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ERIC Number: ED167020
Record Type: RIE
Publication Date: 1978-May
Pages: 5
Abstractor: N/A
Reference Count: 0
Faculty Productivity. Collective Bargaining Perspectives. Volume 3, Number 5, May 1978.
Goeres, Ernest R.
An analysis of higher education collective bargaining agreements reveals that the question of faculty productivity is addressed almost exclusively in terms of workload, with the emphasis on efforts that are quantifiable. These workloads are defined in terms of minimums and maximums. Typically each agreement defines in specific terms what the minimum or basic acceptable workload is for full-time faculty members. A full-time teaching load is usually defined in terms of credit hours or contact hours taught. Mechanisms exist in a workload formula to credit faculty members for teaching overloaded classes and for other conditions. Most agreements make allowances for reduction in teaching load for a variety of activities, such as being department chairperson or being placed on a research grant. Once the definition of a minimum workload is determined, agreements address the maximum workload expected without extra pay or compensation. Agreements define very specifically what constitutes work overload in other instructional and instructional-related activities, including the following: class preparations, evening and weekend teaching, length of working day, minimum time between classes, teaching at different classes, limits on class size, course overloads, and student advising. Excerpts from collective bargaining agreements are included. (SW)
Department of Education Administration, College of Human Resources and Education, West Virginia University, Morgantown, WV 26506
Publication Type: Legal/Legislative/Regulatory Materials; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: West Virginia Univ., Morgantown. Dept. of Educational Administration.
Identifiers: N/A