Relevant bibliographies by topics / Academic workload

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic workload'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Academic workload"

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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Tony Williams. "Accounting Academic Workloads: Balancing Workload Creep to Avoid Depreciation in the Higher Education Sector." Education, Society and Human Studies 1, no. 2 (June 27, 2020): p55. http://dx.doi.org/10.22158/eshs.v1n2p55.

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Accounting Academics are subject to external influences such as preparing graduates for future workplaces, bridging the gap between industry and academia and development of pathways to becoming professional accountants. Add to this the internal influences of delivery methods for student engagement, work integrated learning and casualisation of the workforce, the accounting academic is at capacity in terms of how these influences impact on workload. Using the “lived experience”, this research delves into the academic themselves to find that they categorize their workload into four themes of Teaching, Research, Accounting academic workload and development of Curricula, deemed the TRAC Framework for this study. Using this workload TRAC framework, accounting academics identified five factors they believe will influence their future roles. These include growth in international students that student success will be a shared responsibility that student engagement will be critical, that curricula design will involve stakeholder input and that expectations around research will change. These additional impact factors when added to the already at capacity workload model for accounting academics, will create a type of workload creep. This workload creep can be described as an increase in academic wear and tear, almost like depreciation on capital assets.
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Nnadozie, Remigius C. "A model for management of workload of academic staff at a developing university." Corporate Ownership and Control 12, no. 4 (2015): 462–66. http://dx.doi.org/10.22495/cocv12i4c4p4.

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Academic workload models provide framework for ensuring that academic workloads are distributed equitably and transparently. The models are also useful tools for managing capacity optimization and planning. The work of academics could be perceived as complex, individually distinctive and multidimensional. Therefore, the challenge in designing an acceptable model is striking the right balance between complexity and practical applicability. This paper is an attempt at designing an academic workload model in the context of a developing University of Technology (UoT). Using actual hours modelling approach, a workload model that prioritises teaching and learning aspects of the work of academics is proposed.
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Obianuju, Okeke-Uzodike, and Vangeli Gamede. "The Dilemma of Unrelenting Workload Amidst Covid-19 Pandemic: An Agenda for University Female Academics." Journal of Research in Higher Education 5, no. 1 (August 1, 2021): 12–46. http://dx.doi.org/10.24193/jrhe.2021.1.1.

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The dynamic changes in the South African higher education environment have seen academics immersed in increasing workloads to keep up with the university mandate. The outbreak of the Covid-19 pandemic has raised significant challenges for the higher education community and intensified complications related to workload and in particular for female academics. The understanding of the management of workload is pertinent, and therefore the article examines the components of workload and implications of the Covid-19 pandemic for female academics. A descriptive research design and a quantitative research approach were adopted, and data was collected from 54 female academics in an unidentified university in South Africa. The data was analyzed using the Statistical Packages for Social Sciences (SPSS) version 26 and presented using a descriptive and inferential format. Also, the study adopted a systematic review of literature leveraging reputable sources. The findings revealed that (i) time allocation to academic activities of teaching and learning, research, postgraduate supervision, administration matters, community service, and academic citizenship remains a challenge facing universities, and (ii) Covid-19 imposed remote working arrangements resulting in increased workloads, leading to reduced research productivity and inability to achieve work-life balance for the female academics. The results of the study highlight the need for institutional review and policy development on the academic workload management system to ensure work-life balance for the female academics and output maximization for the university, especially during a pandemic.
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Ariffin, Asma Hanee, Rohaizah Abdul Wahid, Suliana Sulaiman, Marzita Mansor, and Mohd Helmy Abd Wahab. "The Development of an e-Workload Distribution System: A Focus on the Fair Distribution of Teaching Workloads of Lecturers." Asian Journal of University Education 16, no. 4 (January 24, 2021): 31. http://dx.doi.org/10.24191/ajue.v16i4.11955.

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Studies have shown excessive teaching workloads of teachers and lecturers have become a contentious issue in the academic realm, making them physically and emotionally strained. Therefore, this study was carried out to develop a workload distribution management system called e-WLOAD to help the management of universities in distributing workloads that are fair and acceptable to all lecturers. In this study, the researchers used the Evolutionary Prototyping method for the development of e-WLOAD. A series of interviews involving a head of a department, a faculty dean and an academic registrar as well as the analysis of the Academic Workload Guidance Document of the Malaysian Qualifications Agency (MQA) and the academic Annual Performance Assessment Report were carried out to reveal the relevant criteria for the distribution of lecturers’ workloads, namely Status, Minimum and maximum credits, Lecturer classification, Current Teaching Status, and Teaching Load Requirements. After running the system, the results of the functionality test indicated that the prototype had fulfilled all system requirements successfully based on such distribution criteria. Keywords: Evolutionary Prototyping, Lecturers’ teaching workloads, Workload distribution criteria, Workload distribution system
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Soliman, Izabel, and Hani Soliman. "Academic Workload and Quality." Assessment & Evaluation in Higher Education 22, no. 2 (June 1997): 135–57. http://dx.doi.org/10.1080/0260293970220204.

