Abstract:

Equitable and transparent allocation of work and resources is a noble pursuit in any working environment. Attainment of such allocation can settle many disputes. Higher Education (HE) is no different to other sectors when it comes to this pursuit. Rumble and Spark’s work is this area is extensive and informative. The equitable allocation of work in the face of the expected functions of a typical University teacher/lecturer would go a long way in ensuring professional growth of the teacher and efficient service provision to the students. The main objective of this analysis is to focus on understanding what academics do and how their work context can be appropriately resourced to ensure quality of provisioning and appropriate student support that is needed for a Distance eLearning institution versus contact universities. This study uses the case of three Higher Education Institutions (HEIs) in South Africa, to attempt at deriving a framework for such a workload allocation model. Our methodology shall follow case study analysis of all functions of University teaching staff at three HEIs. Furthermore, a quantitative analysis of the academic work done including quantification of time spent and effort will be conducted, with a view of developing an improved/optimised model for work allocation model and framework. Our results do indicate that without a clear and well-articulated work model it is difficult to ascertain what academics do. Outputs are usually some of the indicators that could be used as proxy critical outputs that define work of academics. Research and focus interviews pointed us to a need to understand how the academic work has changed with the advent of COVID-19 and the resultant lockdown and understanding how administration has creeped into their work. There was a call for the development of an appropriate workload model and framework to advance and support the academic project in a University. In a changing Higher Education context, issues of equity, transparency, quality and transformation are critical matters to look at in order to understand what academics do. While teaching, research and engaged scholarship have been universally understood within the Higher Education space it is also critical to understand how the ‘new normal’ has disrupted this understanding, particularly in the context of the individual growth of academics as well as student support and success. Resolving workload allocation matters will go a long way in ensuring better productivity and service to our stakeholders, particularly the student.

Keywords:

Workload models, Academic work, resource allocation models, Higher Education.