chop, dice, slice, mince, or julienne: the multiple ways of measuring faculty workload at the...
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Chop, Dice, Slice, Chop, Dice, Slice, Mince, or Julienne: Mince, or Julienne:
The Multiple Ways of The Multiple Ways of Measuring Faculty Workload Measuring Faculty Workload
at the Departmental Levelat the Departmental Level
Samford University
BackgroundBackground
Population OverviewPopulation Overview Masters IMasters I 4,400 students4,400 students 9 Colleges9 Colleges 270 full-time faculty270 full-time faculty 140 part-time faculty140 part-time faculty Don’t have Graduate AssistantsDon’t have Graduate Assistants 100 degree programs100 degree programs Analysis focused on 18 departments in the Analysis focused on 18 departments in the
College of Arts and SciencesCollege of Arts and Sciences
The age old struggle…..how The age old struggle…..how many faculty is enough?many faculty is enough?
Accrediting Accrediting standards is a startstandards is a start
Started with one Started with one department department requesting a new requesting a new faculty linefaculty line
Led to a systematic Led to a systematic means of tracking means of tracking departmental departmental growth and needs growth and needs for budget for budget purposespurposes
Evaluating the Department Evaluating the Department not the Individual Faculty not the Individual Faculty
MemberMember Meyer (1998) defined faculty workload Meyer (1998) defined faculty workload
as “time spent on professionally as “time spent on professionally appropriate activities.”appropriate activities.”
Workload is just one of the aspects of Workload is just one of the aspects of faculty productivity. faculty productivity.
This analysis served to examine This analysis served to examine departmental workload as opposed to departmental workload as opposed to individual productivity.individual productivity.
Not an analysis of quality.Not an analysis of quality.
Reaching ConsensusReaching Consensus Departments want to show they need a Departments want to show they need a
new faculty member, while Provost new faculty member, while Provost wants to be a good steward of the wants to be a good steward of the operational fundsoperational funds
How will it be and not be used? - Not How will it be and not be used? - Not used to evaluate individual faculty as a used to evaluate individual faculty as a part of their annual reviewpart of their annual review
We took departmental concerns and We took departmental concerns and utilized suggestions -Incorporating utilized suggestions -Incorporating trouble facultytrouble faculty
One Size Does Not Fit One Size Does Not Fit AllAll
Differing missions, curriculums, costDiffering missions, curriculums, cost Some Departments teach a lot of Some Departments teach a lot of
core courses to students outside core courses to students outside their majortheir major
Use of Part-time vs. Full-time Use of Part-time vs. Full-time Some departments have a course that is the Some departments have a course that is the
specialty of an adjunctspecialty of an adjunct
Productivity vs. CostProductivity vs. Cost
NEEDNEEDSS
Conducting Conducting Your AnalysisYour Analysis
Data Elements - StudentData Elements - Student
Student relatedStudent related Course enrollmentCourse enrollment School – Department – MajorSchool – Department – Major LevelLevel
Data Elements – Course Data Elements – Course
Course relatedCourse related CollegeCollege DepartmentDepartment Meeting day/time/place Meeting day/time/place Course levelCourse level Credit hoursCredit hours Excluded coursesExcluded courses
Data ElementsData Elements
The only way to determine cross listed courses in our system is to examine meeting date, time, and location.
Data Elements - CourseData Elements - Course
Course relatedCourse related CollegeCollege DepartmentDepartment Meeting day/time/place Meeting day/time/place Course levelCourse level Credit hoursCredit hours Excluded coursesExcluded courses
Data Elements - FacultyData Elements - Faculty
Faculty relatedFaculty related College and departmentCollege and department Full-time/Part-time statusFull-time/Part-time status Visiting facultyVisiting faculty RankRank NameName Courses taughtCourses taught
Percent responsibility for each coursePercent responsibility for each course
Data Elements – Data Elements – University of Delaware’s University of Delaware’s
Cost StudyCost Studyhttp://www.udel.edu/IR/cost/index.http://www.udel.edu/IR/cost/index.htmlhtml
CarnegiCarnegie Classe Class
#Responde#Respondentsnts
Direct Direct InstructioInstructional nal ExpendituExpenditures per res per Student Student Credit Credit HourHour
Direct Direct InstructioInstructional nal ExpendituExpenditures per res per Student Student FTEFTE
Personnel Personnel Cost as % Cost as % of Direct of Direct InstructioInstructional nal ExpendituExpendituresres
Classics Classics and and ClassicaClassical l LanguaLanguagesges
MastersMasters 1616 $174$174 $5,300$5,300 9595
DoctoralDoctoral 55 $162$162 $5,009$5,009 9292
SamfordSamford $193$193 $5,661$5,661 7272An invaluable tool!!!!