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Kanwal, Ayesha, Shahid Rafiq, and Ayesha Afzal. "IMPACT OF WORKLOAD ON TEACHERS' EFFICIENCY AND THEIR STUDENTS' ACADEMIC ACHIEVEMENT AT THE UNIVERSITY LEVEL." JUNE 39, no. 02 (June 30, 2023): 131–46. http://dx.doi.org/10.51380/gujr-39-02-02.

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This study explores the impact of workload on teachers' efficiency and their students' academic achievement at the public sector university in Lahore, Pakistan. The research design was a qualitative case study approach, which allows for an in-depth exploration of the experiences and perceptions of teachers and students about affiliation between workload and academic achievement. Total of 30 semi-structured interviews were conducted with 15 teachers and 15 students, and qualitative content analysis was used to analyze data. Themes were generated by using the NVivo-14 software. The findings reveal that teacher workload has a significant impact on student academic achievement, and teacher efficiency and effectiveness. Heavy workloads can lead to stress, burnout, and decreased engagement, which negatively impact student learning outcomes. The teachers who effectively manage their workload are better able to provide support and guidance to their students, resulting in improved the academic achievement. The study concludes that reducing the teachers’ workload and providing support to manage workload effectively can have positive impact upon both teacher and student outcomes.
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Zilli, Dejan, and Nada Trunk Sirca. "DSS for academic workload management." International Journal of Management in Education 3, no. 2 (2009): 179. http://dx.doi.org/10.1504/ijmie.2009.025274.

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Bricknell, L., and E. J. S. Hovenga. "Changing Academic Roles." Methods of Information in Medicine 45, no. 03 (2006): 288–93. http://dx.doi.org/10.1055/s-0038-1634074.

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Summary Objectives: A primary objective of this study was to identify a valid method for academic workload allocation. This required the identification of significant variables that may be used to indicate and measure academic workload. A supporting objective was to illustrate how the adoption of a flexible learning mode and supporting technologies across one university with multiple campuses and an international student cohort has impacted upon academic roles and teaching delivery methods. Methods: An extensive literature review focusing primarily on the teaching aspects of academic roles was undertaken. These roles were defined as teaching, including curriculum development, undertaking research, provide professional and community services and undertake some administrative work. This review was followed by the documentation of a case study. Results: Significant changes to the roles and responsibilities of academics working in higher education are now discernable. The adoption of Web-based applications and other communication technologies have made it possible to not only extend traditional distance education offerings but also to teach large multicultural classes across multiple campuses simultaneously. This in turn necessitates a review of teaching strategies and of organization-wide student and staff support infrastructures to ensure that the teaching quality is maintained or improved whilst meeting individual student learning needs. Conclusions: Changes to academics’ roles are occurring due to the globalisation of higher education as well as the adoption of new educational delivery methods and the use of new technologies. The resulting complexity of academic workload measurement and the need to equitably allocate this workload to individual academics has become more challenging than ever. More traditional universities can learn from such experiences to better prepare for these inevitable changes.
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Inegbedion, Juliet Obhajajie. "Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)." Open Praxis 9, no. 3 (September 22, 2017): 313. http://dx.doi.org/10.5944/openpraxis.9.3.498.

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The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open and distance education universities. This may be attributed to inadequate spread in the duties assigned, which if not checked could affect the quality of teaching and learning. This necessitated the study that was carried out to determine academic workload in NOUN. The findings revealed a gap between academic activities and adequate utilisation of time. Also, inadequate spread of activities affects the quality of the academic inputs. This led to the development of academic workload model to guide the spread of academic activities in open and distance learning.
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Nakano, Silvia, Alexandre Beaupré-Lavallée, and Olivier Bégin-Caouette. "Accountability Measures in Higher Education and Academic Workload: A Ten-year Comparison." Brock Education Journal 30, no. 2 (July 13, 2021): 116. http://dx.doi.org/10.26522/brocked.v30i2.872.

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At the core of New Public Management (NPM) reforms sit the concept of accountability of publicly funded organizations. In Canada, it is suggested that provinces have increased the number of accountability procedures imposed to universities and those measures would have had an impact on professors' academic workload. This study relies on the Canadian faculty's perspectives collected through the 2007 Changing Academic Profession (CAP) study (n = 1151) and the 2017 Academic Profession in the Knowledge Society (APIKS) study (n = 2968). Descriptive statistics and a MANOVA comparing the scores of five variables in 2007 and 2017 suggest that academic workload increased significantly in ten years, academic acvities are significantly more evaluated, although less by academics themselves, female academics report dedicating more time to administrative tasks and being more frequently evaluated, and senior administrative staff and external reviewers are perceived as being more involved in the evaluation of academic activities in 2017 than in 2007. Our interpretation is that accountability measures could increase professors' admministrative burden and grant more authority to non-academic staff. Key words: accountability; academic workload; academic profession; new public management; Canadian universities.
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Dissertations / Theses on the topic "Academic workload"

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Parsons, Philip Graham. "Performance management and academic workload in higher education." Thesis, Cape Technikon, 2000. http://hdl.handle.net/20.500.11838/1740.

