Productivity (PUs) Scenario 1565 Scenario 2565 Scenario 31176 Scenario 4768 Margin over Compensation (1000s) Scenario 11952 Scenario 22995 Scenario 32101 Scenario 42771 Scenario Summary

Download ppt "Towards Estimating & Monitoring Academic Staff Workloads at UKZN G R Barnes, MSc Agric, MGSSA Management Information, UKZN September 2005."

Similar presentations

Rgu: Information management Management of target student numbers Working group.

Rgu: Information management Management of target student numbers Working group.
Site-Based Decision Making Campus Planning. Restructuring A process through which a district or school alters the pattern of its structures (vision, rules,

Site-Based Decision Making Campus Planning. Restructuring A process through which a district or school alters the pattern of its structures (vision, rules,
Important Points The SWF stands for Standard Workload Form. Workload is covered by Article 11 in the collective agreement. Your SWF is your personal contract.

Important Points The SWF stands for Standard Workload Form. Workload is covered by Article 11 in the collective agreement. Your SWF is your personal contract.
M & E for K to 12 BEP in Schools

M & E for K to 12 BEP in Schools
Outcomes and impact of the Project at the Cape Peninsula University of Technology, and remaining challenges.

Outcomes and impact of the Project at the Cape Peninsula University of Technology, and remaining challenges.
School of Earth and Environment’s Academic Workload Model Ray Ryken-Rapp School Manager School of Earth and Environment.

School of Earth and Environment’s Academic Workload Model Ray Ryken-Rapp School Manager School of Earth and Environment.
Important Points The SWF stands for Standard Workload Form. Workload is covered by Article 11 in the collective agreement. Your SWF is your personal contract.

Important Points The SWF stands for Standard Workload Form. Workload is covered by Article 11 in the collective agreement. Your SWF is your personal contract.
Campus Improvement Plans

Campus Improvement Plans
Ohio Improvement Process (OIP) August 2008. Core Principles of OIP  Use a collaborative, collegial process which initiates and institutes Leadership.

Ohio Improvement Process (OIP) August Core Principles of OIP  Use a collaborative, collegial process which initiates and institutes Leadership.
Workshops for implementing the Strategic Plan for Biodiversity through the National Biodiversity Strategies and Action Plans Module 2 The Biodiversity.

Workshops for implementing the Strategic Plan for Biodiversity through the National Biodiversity Strategies and Action Plans Module 2 The Biodiversity.
Training for Participants Date, Location, Venue 1 Welcome! Welcome to PEM 2 Module!

Training for Participants Date, Location, Venue 1 Welcome! Welcome to PEM 2 Module!
Date or reference Workload allocation and balancing: the Salford model UCML workshop, 13 March 2009 Janet Lloyd School of Languages University of Salford.

Date or reference Workload allocation and balancing: the Salford model UCML workshop, 13 March 2009 Janet Lloyd School of Languages University of Salford.
Quality Enhancement Cell Dr. Dawar Hameed Mughal Director.

Quality Enhancement Cell Dr. Dawar Hameed Mughal Director.
Grahame Cooper The Workload Balancing Model: Feedback and Review Background to the Model.

Grahame Cooper The Workload Balancing Model: Feedback and Review Background to the Model.
SWF Training Session Local 138 Welcome!. Important Points  The SWF stands for Standard Workload Form.  Workload is covered by Article 11 in the collective.

SWF Training Session Local 138 Welcome!. Important Points  The SWF stands for Standard Workload Form.  Workload is covered by Article 11 in the collective.
Grahame Cooper 1 The Development of the Salford Workload Balancing Model / Process Grahame S Cooper University of Salford.

Grahame Cooper 1 The Development of the Salford Workload Balancing Model / Process Grahame S Cooper University of Salford.
Empowering Staff Through Institute Planning (ESTIP) Executive Workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX.

Empowering Staff Through Institute Planning (ESTIP) Executive Workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX.
ENVIRONMENTAL MANAGEMENT PLAN

ENVIRONMENTAL MANAGEMENT PLAN
IS Consulting Process (IS 6005) Masters in Business Information Systems 2009 / 2010 Fergal Carton Business Information Systems.

IS Consulting Process (IS 6005) Masters in Business Information Systems 2009 / 2010 Fergal Carton Business Information Systems.
Setting Course Enrollment Maximums: Process, Roles, and Principles Adopted Spring 2012 The Academic Senate of the California Community Colleges.

Setting Course Enrollment Maximums: Process, Roles, and Principles Adopted Spring 2012 The Academic Senate of the California Community Colleges.

Similar presentations

Ads by Google