Categories to Frame the Categories to Frame the AnalysisAnalysis
Defined student levels as:Defined student levels as: Lower Undergraduate (FR and SO)Lower Undergraduate (FR and SO) Upper Undergraduate (JR and SR)Upper Undergraduate (JR and SR) GraduateGraduate BACHE BACHE
Defined student’s major as:Defined student’s major as: In or out of the College of Arts and SciencesIn or out of the College of Arts and Sciences In or out of the department offering the In or out of the department offering the
coursecourse Summed for each courseSummed for each course
Data Element Data Element ConsiderationsConsiderations
Data based on Department’s Faculty or Data based on Department’s Faculty or Department’s Courses….that is the Department’s Courses….that is the question!question! What it means?What it means? Who it benefits?Who it benefits?
Both methods have special considerations:Both methods have special considerations: Courses by faculty’s home department?Courses by faculty’s home department?
Faculty who belong to more than one departmentFaculty who belong to more than one department Courses by the department offering the course?Courses by the department offering the course?
How to split load of courses that are cross How to split load of courses that are cross referenced by two department prefixes (i.e. POLS314 referenced by two department prefixes (i.e. POLS314 is also HIST356)is also HIST356)
Data Element Data Element ConsiderationsConsiderations
Pull data for entire academic year or Pull data for entire academic year or pull data for fall terms only?pull data for fall terms only?
How many years of data is How many years of data is necessary?necessary?
Consider that some faculty who have taught Consider that some faculty who have taught in the past may have since left the in the past may have since left the universityuniversity
Full-time/part-time status of faculty change Full-time/part-time status of faculty change over timeover time
Incorporate individuals with institutional Incorporate individuals with institutional memories – INCREASES Buy-in!.memories – INCREASES Buy-in!.
Data Element Data Element ConsiderationsConsiderations
University Core Curriculum coursesUniversity Core Curriculum courses Cultural PerspectivesCultural Perspectives Communication Arts I and IICommunication Arts I and II Biblical PerspectivesBiblical Perspectives Concepts of Fitness and HealthConcepts of Fitness and Health
What effect do they have on the What effect do they have on the analysis?analysis?
Belong to Belong to the the DepartmeDepartment of nt of General General University University (GENL)(GENL)
Chop, Dice, Slice, Chop, Dice, Slice, Mince, or Julienne?Mince, or Julienne?
School level, Department level, Faculty School level, Department level, Faculty levellevel
All coursesAll courses University Core Curriculum courses onlyUniversity Core Curriculum courses only All courses All courses exceptexcept Core Core Student LevelStudent Level Majors vs. Non-majorsMajors vs. Non-majors Full-time vs. Part-timeFull-time vs. Part-time Courses, credit hours, headcountsCourses, credit hours, headcounts
FindingsFindings
Department Majors as % of Department Majors as % of Total UndergraduatesTotal Undergraduates
Classics Department Enrollment as % of Total Undergraduate Enrollment
0.0% 0.0% 0.2% 0.4% 0.4%0.0% 0.0%
0.4%
1.0% 1.0%
0%
1%
2%
3%
4%
5%
2000 2001 2002 2003 2004
Classics as % of Total Classics as % of A&S
DepartmenDepartmental growth tal growth as as measured measured by Majorsby Majors
Reliance on Part-time Reliance on Part-time Faculty as Measured by Faculty as Measured by
Courses TaughtCourses TaughtNumber of Courses Taught by FT and PT
Classics Department Faculty
0
5
10
15
2000 2001 2002 2003 2004
Fall Term
Num
ber o
f Cou
rses
FT Faculty
PT Faculty
When does When does the use of the use of part-time part-time faculty faculty indicate a indicate a need for a need for a new full-new full-time line?time line?
Reliance on Part-time Reliance on Part-time Faculty as Measured by Faculty as Measured by
Students TaughtStudents TaughtNumber of Students Taught by FT and PT
Classics Department Faculty
0
50
100
150
200
2000 2001 2002 2003 2004
Fall Term
Num
ber o
f Stu
dent
s
FT Faculty
PT Faculty
When does When does the over-the over-use of use of part-time part-time faculty faculty indicate a indicate a need for a need for a new full-new full-time line?time line?
Reliance on Part-time Reliance on Part-time Faculty as Measured by Faculty as Measured by
Credit HoursCredit HoursNumber of Student Credit Hours Taught by FT and PT
Classics Department Faculty
0100200300400500600700
2000 2001 2002 2003 2004
Fall Term
Stud
ent C
redi
t Hou
rs
FT Faculty
PT Faculty
When does When does the over-the over-use of use of part-time part-time faculty faculty indicate a indicate a need for a need for a new full-new full-time line?time line?