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Thesis (MTech(Human Resource Management))--Cape Technikon, Cape Town, 2000
This research project investigated the need for a method of determining an equitable workload for academic staffing in higher education. With the possibility of the introduction of a performance management system at the Cape Technikon it became imperative that an agreed, objective and user-friendly method of determining the workload of each academic member of staff be established. The research project established the main parameters of the job of an academic staff member and their dimensions that would influence both the quantity and quality of work produced. They were established based on the views of a panel of educators drawn from a diverse range of disciplines. Using the identified dimensions an algorithm was developed and refined to reflect the consensus views regarding the contributory weightings of each of the parameters' dimensions. This algorithm was tested and refined using a base group of academic staff who were identified by their colleagues as those whose workload could be considered a benchmark for their discipline. The most significant result of the research programme is the agreed algorithm that can form the basis for a performance management system in higher education. The user interface that was developed at the same time reflects the transparency of the system and allows for it to be adapted to the needs of various groups of users or individuals within an organisation. On the basis of this research it has been established that a system for determining an equitable workload which encompasses an extensive range of parameters can be developed using a participatory approach. Using a significant sample of academic staff as a basis, it would appear that the system is valid, reliable, useful and acceptable to academic staff in the context of a performance management system.
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Cheung, Hoi-yan, and 張凱欣. "The after-school academic workload in Shanghai and Los Angeles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244075.

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Kent, Travis M. "Effects of input modality and expertise on workload and video game performance." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/448.

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A recent trend in consumer and military electronics has been to allow operators the option to control the system via novel control methods. The most prevalent and available form of these methods is that of vocal control. Vocal control allows for the control of a system by speaking commands rather than manually inputting them. This has not only implications for increased productivity but also optimizing safety, and assisting the disabled population. Past research has examined the potential costs and benefits to this novel control scheme with varying results. The purpose of this study was to further examine the relationship between modality of input, operator workload, and expertise. The results obtained indicated that vocal control may not be ideal in all situations as a method of input as participants experienced significantly higher amounts of workload than those in the manual condition. Additionally, expertise may be more specific than previously thought as participants in the vocal condition performed nearly identical at the task regardless of gaming expertise. The implications of the findings for this study suggest that vocal control be further examined as an effective method of user input, especially with regards to expertise and training effects.
B.S.
Bachelors
Sciences
Psychology
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Ari, Ragavan Neethiahnanthan. "The organization of universities through the lens of Academic Workload Model : actors and higher education system." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20138.

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Cette thèse engagée à partir des enjeux de la transformation du paysage international de l’éducation supérieure et ses implications au niveau local et national de l’organisation des universités. Basé dans une approche néo-rationaliste des interactions entre acteurs et les systèmes d’enseignement supérieure, le concept gigogne d’arènes académiques et les processus de couplage/découplage, l’analyse se focalise sur le cas d’étude du développement, implantation et ajustement d’un dispositif de calcul des services d’enseignant-chercheur. La méthodologie est basée sur une observation participante de longue durée, l’action-recherche et la méthode d’étude de cas. L’analyse quantitative relative à la transformation de la structure et de la performance des enseignants-chercheurs avec les accomplissements de l’université est combinée avec l’analyse qualitative de données collectées par des entretiens individuels et de groupes conduits avec des enseignants-chercheurs, des membres de la direction de l’université ainsi qu’avec des experts de l’enseignement supérieur malaisien et international. Les analyses conduites démontrent – au niveau de l’organisation universitaire – la capacité de négociation des académiques et du management par rapport à leurs rôles et conditions d’avancement de carrière est central dans l’instrumentation du dispositif de calcul des services. Au niveau national, les analyses soulignent la complémentarité entre institutions d’éducation supérieure privées et publiques. Au niveau international, les analyses soulignent la capacité d’ajustement du système universitaire et des politiques malaisiennes relatives à l’enseignement supérieur et à la recherche pour la régulation de leurs positions dans l’arène académique internationale
This thesis is based on issues concerning the changing landscape of higher education globally and its implication at the local and national levels of the organization of universities. Drawn from the neo-rationalism perspective on the interactions between actors and higher education systems, the ‘gigogne’ concept of the academic arenas and coupling / decoupling processes, the analysis focuses on the case study of the development, implementation and adjustment of academic workload model. The methodology applied is based on long-term participant observation, action research and case study approaches. It is mixing quantitative analysis of the transformation of the academics’ performance and structure with the university’s achievement. On the other hand, this quantitative approach is complimented with the qualitative analysis of data gathered through formal interviews and focus groups, conducted with academics, senior management of the university and as well as experts of the higher education system in Malaysia and globally.Conclusions from the findings demonstrate – at the organizational level of the university - the capability of negotiation of the academics and senior management with regards to their roles and conditions of career advancement is central in the instrumentation of the academic workload system. At the national level, it highlights the complementary action between public and private higher education institutions. At the international level, it stresses on the capability of adjustment of the university organization system and the Malaysian higher education policy to redefine itself in regulating its position at the arenas of international bodies in higher education
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Kgomo, Phuti Thompson. "The effects of principals' workloads in Limpopo multi-grade primary schools on learners' academic performance." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62879.

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This study was conducted in multi-grade primary schools located in Limpopo Province, Capricorn District, Bochum Cluster. The main purpose of the study was to analyse the effects of the principals’ workloads on learners’ academic performance in multi-grade primary schools in Limpopo Province. Twelve schools with the most multi-grade classes were qualitatively sampled from four circuits of Bochum Cluster (Bochum East, Bochum West, Maleboho Central and Maleboho East) as the target for the study. Multi-grade schools are characterised by low learner enrolment. The departmental model of allocating teachers to schools allocates posts according to the number of learners in a school regardless of grades. The school principal is therefore compelled to teach full-time and carry out other related responsibilities such as administration, professional duties and extra-mural activities. Both qualitative and quantitative approaches were employed to achieve the research goals. The study was based on the research question How do principals’ workloads affect learners’ academic performance in multi-grade primary schools in the Capricorn district, Limpopo Province? The study findings, based on interviews, observations and documents analysis have revealed that there are some managerial, leadership, curriculum, teaching and administrative challenges that principals in multi-grade schools are faced with. These challenges collectively contribute to principals’ heavy workload that eventually affect learners’ performance negatively. The researcher therefore concluded that the principals’ workload in multi-grade primary schools have a negative impact on learners’ performance.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Rusnock, Christina. "Simulation-Based Cognitive Workload Modeling and Evaluation of Adaptive Automation Invoking and Revoking Strategies." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5857.

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In human-computer systems, such as supervisory control systems, large volumes of incoming and complex information can degrade overall system performance. Strategically integrating automation to offload tasks from the operator has been shown to increase not only human performance but also operator efficiency and safety. However, increased automation allows for increased task complexity, which can lead to high cognitive workload and degradation of situational awareness. Adaptive automation is one potential solution to resolve these issues, while maintaining the benefits of traditional automation. Adaptive automation occurs dynamically, with the quantity of automated tasks changing in real-time to meet performance or workload goals. While numerous studies evaluate the relative performance of manual and adaptive systems, little attention has focused on the implications of selecting particular invoking or revoking strategies for adaptive automation. Thus, evaluations of adaptive systems tend to focus on the relative performance among multiple systems rather than the relative performance within a system. This study takes an intra-system approach specifically evaluating the relationship between cognitive workload and situational awareness that occurs when selecting a particular invoking-revoking strategy for an adaptive system. The case scenario is a human supervisory control situation that involves a system operator who receives and interprets intelligence outputs from multiple unmanned assets, and then identifies and reports potential threats and changes in the environment. In order to investigate this relationship between workload and situational awareness, discrete event simulation (DES) is used. DES is a standard technique in the analysis of systems, and the advantage of using DES to explore this relationship is that it can represent a human-computer system as the state of the system evolves over time. Furthermore, and most importantly, a well-designed DES model can represent the human operators, the tasks to be performed, and the cognitive demands placed on the operators. In addition to evaluating the cognitive workload to situational awareness tradeoff, this research demonstrates that DES can quite effectively model and predict human cognitive workload, specifically for system evaluation. This research finds that the predicted workload of the DES models highly correlates with well-established subjective measures and is more predictive of cognitive workload than numerous physiological measures. This research then uses the validated DES models to explore and predict the cognitive workload impacts of adaptive automation through various invoking and revoking strategies. The study provides insights into the workload-situational awareness tradeoffs that occur when selecting particular invoking and revoking strategies. First, in order to establish an appropriate target workload range, it is necessary to account for both performance goals and the portion of the workload-performance curve for the task in question. Second, establishing an invoking threshold may require a tradeoff between workload and situational awareness, which is influenced by the task's location on the workload-situational awareness continuum. Finally, this study finds that revoking strategies differ in their ability to achieve workload and situational awareness goals. For the case scenario examined, revoking strategies based on duration are best suited to improve workload, while revoking strategies based on revoking thresholds are better for maintaining situational awareness.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Duany, John. "Predicting Cognitive Workload with Measures from Functional Near-Infrared Spectroscopy (fNIRS) and Heart Rate." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/942.

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The objective of this study was to assess low to high levels of Cognitive Workload by measuring heart rate and cortical blood flow in real-time. Four conditions were implemented into a within-subjects experimental design. Two conditions of difficulty and two conditions of trial order were used to illicit different levels of workload which will be analyzed with psychophysiological equipment. Functional Near-Infrared Spectroscopy (fNIRS) has become more prominent for measuring the blood oxygenation levels in the prefrontal cortex of individuals operating in hazardous work environments, students with learning disabilities, and in research for military training. This is due to the fNIR device being highly mobile, inexpensive, and able to produce a high-spatial resolution of the dorsolateral prefrontal cortex during executive functioning. Heart Rate will be measured by an Electrocardiogram, which will be used in concordance with fNIR oxygenation levels to predict if an individual is in a condition that produces low or high mental workload. Successfully utilizing heart rate and blood oxygenation data as predictors of cognitive workload may validate implementing multiple physiological devices together in real-time and may be a more accurate solution for preventing excessive workload.
B.S.
Bachelors
Sciences
Psychology
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Arendse, John Paul. "Psychosocial factors predicting academic performance of first-year college nursing students in the Western Cape, South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/8004.

