Presentation on theme: "Dee Conference LSE 2011 Valerie Dickie, Kai Dunker and Vibhor Saxena The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in the."— Presentation transcript:
Dee Conference LSE 2011 Valerie Dickie, Kai Dunker and Vibhor Saxena The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in the UK. 1
The Project Design and distribution of an e-questionnaire to post graduate students. Today a brief summary of the main findings from this small sample survey. Results provide some evidence of a wide variation in GTAs terms and conditions of employment. 2
GTA Defined A student who assists in the delivery of higher education programmes. Part of a wide group of general teaching assistants. This research focuses on the student who teaches. 3
Data Availability No official data on this labour market. 4 It is something I believe we are looking at collecting information on in the next review of the staff data we collect … Mark Jones,Information Analyst, HESA, May 2011
UK data that is available Number of Academic Staff Number of Students 5
UK HE Academic Staff 2001-2010 6 Academic Staff2000-012009-10% change Full Time Eng.9367096285+2.79 Part Time Eng.2038556235+175.86 Full Time NI29002800-3.5 Part time NI215565+162.79 Full Time Scot1404513160-6.3 Part Time Scot21153695+74.7 Full Time Wales57905685-1.81 Part Time Wales8153170+288.96
HE Students 2001-2010 (Scotland) 7 Student Type2000-012009-10% Increase UG First Degree 111,935145,53530 PG Taught28,19044,16557 PG Research.8,08510,665 32 Source : Scottish Government Statistics, Lifelong Learning Series HESA based.
The Survey Questionnaire - Bristol Online Survey system (BOS) UK distribution by email and social network to postgraduates during Oct 2010 - April 2011 Respondents = 1250 Useable 1085. Majority (89%) PhD students Data transferred to SPSS and STATA for analysis. 8
Respondents Who Teach by Subject 9 653 (60%) of respondents assist in the delivery of education programmes. Some subjects make greater use of GTAs. e. g. sciences, social sciences, engineering. This could partly explain the better response rate from postgraduates within specific subject areas.
Role of a GTA Assisting in the delivery of small group teaching. Helping with assessment and marking. Expected to find GTAs assist with year 1 and 2 UG. Did not expect to find GTAs assist across all years including PG. 11
Level of Student Taught by GTAs 12 Level of Student TaughtNumber of GTAs who Teach Year 1460 Year 2377 Year 3232 Year 484 Post Graduate150
Pay of GTA Hourly rate of pay for main duties shows substantial variation. e.g. £6.00 - £125 Number of reasons e.g. It could reflect local labour markets conditions. Survey evidence showed variation in mean hourly rate of pay within subject areas for main duties. 14
Mean Hourly Rate of Pay for Main Duties by Subject Area 15
Variation in Hourly Rate of Pay for Main Duties within Disciplines 16 Subject AreaMinimum Rate of Pay Recorded (£s) Maximum Rate of Pay Recorded (£s) Biological Sciences7.517.80 Economics11.22125.00 Engineering6.0030.00 Mathematics8.0050.00 Physics9.0018.00 Social Science7.0042.00
Variation in Hourly Rate of Pay by Main Duty 17 DutyMinimum Rate of Payment Maximum Rate of Payment ModeMean All teaching6.001259.5018.35 Lecturing no tutoring8.801251026.40 Lecturing6.001251024.50 Tutoring6.00729.5020.10 Tutoring no Lecturing7.00509.5019.23 Demonstrating6.00509.5014.40 Demonstrating, no lecturing or tutoring 7.0043.669.5011.70 Lab Assistance6.00509.5014.70 Lab Assistance, no lecturing or tutoring 7.0043.669.5012.30 Lab Assistance,no lecturing tutoring or demonstrating. 8.3020.009.0011.90
Individual Comments on Pay 18 Unsure of exact amount per hour. It varies from one group to another. I am not sure I understand how it is calculated. Demonstrating is unpaid
Individual Comments on Duties without Payment Approx. 33% reported work undertaken without payment. 19 Supervising Masters student Writing of exam papers I get paid 1 hour to prepare new lecture slides…it takes me 3 days
Formal Training Survey results show training is not comprehensively available. Training before teaching 271/653 Training not available at all 108/653. Mostly general training 300/653 20
Support and Feedback Good support from staff and colleagues. Feedback mostly from course coordinators, supervisors and students. Individual comments suggest that more feedback from staff would be welcome. 22
Conclusion GTAs are an essential part of the HE labour market. Failure to record GTA statistics is not in the interest of learning and teaching, post graduate students or HE. The role of GTA might be underestimated. Duties often beyond the supportive role. Training and feedback require greater attention. 23
Recommendations 24 Clear the fog surrounding this imperfect market. National data collection by HESA. Unambiguous definition of the role of GTA. Formation of a policy framework for employment. Market requires attention to limit institutional risk. Fresh thinking on PhD training, as many unsure about pursuing an academic career.(40%). This labour market requires greater recognition.
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