Core Students vs. Students Core Students vs. Students in Majorin Major
CORE Portion of Total Students Taught by Full-time Classics Dept Faculty
0
50
100
150
200
250
All Enrl
UCBP only
All Enrl 75 88 145 156 166
UCBP only 47 23 67 64 42
2000F 2001F 2002F 2003F 2004F
Analyzing Student MajorAnalyzing Student MajorNumber of Students Taught by Classics Dept. Faculty
Those Enrolled Within the Classics Dept Compared to Those Enrolled in Other Departments
(Fall Terms Only)
0
20
40
60
80
100
120
140
160
2000
2001
2002
2003
2004
2000 0 75 0 76
2001 0 88 0 112
2002 2 143 4 30
2003 11 145 7 31
2004 18 148 0 36
Classics Dept Non-Classics Dept Classics Dept Non-Classics Dept
FT Faculty FT Faculty PT Faculty PT Faculty
Analyzing Student Major – Analyzing Student Major – Excluding Core CoursesExcluding Core Courses
Number of Students Taught by Classics Dept. Faculty Those Enrolled Within the Classics Dept Compared to Those
Enrolled in Other Departments(Fall Terms Only - CORE Excluded)
0
20
40
60
80
100
120
2000
2001
2002
2003
2004
2000 0 75 0 29
2001 0 88 0 43
2002 2 76 4 30
2003 11 81 7 31
2004 18 106 0 36
CLAS Dept Students Non-CLAS Dept Students CLAS Dept Students Non-CLAS Dept Students
FT Faculty FT Faculty PT Faculty PT Faculty
Analyzing Student LevelAnalyzing Student LevelCompare the Enrollment of the Different Class Levels of
Students Taught by the Classics Dept Faculty (Fall Terms Only)
0
20
40
60
80
100
120
2000
2001
2002
2003
2004
2000 26 27 22 67 9 0
2001 47 19 22 78 33 0
2002 99 36 10 22 12 0
2003 92 47 13 25 13 0
2004 78 84 0 26 10 0
Low er Undergrad LevelUpper Undergrad LevelGraduate Level Low er Undergrad LevelUpper Undergrad LevelGraduate Level
FT Faculty FT Faculty FT Faculty PT Faculty PT Faculty PT Faculty
Hours Taught by Faculty Hours Taught by Faculty Department or Course Department or Course
Department….that is the question?Department….that is the question?
AppendicesAppendices
Student Credit Hours (SCH) per Student Credit Hours (SCH) per Faculty for every department Faculty for every department
University of Delaware Instructional University of Delaware Instructional Cost dataCost data
Instructional cost definitionsInstructional cost definitions
Departmental ConcernsDepartmental Concerns
Questions from Department ChairsQuestions from Department Chairs How courses were listed How courses were listed
Notations they were not familiar withNotations they were not familiar with Courses (and sometimes faculty) were being Courses (and sometimes faculty) were being
dropped if the course did not have at least dropped if the course did not have at least TBA in the meeting day field – TBA in the meeting day field – Remember Remember that we rely on this for determining cross-that we rely on this for determining cross-referenced classes!referenced classes!
The Next Step -The Next Step -Using Your Using Your
ResultsResults
SACSSACS
Core requirement 2.5 – Institutional Core requirement 2.5 – Institutional Effectiveness through Planning and Effectiveness through Planning and EvaluationEvaluation
Core requirement 2.8 – Number of Core requirement 2.8 – Number of Faculty is AdequateFaculty is Adequate
Comprehensive standard 3.7.1 – Comprehensive standard 3.7.1 – Competent Faculty MembersCompetent Faculty Members
Comprehensive standard 3.7.2 – Comprehensive standard 3.7.2 – Evaluates Effectiveness of Faculty Evaluates Effectiveness of Faculty
Work AheadWork Ahead
Looking at data for academic yearLooking at data for academic year Pulling in all SchoolsPulling in all Schools BANNER, BANNER, BANNER - BANNER, BANNER, BANNER -
Translating the data……but fighting Translating the data……but fighting to get it firstto get it first
When your university wants to growWhen your university wants to grow
Out of Classroom Out of Classroom ActivitiesActivities
Expanding Departmental Expanding Departmental Productivity to include out of Productivity to include out of classroom activities. Using classroom activities. Using University of Delaware Out of University of Delaware Out of Classroom ProductivityClassroom Productivity
Demand/Yield/CostDemand/Yield/Cost
Demand/Yield/Cost Model – Based Demand/Yield/Cost Model – Based on Austen Group’s “Curriculum and on Austen Group’s “Curriculum and Cost Analysis” done for the Cost Analysis” done for the Association of Southern Baptist Association of Southern Baptist Colleges and SchoolsColleges and Schools
www.austengroup.comwww.austengroup.com
Demand/Yield/CostDemand/Yield/Cost
DEMANDEMANDD
COSTCOST
High Demand/High Cost Programs
Low Demand/ Low Cost Programs
Demand/Yield/CostDemand/Yield/CostWhich Way Should the Which Way Should the
Arrows Point?Arrows Point?
DEPARTMEDEPARTMENT SIZENT SIZE COSTCOST
DEMANDEMANDD
Demand/Yield/CostDemand/Yield/CostWhich Way Should the Which Way Should the
Arrows Point?Arrows Point?
DEPARTMEDEPARTMENT SIZENT SIZE COSTCOST
DEMANDEMANDD
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and a departmental sample.and a departmental sample.
QUESTIONS?QUESTIONS?