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Magister Curationis - MCur
Academic performance of students is influenced by a combination of several psychosocial factors which include seeking academic help, use of various sources for academic learning, extent of the student seeking academic help, seeing academic help-seeking as a threat to self-esteem, interest in a subject, self-motivation and stress related to academic workload. Therefore, this study aimed to investigate psychosocial factors predicting the academic performance of first-year college nursing students, using a quantitative research method with a descriptive survey design. The population for this study was all first-year nursing students registered at a college of nursing in 2019. An inclusive sampling technique was used to include all 171 members of the student population in the study.
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Menzel, Nancy Nivison. "Manual Handling Workload and Musculoskeletal Discomfort in Nursing Personnel." [Tampa, Fla. : s.n.], 2001. http://purl.fcla.edu/fcla/etd/SFE0000020.

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Taylor, Grant S. "Comparing Types of Adaptive Automation within a Multi-Tasking Environment." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5527.

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Throughout the many years of research examining the various effects of automation on operator performance, stress, workload, etc., the focus has traditionally been on the level of automation, and the invocation methods used to alter it. The goal of the current study is to instead examine the utilization of various types of automation with the goal of better meeting the operator's cognitive needs, thus improving their performance, workload, and stress. The task, control of a simulated unmanned robotic system, is designed to specifically stress the operator's visual perception capabilities to a greater degree. Two types of automation are implemented to support the operator's performance of the task: an auditory beep aid intended to support visual perception resources, and a driving aid automating control of the vehicle's navigation, offloading physical action execution resources. Therefore, a comparison can be made between types of automation intended to specifically support the mental dimension that is under the greatest demand (the auditory beep) against those that do not (the driving automation). An additional evaluation is made to determine the benefit of adaptively adjusting the level of each type of automation based on the current level of task demand, as well as the influence of individual differences in personality. Results indicate that the use of the auditory beep aid does improve performance, but also increases Temporal Demand and Effort. Use of driving automation appears to disengage the operator from the task, eliciting a vigilance response. Adaptively altering the level of automation to meet task demands has a mixed effect on performance and workload (reducing both) when the auditory beep automation is used. However, adaptive driving automation is clearly detrimental, causing an increase in workload while decreasing performance. Higher levels of Neuroticism are related to poorer threat detection performance, but personality differences show no indication of moderating the effects of either of the experimental manipulations. The results of this study show that the type of automation implemented within an environment has a considerable impact on the operator, in terms of performance as well as cognitive/emotional state.
ID: 031001412; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: James L. Szalma.; Title from PDF title page (viewed June 13, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 93-104).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Human Factors Psychology
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Books on the topic "Academic workload"

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Weaver-Meyers, Pat. Interlibrary loan in academic and research libraries: Workload and staffing. Washington, DC: Office of Management Services, Association of Research Libraries, 1989.

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Diane, Stark, Kober Nancy, and Center on National Education Policy (Washington, D.C.), eds. The good, and the not-so-good, news about American schools. Bloomington, IN: Phi Delta Kappa, 1996.

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Ontario Council on University Affairs. Task Force on Resource Allocation. The structure of academic work. Toronto: The Task Force, 1994.

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Virginia. General Assembly. Joint Legislative Audit & Review Commission. Review of academic spending and workload at Virginia's public higher education institutions. Richmond: Commonwealth of Virginia, 2013.

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Oni, Bankole. Determinants of the structure of academic staff in selected Nigerian universities, 1980/81-1984/85. Ibadan: Nigerian Institute of Social and Economic Research, 1991.

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Holleman, J. W. Over studielast en studeerbaarheid: Een onderwijstechnologishe interpretatie en operationalisering van de wetsvoorschriften over studielast, cursusduur en studeerbaarheid in het Nederlandse hoger onderwijs. Utrecht: Lemma, 1993.

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1949-, Finkelstein Martin J., ed. The American faculty: The restructuring of academic work and careers. Baltimore: Johns Hopkins University Press, 2006.

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Perceptions concerning academic workload among South African academics. Accra-North, Ghana: Association of African Universities, 2002.

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Bibby, Patrick J. An academic accounting model for community colleges. 1985.

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Accelerating academia: The changing structure of academic time. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2016.

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Book chapters on the topic "Academic workload"

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Stein Smith, Sean. "The Academic Workload." In Shifting from Accounting Practitioner to Academia, 87–145. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67546-2_5.

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Ewart, Jacqui. "The Hidden Workload of Publishing." In Planning your Academic Publishing Journey, 123–38. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5902-0_8.

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Smith, Andrew P. "Student Workload, Wellbeing and Academic Attainment." In Communications in Computer and Information Science, 35–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32423-0_3.

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Hamilton, Melanie, and Karla Wolsky. "The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges." In Academic Integrity in Canada, 467–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_24.

