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The Development of the Salford Workload Balancing Model / Process

The Development of the Salford Workload Balancing Model / Process. Grahame S Cooper University of Salford. Discussions, Discussions,. Time getting on - pragmatism Research: Carry on using existing method from TIME RI Research rating * 10 ... (“Just for now.”) Management activities

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The Development of the Salford Workload Balancing Model / Process

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  1. The Development of the Salford Workload Balancing Model / Process Grahame S Cooper University of Salford

  2. Discussions, Discussions, ... • Time getting on - pragmatism • Research: • Carry on using existing method from TIME RI • Research rating * 10 ... (“Just for now.”) • Management activities • Handled by individual Schools • Guidance on Faculty aspects of some roles • Commercial & other work (AE) • Handled as individual activities

  3. ... Discussions, Focus on Teaching • Contact hours V credits & student numbers • Traditions (Religion?) • Encourage efficiency and effectiveness • Teaching weighted by level? • “Final year should be worth more!” • “First year should be worth more!” • “Core and margin” approaches • Balance (Modules, Credits & Student Numbers) • Linear or non-linear variation • Variability: Some topics more intense than others

  4. Credits & Student Numbers • First approximation to module workloads. • Quantifiable variables identified: • Credits (C), Student Numbers (N) • Workload = W0 + WC*C + WN*N + WCN*C*N • To first order. (Linear variation assumed) • Assumption (reasonable approximation): • double Credits  double Workload • Implies: W0 = WN = 0 • Formula adopted:(Initial) Workload = WC*C + WCN*C*N

  5. Estimating Actual Numbers • Many trial calculations done. • 1600 hour year assumed. • Various teaching styles looked at. • Estimates from all schools (est. hours worked): (c+s)/16

  6. Teaching “Norms” Calculated • “Standard Lecture Course” • Credits factor ~ 0.4 to 0.7 (mean: 0.6) • Students factor ~ 0.002 to 0.008 (mean: 0.006) • “Intensive Lecture Course” • Credits factor ~ 0.2 to 0.65 (mean: 0.5) • Students factor ~ 0.005 to 0.017 (mean: 0.013) • Other areas looked at: • MSc credits result in 1.5 x effort • Dissertations • Labs and team projects

  7. 40 Credits 0 20 Credits 20 40 60 80 100 10 Credits 120 140 160 180 Student Numbers Credit & Student Based Calculation

  8. Example Calculations

  9. How Prescriptive? • Even roles with the same name are different in different Schools. • Different demands of subject areas • Between Schools; Within Schools • Different development priorities • Research-active / less research active, etc • Schools have a high degree of freedom within the common model • (Everything in spreadsheet configurable.) • Other forces may bring balance in Faculty/University. (See later).

  10. Student Number Initial Figure Adjustment Actual Figure Credits Explicitly stated academic grounds. … leave room for common sense • Calculation gives initial estimate only • Some factors not easily quantifiable

  11. Staff Nichola George Edgar Mary Alice Fred Activities “Effort” 18 . . . . . . 13 13 Course tutor . . . . . . Module 1.2 - Knitting 14 9 5 . . . . . . History / Principles - Summary • Distribute and sumapproach • Teaching: Standard forfirst approximations • Administrative activities: percentage of workload with consensus of school and sight of allocations in other schools • Research – percentage of time based on simple assessment of level of individual’s performance • Discretion by Head of School over all parameters • Mechanisms in place for activity costing& TR • But main emphasis on workload balancing

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