1. Academic Workload Allocation Model, or Teaching Load Database

2. Today’s topics Today we will cover: The work undertaken by MSLE with BPG to create an AWAM The work subsequently undertaken by FVS with BPG to create a Teaching Load database Expected outputs Progress to date

3. MSLE and the AWAM The aim of the MSLE AWAM was: To provide a AWAM that is fair, equitable and transparent. The aim of being transparent is that everyone can see what teaching everyone else is undertaking and at the discipline level teaching workloads can be allocated and long term workforce planning can be enabled; To capture all the teaching related activities that staff undertake and provide for a reasonable and accepted amount of time for each of these activities (this informs the amount of time allocated to each deemed time); Incorporate research and research training activities, as well as engagement and leadership activities into the AWAM at a later stage of development; Create a tool that provides information about where workloads might need to be decreased or increased over a number of years; To provide information for discussions to take place between individuals and HoD for where workloads may need to be increased or decreased, depending upon the individual circumstances of the staff member

4. MSLE AWAM model Input to the AWAM consisted of: This model was developed by the Working Group, chaired by Prof. Barbara Downes and BPG

5. Examples of principles that informed the model The development of the AWAM was informed by two sets of principles: A. The Academic Board principles or Revised Academic Workload Guidelines 1. Workloads will be allocated in a fair and equitable manner. 2. Workloads will be allocated with regard to the University’s duty to care for, and protect the health and welfare of, including legislative occupational health and safety obligations, staff in relation to the performance of their duties........ B. MSLE: Principles for allocating teaching workloads ……. 2. The faculty will have clear policies about the allocation of technical, teaching and marking assistance; these policies will ensure that academics who are teaching subjects requiring technical support (e.g. laboratory & field support) or that have high enrolments are resourced sufficiently well that these academics do not have substantially higher teaching loads than other academics.

6. MSLE deemed times The deemed time defines a time allocation for each teaching activity that is undertaken. It was decided by the WWG that time should be used as the measure rather than a points based system because time provides a more relevant mental model than is obtained when translating time into points The deemed time allocations for teaching activities developed by the WWG were informed by the deemed times of other institutions where they were available on the internet, by workload allocation documents available to the Group from other Faculties within the University and by the Group’s own experience and expertise. Deemed times are not meant to reflect the time it takes for each teaching activity with a 100% accuracy, but that values that are within +/- 10% of a reasonable load. The deemed times are meant to reflect consensual, median times that particular tasks take, so not all deemed times can suit everyone.

7. Deemed times - example Rule Deemed Times (hours) Units Travel time - for main campus - modify for other campuses 1Lecture - development8hours per contact hour 2 Lecture - revision of existing teaching material 3hours per contact hour 3Lecture - basic delivery1hours per contact hourAdd 30 minutes for each lecture 4Lecture - repeat delivery1hours per contact hour Assessment 26 Weekly prac reports (1 prac class max 25 students) 37.5hours per subject 27 Tutorial reports (1 tutorial class max 18 students) 27hours per subject 28 Assignments and other in- semester assessment tasks (essays, reports, etc) 1.5 hours per student to max of 50 students Assumes marking help beyond 50 students 29 Oralpresentationsby students 1.5 hoursperhourof student present. 30 Exams(devising& attendance) 8Hours MSLE AWAM Deemed Times The table below provides an example of a teaching activity, the deemed time, and when the rule will apply to the deemed time.

8. MSLE AWAM timelines The project commenced in 2012 and continued in several phases throughout 2013 with finalisation of the project occurring in March 2014. Data was collected on teaching activity for 2012 and 2013 and provided an extensive database of information related to the teaching delivery in MSLE. In 2014, the next phase of the project included the collected data relating to 2013 being verified through feedback from individual academic staff in MSLE. In March 2014, the University of Melbourne’s Senior Executive approved changes to disestablish the MSLE from the 1st July 2014 and transfer academic staff to either the Faculty of Veterinary Science or the Faculty of Science. This change led to part of the 2014 phase of work being cancelled at the request of MSLE. This cancelled work related to the verification of 2014 teaching data.

9. Faculty of Veterinary Science Teaching Load Database In late 2013 the Faculty Executive decided to carry out a strategic review of teaching activity and costs across the faculty and to develop a teaching load database as the source of information to facilitate this. The purpose of the model is to: Provide an equitable and transparent approach to academic workload allocation Capture all teaching-related activities undertaken by staff members Provide information for discussions on whether workload allocation needs to be changed The database gives us the capacity to view how much it costs to teach a subject and additionally how much teaching an individual academic carries out.

10. Principles A set of principles to inform the database were developed:

11. Building on the work done by MSLE Original Vet Science mapping was carried out by Liz Tudor and Relma using timetable data and dropped into a database built by Kris Lakusa Then we realised that we needed to work with BPG to capitalise on their work with MSLE Extensive discussions were held with DVM3 and DVM4 Year coordinators as classes for these years were not always recorded in the timetable DVM3 mapping was further complicated by a lack of established history – 2013 was the first year it had been taught and mapping was one week behind teaching!

12. FACULTY OF VETERINARY SCIENCE ACADEMIC WORKLOAD ALLOCATION MODEL DEVELOPMENT Define Teaching Activities Collect Staffing & Payroll Data Establish Subjects Database Collect Direct Contact Hours Develop Workload Allocation Guidelines Develop Workload Allocation Model

13. FACULTY OF VETERINARY SCIENCE ACADEMIC WORKLOAD ALLOCATION MODEL SAMPLE REPORTS Subject Report SubjectActivityStaffDirect Hours Non-Direct Hours Total Deemed Time Individual Staff Report SubjectActivityActivity 1Activity 2Activity 3… Total Deemed Time

14. Consultation in Vet Science Consultation, both face to face and via email, was undertaken with Associate Dean (Curriculum) Associate Dean (Clinical Programs) Associate Dean (Learning and Teaching) Year level coordinators, particularly for DVM3 and DVM4, and Other academics with specific area knowledge such as online activities. This consultation was to test the validity of the refinement of the academic workload principles into a simple, but still robust, model.

15. Example of 2013 staff report summary

16. Example of subject summary report

17. Where to from here? Just a few steps to complete: Salary details need to be finalised There are c. 10 outstanding subject spreadsheets As soon as previous points resolved each subject coordinator will receive a report for validation 2 weeks allocated for this validation, then: Total data sent will be provided to the Dean for review and analysis To be resolved before next lot of data collection Guidelines for Year coordinators and for Course coordinators

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