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AbstractAcademic misconduct is a growing concern within Canadian higher education and around the world. Research suggests that university faculty have an extensive history of addressing academic misconduct, with an increased focus on detection and prevention. There has been little research, however, on faculty teaching in community colleges and their experiences with reporting and prevention, particularly within the Canadian context. As concern with academic misconduct continues to rise, we suggest that there needs to be more focus on these issues, particularly with respect to approaches that support a cultural shift with faculty that encompasses the fundamental values of academic integrity. For this to occur, it is essential for educational institutions to understand the forces that influence potential dishonest behaviors among students, create policies to address and support academic integrity, while creating a culture of academic integrity which supports both faculty and students alike. Faculty play a crucial role in creating environments that expound and uphold the values of academic integrity. Faculty are the frontline contact, espousing the values and expectations of their institution to students, monitoring, and reporting. Our scholarship of teaching and learning (SoTL) research was motivated by the aim to help community college faculty address the issue of academic misconduct within their classrooms and institutional environments. Barriers to reporting academic dishonesty, identified by faculty, include time and workload in reporting, a perceived lack of institutional support from administration and applicable institutional policies, as well as the perceived threat felt by faculty in reporting incidents.
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Alawadhi, Azza. "A Case Study Exploring ESL Instructors’ Perspectives of Blended Learning in UAE Higher Education." In BUiD Doctoral Research Conference 2023, 110–17. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_11.

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AbstractRecently, universities and colleges across the United Arab Emirates have been actively incorporating new learning technologies to facilitate blended learning pedagogy mandated by the Ministry of Higher Education during the COVID-19 crisis. Despite its popularity, blended learning is still a relatively new approach to learning across higher education in the UAE. This small-scale qualitative study seeks to gain insights into instructors’ perspectives of blended learning in an ESL program at a federal college in the UAE. Semi-structured interviews were used to identify the benefits and challenges perceived by instructors teaching in this context. The results revealed several key benefits, including increased flexibility, improved accessibility, and timely and continuous learning. However, instructors also reported increased academic workload, technical issues, and a lack of professional development as barriers. The findings offer recommendations, implications, and possible future directions for stakeholders and academics to inform future directives.
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Ismail, Ida Rosnita, Norsyazrah Zulkifli, Suria Fadhillah Md Pauzi, Khairul Anuar Abdul Hadi, and Nurul Afzan Najid. "Effects of Student Workload and Academic Procrastination on Attitude to Plagiarize: A Partial Least Squares Application." In Proceedings of the International Conference on Science, Technology and Social Sciences (ICSTSS) 2012, 375–81. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-077-3_43.

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Yusuf, Anthony, Abiola Akanmu, Adedeji Afolabi, and Homero Murzi. "Prediction of Cognitive Load during Industry-Academia Collaboration via a Web Platform." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 57–68. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.06.

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Web platforms are increasingly being used to connect communities, including construction industry and academia. Design features of such platforms could impose excessive cognitive workload thereby impacting the use of the platform. This is a crucial consideration especially for new web platforms to secure users’ interest in continuous usage. Understanding users’ cognitive workloads while using web platforms could help make necessary modifications and adapt the features to users’ preferences. Users’ usage patterns can be leveraged to predict the needs of users. Hence, the pattern of cognitive demand that users experience can be used to predict the cognitive load of web platform users. This could provide insights, generate feedback, and identify areas of modification that are critical for sustaining acceptability of web platforms. Using recurrent neural network, this study adopts electroencephalogram (EEG) data as a physiological measure of brain activity to predict brain signals (cognitive load) of users while interacting with a web platform designed to connect industry and academia for future workforce development. This paper presents a Long Short-Term Memory (LSTM) based approach to develop a model for predicting users’ cognitive load via EEG signals. Nineteen (19) potential end-users of the proposed web platform were recruited as participants in this study. The participants interacted with the web-platform in a real case scenario and their brain signals were captured using a five-channel EEG device. The validity of the proposed method was evaluated using root mean square error (RMSE), coefficient of determination (R2), and comparison of the predicted and actual EEG signals and mental workload. The results revealed the reliability of the model and provided a suitable method for predicting users brain signals while using web platforms. This could be leveraged to understand users’ cognitive demand which could provide insights for web platform improvements to engender users’ continuous usage
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Yusuf, Anthony, Abiola Akanmu, Adedeji Afolabi, and Homero Murzi. "Prediction of Cognitive Load during Industry-Academia Collaboration via a Web Platform." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 57–68. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.06.

