A Case Study of Faculty Workload Issues in Arizona: Implications for State Higher Education Policy.

Autor/inn/en	Jordan, Stephen M.; Layzell, Daniel T.
Institution	Education Commission of the States, Denver, CO.; State Higher Education Executive Officers Association.
Titel	A Case Study of Faculty Workload Issues in Arizona: Implications for State Higher Education Policy.
Quelle	(1992), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Budgeting; Case Studies; College Faculty; Compensation (Remuneration); Faculty College Relationship; Faculty Workload; Financial Support; Governance; Higher Education; Incentives; Policy Formation; Postsecondary Education; Productivity; State Aid; Tenure; Universities; Arizona + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fakultät; Abfindung; Kompensation; Lohnausgleich; Finanzielle Förderung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreiz; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Produktivität; Amtszeit; Beschäftigungsdauer; University; Universität
Abstract	This study examined college faculty workloads within the context of accountability. The report first provides an overview of the current structure of faculty workload; second, presents the findings of one specific faculty teaching and workload study conducted in Arizona; third, discusses the implications for higher education policy derived from the Arizona case study; and fourth, suggests some incentives for changing faculty workload. The Arizona study of 2,580 full-time faculty showed that ranked faculty generally taught at the upper and graduate course levels, and that, due to this distribution, other teaching personnel such as graduate assistants and adjunct faculty spend proportionately more time overall in regular scheduled classes than do ranked faculty. Study findings indicated that faculty worked an average of 56.3 hours per week; that instruction and class preparation constituted just under 50 percent of faculty workload; and that research and creative activity occupied one-third of faculty time, institutional service and administrative duties, 14 percent, and public service, 6 percent. The implications of these findings are discussed within the context of the institution's role and mission, budgetary efficiency, quality and access, and governance. The paper concludes with a brief examination of faculty workload and state-level financial support. Contains 17 references. (GLR)
Anmerkungen	State Higher Education Executive Officers or ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 ($8 prepaid).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC