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ERIC Number: ED259691
Record Type: RIE
Publication Date: 1984
Pages: 120
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-913317-19-5
Faculty Workload: Research, Theory, and Interpretation. ASHE-ERIC Higher Education Research Report No. 10, 1984.
Yuker, Harold E.
Kinds of faculty workload data that can be obtained from college and faculty reports are examined, along with potential problems in workload studies. A main research concern is deciding which faculty activities should be considered as workload. Types of data that are sometimes used in colleges' faculty workload formulas concern student credit hours, faculty contract hours, and student/faculty ratios. However, these measures ignore noninstructional time and they assume that the same amount of time is involved in teaching all three-credit courses, regardless of discipline and course level. Faculty reports on their activities are another information source, using interviews, diaries, or work samples. Possible research problems include a biased sample, the time of survey administration, the time period covered, time allocation, and study reliability and validity. Factors that can affect workload data include demographic factors (discipline, country, institution); scheduling factors (class size, course level, course type, preparations); and individual factors (rank, gender, and individual differences). Ten recommendations are offered concerning such issues as the sponsorship of the study, study methods, the effect of teaching load on scholarship, and the relationship between teaching load and teaching effectiveness. (SW)
Association for the Study of Higher Education, Department PR-10, One Dupont Circle, Suite 630, Washington, DC ($7.50).
Publication Type: ERIC Publications; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.