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Web platforms are increasingly being used to connect communities, including construction industry and academia. Design features of such platforms could impose excessive cognitive workload thereby impacting the use of the platform. This is a crucial consideration especially for new web platforms to secure users’ interest in continuous usage. Understanding users’ cognitive workloads while using web platforms could help make necessary modifications and adapt the features to users’ preferences. Users’ usage patterns can be leveraged to predict the needs of users. Hence, the pattern of cognitive demand that users experience can be used to predict the cognitive load of web platform users. This could provide insights, generate feedback, and identify areas of modification that are critical for sustaining acceptability of web platforms. Using recurrent neural network, this study adopts electroencephalogram (EEG) data as a physiological measure of brain activity to predict brain signals (cognitive load) of users while interacting with a web platform designed to connect industry and academia for future workforce development. This paper presents a Long Short-Term Memory (LSTM) based approach to develop a model for predicting users’ cognitive load via EEG signals. Nineteen (19) potential end-users of the proposed web platform were recruited as participants in this study. The participants interacted with the web-platform in a real case scenario and their brain signals were captured using a five-channel EEG device. The validity of the proposed method was evaluated using root mean square error (RMSE), coefficient of determination (R2), and comparison of the predicted and actual EEG signals and mental workload. The results revealed the reliability of the model and provided a suitable method for predicting users brain signals while using web platforms. This could be leveraged to understand users’ cognitive demand which could provide insights for web platform improvements to engender users’ continuous usage
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Dobele, Angela R., and Sharyn Rundle-Thiele. "Shifting Sands: Observing Academic Workloads Over Time." In Let’s Get Engaged! Crossing the Threshold of Marketing’s Engagement Era, 267–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-11815-4_85.

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Turner-Adams, Hana, and Christine Rubie-Davies. "New Zealand: The Experiences of Māori Teachers as an Ethnic Minority in English-Medium Schools." In To Be a Minority Teacher in a Foreign Culture, 453–69. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_29.

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AbstractThis chapter discusses the experiences of Māori teachers who are currently or were previously employed in English-medium schools and early childhood centers in New Zealand. The New Zealand education system has a long history of failing to meet the educational needs of Māori students, and the demand for teachers to improve students’ academic outcomes has increased. Māori teachers connect and engage more readily with Māori students due to their shared culture and background. In contrast, many Pākehā/New Zealand European teachers have a limited understanding of Māori language, knowledge systems, values, and customs, and often hold low expectations for Māori student achievement. Findings from our study revealed that Māori teachers carried a substantial cultural and pastoral workload. On average, teachers reported spending at least 5½ hours per week working with Māori students and their whānau (family) in addition to their full-time teaching responsibilities. Although most teachers were acknowledged for their contributions through additional remuneration or time-release, others received no recognition. Participants were committed to their students but often worked in unwelcoming and unsupportive Eurocentric environments. Teachers were also disheartened by the general lack of commitment of their non-Māori colleagues to Māori language, culture, and values, yet were expected to guide, support, and educate these colleagues on how to meet their obligations to Māori students. The chapter concludes with suggestions for how school principals, center managers, and other teachers, could better support Māori teachers so that they continue making valuable contributions to their students’ education and remain employed in the teaching profession.
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Conference papers on the topic "Academic workload"

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Grepo, Lorelie. "Students’ perceived workload, stress, fatigue and performance during the remote learning setup: A semester-long study." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003161.

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The COVID-19 pandemic has largely impacted college students as they reported experiencing increased workload, stress, and fatigue in the remote learning setup, which could potentially affect student learning and academic performance. This study investigated the experiences of 3rd year Industrial Engineering students at the University of the Philippines Diliman in the remote learning setup for the 2nd Semester of the Academic Year 2021-2022. The study measured students’ perceived workload (PWL), perceived stress (PS) and stress symptoms experienced, perceived fatigue (PF), and perceived academic performance weekly throughout the semester. Participant demographics and weekly activities were documented. Fifty-five (55) students completed the 17-week study with questionnaires administered through Qualtrics. The results indicate that the perceptions of workload, stress, fatigue and academic performance differed significantly between weeks in the semester, as well as between the participants’ sex. Hours spent by students on different activities during the semester were shown to significantly affect their perceived workload, stress, fatigue, and academic performance. Finally, the perceived workload correlated with perceived stress and perceived fatigue, which were also significantly correlated with the student's perceived academic performance.
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Guo, Weiwei, Xiaoting Tian, Jiyuan Tan, Li Zhao, and Li Li. "Driver's mental workload estimation based on empirical physiological indicators." In 2016 31st Youth Academic Annual Conference of Chinese Association of Automation (YAC). IEEE, 2016. http://dx.doi.org/10.1109/yac.2016.7804916.

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Hegazy, Gehad M., Maryem G. Ali, Bassel A. Abdeltawab, and Mena G. Ali. "Lack of Integration Between Academia and the Industry: How to Upscale Experience Through Innovative Guidelines Involving Research Outcomes." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216092-ms.

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Abstract The research aim is to propose an innovative strategy that intends to crosslink different level-experience engineers and to inspect why there is a lack of integrity between industry and academia. The target groups involved undergraduate, graduate, senior, and professional petroleum engineering levels. With the help of a survey that involved participants from five different levels of experience, we identified an efficient and cost-effective process that could link academia and the industry. In the current academic learning styles, vast theoretical concepts are being focused on. It is essential to acknowledge the importance of industrial training. The lack of integration between industry and academia can violate the meaning of engineering, which is the art of application. A way to tackle such a lack of disintegration involves including real-life experiences within the taught academic courses. This could help students develop a comprehensive vision of real-life applications and gain insight into the actual applications. The process to investigate the reasons behind the disintegration between academia and industry was done by conducting a simple survey to investigate what we termed the "5 Cycles of Experience," which divides up experience levels into 5 sectors: undergraduates, fresh graduates, five, ten, and above ten years of experience. A hundred participants were asked different questions to investigate the reasons for disintegration and the best time for a student to get industrial training. The results showed that most of the undergraduates questioned pointed out that having early training while pursuing their major benefitted them vastly, and the best way to receive knowledge would be by being in direct contact with someone with at least five years of experience or above, not fresh graduates. The remainder of the participants agreed to that too. The lack of integration originated mainly from the difficulty for some undergraduates to get access to training, their lack of interest, and their belief that they are being forced to do something they consider secondary. Another reason could be the overwhelm of undergraduates with the academic workload imposed by some instructors. We intend to propose solutions to the problems that lead to the lack of connection. These include the incorporation and contribution of those in higher positions to help those in need to reach out to sites that offer training. This also includes organizing campaigns to raise awareness among new learners that such training, especially early, is relevant but complements the educational learning process. It was, finally, incorporating training within academics with lowering the academic theoretical workload.
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Yaacob, Nurli. "Workload Of Academic Staff In Malaysian Public University: Perspectives Of Top Management." In ILC 2017 - 9th UUM International Legal Conference. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.03.89.

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Gue, Ivan Henderson, Alexis Mervin Sy, Ailene Nuñez, Pocholo James Loresco, Jaychris Georgette Onia, and Manuel Belino. "Academic advising rules of engineering students on workload, course repetition, and absences." In REGIONAL CONFERENCE IN ENGINEERING EDUCATION (RCEE) & RESEARCH IN HIGHER EDUCATION (RHEd) 2020: RCEE 2020. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0072420.

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López, Rosario, Iván Pérez, Montse San-Martín, and Juan Félix San-Juan. "AN EXAMINATION OF THE WORKLOAD, STUDY TIME, STUDENT BEHAVIOUR AND ACADEMIC OUTCOMES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1002.

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Lai, Liwen, and Bimlesh Wadhwa. "A Student Workload Estimator Tool: Rethinking Modular Credit." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11172.

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This paper aims to develop a Student Workload Estimator tool for University students. Traditionally, modular credit has been used as a student workload indicator at a purely time-based stage. This needs rethinking keeping in view the changing educational settings. The paper presents a basic student workload model built to assess student workload in a more realistic and detailed manner taking into consideration objective factors as well as subjective factors for personalized model. It presents a mechanism for data collection of course workload as well as of the students’ subjective perceptions for the workload estimator. The outcomes are expected to provide more insights than only estimated weekly working hours indicated by modular credit, thus allowing students to make more informed decisions for a suitable academic path and to help reduce the course dropping rate. Deliverables of the work include a data collection tool and a workload estimator tool.
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Book, Madison, Lina Battestilli, Sarah Khan, and Elaine Bohórquez. "Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science Course." In ITiCSE 2024: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649217.3653606.

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De la Calle-Arroyo, Carlos, and Licesio Rodríguez-Aragón. "Correlation between students’ workload and attendance as related towards final grades: A case of study on Statistics for first-year Engineering students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11131.

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In this work, a monitoring experience of student workload and attendance is presented. During four academic years, from 2015 until 2019, first-year students of an Engineering degree have been asked, three times a week, to estimate their autonomous workload devoted to the Statistics subject. The monitoring strategy has been anonymous, open and voluntary and has shown a high ratio of participation: 407 students out of 433. To generate the final dataset this information has been combined with attending records to classroom-based lectures and final grades achieved. Results indicate that declared student’s workload hardly reaches the 90 hours of autonomous work established in the ECTS ratio of our university. Nonparametric comparisons show strong statistical evidences of the relationship between final grades in the subject and declared workload and attendance. We find that attendance is crucial in order to achieve a homogeneous workload along the semester and a success in the subject’s grading.
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Alzayani, Nuha, Sonia Hadrich, Sakeena Al-Zaki, Khadija Alomran, and Zuhoor Kadhem. "Resolving bullying in terms of workload management in the public education sector after COVID-19 remote working experience." In 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE). IEEE, 2021. http://dx.doi.org/10.1109/slae54202.2021.9788078.

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Reports on the topic "Academic workload"

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Johra, Hicham, Anders Rhiger Hansen, and Lasse Rohde. Do International Building Researchers Mostly Work Right Before the Deadline? Yes, According to Empirical Data. Department of the Built Environment, 2023. http://dx.doi.org/10.54337/aau541562346.

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Academic work is characterised as increasingly time-pressured and deadline-driven. Moreover, increased use of online tools underpins flexible working hours. Does this make researchers work just before a deadline or a meeting (perceived as an intermediate deadline)? The "imminent deadline-driven work habit" hypothesis seems intuitively plausible since the research and academic world is notorious for heavy workloads and multiple parallel tasks and projects. The current article investigates the activity of several collaborative online documents from international building research projects as a function of the distance to a deadline or coordination meeting. A similar analysis is conducted on the submission data of an international conference on building physics. This empirical analysis supports the "imminent deadline-driven work habit" hypothesis. Finally, the article discusses the possible reasons behind the latter and the ensuing practical implications and recommendations for the management of collaborative research/academic work in energy, building physics and indoor environment.
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