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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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Johnston, Ian C. "Myth Conceptions of Academic Work." Canadian Journal of Higher Education 21, no. 2 (August 31, 1991): 108–16. http://dx.doi.org/10.47678/cjhe.v21i2.183104.
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The creation of the new university-colleges in British Columbia provides an opportunity for a reassessment of the professor's workload. How relevant are research and publication to the quality of undergraduate instruction? Universities have traditionally maintained that such research and publication are essential to excellent teaching. However, research studies for many years have consistently revealed that such a claim has no apparent basis in fact, and a number of other commentators have complained about the deleterious effect of research and publication on instruction. Thus, in the new university-colleges the instructors' workloads should not be based upon the models common in universities.
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Janib, Jamali, Roziah Mohd Rasdi, Zoharah Omar, Siti Noormi Alias, Zeinab Zaremohzzabieh, and Seyedali Ahrari. "The Relationship between Workload and Performance of Research University Academics in Malaysia: The Mediating Effects of Career Commitment and Job Satisfaction." Asian Journal of University Education 17, no. 2 (June 6, 2021): 85. http://dx.doi.org/10.24191/ajue.v17i2.13394.
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Abstract: The purpose of this study is to test the relationship between job workload and academic performance among university academic staff in Malaysia. The paper also attempts to discuss and then seek empirical evidence to the two mediational paths (namely, career commitment and job satisfaction) that explain the focal relationship between job workload and academic performance. To test the three proposed hypotheses, the study used cross-sectional data collected from academic staff serving in Malaysian Research Universities (MRUs). The final sample of 191 valid and complete responses was analysed using SmartPLS 3.3.3 to test the hypotheses. Results showed that workload is negatively related to academic staff performance. In addition, job satisfaction mediates workload and academic staff performance linkage. These findings reinforce the importance of job satisfaction as an influencing factor against the deleterious effect of job workload and academic staff performance. The study has shown that, contrary to our expectations, career commitment does not mediate the relation between job workload and academic staff performance. Going forward, this study provides new insights about the effect of job workload on the performance of university academic staff through intervening variables.
Keywords: Career commitment, Job satisfaction, Job workload, Academic staff performance, Malaysian Research University
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Faizah, Faizah, and Randi Oktawiranto. "Are You Stress On Academic? Kajian Academic Workload Pada Mahasiswa yang Berperan Ganda." Psycho Idea 18, no. 1 (March 2, 2020): 1. http://dx.doi.org/10.30595/psychoidea.v18i1.5634.
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Mahasiswa banyak yang mengalami stress, Sebuah penelitian yang dilakukan oleh Rahim et.al (2016) mendapatkan hasil bahwa lebih dari 80% mahasiswa mengalami stres. Hal ini dapat disebabkan beban kerja yang tinggi, seperti halnya yang disampaikan oleh Kausar (2010) & Aam et.al (2017) menunjukkan bahwa ada hubungan positif antara beban kerja dan stres akademik dengan mahasiswa. Penelitian ini bertujuan untuk mengetahui peran academic workload terhadap academic stress pada mahasiswa yang berperan ganda. Subjek merupakan mahasiswa aktif di universitas yang memiliki aktifitas lain berupa bekerja part time, subjek sebanyak 130 partisipan dengan teknik accidental sampling. Pada penelitian ini menggunakan dua instrumen penelitian yaitu Scale of academic workload (a 0.859) dan scale of academic stress (a 0.888). Analisis data menggunakan analisis data regresi linier. Hasil penelitian menunjukan terdapat pengaruh positif academic workload terhadap academic stress pada mahasiswa yang berperan ganda (R = 0.237, p<0.05).
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Richardson, Alice, Keith Lyons, and Dennis Bryant. "Student Academic Learning Failure and Workload Strategies." International Journal of Learning in Higher Education 20, no. 4 (2014): 51–60. http://dx.doi.org/10.18848/1447-9494/cgp/v20i04/48708.
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Ayeni, Adeolu Joshua, and Arinze Prince Amanekwe. "Teachers’ Instructional Workload Management and Students’ Academic Performance in Public and Private Secondary Schools in Akoko North-East Local Government, Ondo State, Nigeria." American International Journal of Education and Linguistics Research 1, no. 1 (December 2, 2018): 9–23. http://dx.doi.org/10.46545/aijelr.v1i1.24.
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The study examined teachers’ workload and determined its implication on students’ academic performance in secondary schools in Akoko North East Local Government Area of Ondo State. Descriptive design of the survey type was adopted and a stratified random sampling was used to select 12 schools, which were 6 public and 6 private secondary schools, involving 132 participants who included 120 teachers and 12 principals. A self-constructed questionnaire titled “Teachers’ Workload and Student’s Academic Performance Questionnaire” (TWSAPQ), was administered. Five (5) hypotheses were tested using Pearson’s product moment correlation (PPMCC) and T-test at p<0.05 level of significance. The results showed that there was a negative correlation between teachers’ workload and students’ academic performance (r-cal= -0.420), and a disparity between teachers’ actual workload and workload policy standard (t-cal=27.219), also there was significant difference in teachers’ workload between public and private secondary schools (t-cal=2.364). The findings indicated that teachers’ workload is high in teaching activities (75.8%), data imputation (62.5%), and marking of students’ scripts (76.7%), .and impacted negatively on teachers’ instructional tasks performance and students’ academic performance. It is hereby recommended that the State Government and proprietors of private secondary schools should employ adequate number of qualified teachers to meet the workload standard for effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students’ academic performance in secondary schools.
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Okogbaa, John, Rondall E. Allen, and Daniel F. Sarpong. "Time Spent at Work and Its Impact on the Academic Performance of Pharmacy Students." International Journal of Environmental Research and Public Health 17, no. 2 (January 13, 2020): 496. http://dx.doi.org/10.3390/ijerph17020496.
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The objective of this study was to determine the impact of time spent at work (workload) on the academic performance of pharmacy students. A cross-sectional 12-item survey was administered to pharmacy students at the end of the spring 2011 semester to primarily assess the type of employment and their weekly workload during the 2010–2011 academic year. Academic performance was determined by semester and cumulative grade point average (GPA). Descriptive statistics were performed. Stratified multiple linear regression models were obtained to assess the association between students’ workload and GPA. Analysis of covariance was used to compare academic performance by workload after accounting for work type and potential covariates. Statistical significance was defined a priori as p < 0.05. For both fall and spring semesters, nonpharmacy-related work was significant and positively associated with GPA. Both semester GPAs were fairly similar among three student classifications (P1–P3). However, GPAs across both semesters varied by classification. The negative association of workload on GPA was significant in the fall but not in the spring semester. Although workload matters, future studies using a mixed-method approach might help explain the role of workload on the academic performance of pharmacy during the first three years of their professional training.
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Baliña, Fatima, and Vicente Quiton. "Factors Affecting Workload Distribution Among Academic Staff in ViSCA." Science and Humanities Journal 4 (December 1, 2004): 11–23. http://dx.doi.org/10.47773/shj.1998.041.2.
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The workload distribution of the academic staff was determined and the factors that influence its variability were identified. The ideal perceived workload of academic staff in the academic department was 56% in instruction, 24% in research and 17% in extension, while in the research centers, 32%, 43% and 24% for instruction, research and extension functions, respectively. The assignement given by the department heads and the number of approved research projects/extension activities handled/implemented by the staff had the most influence on the variability in workload distribution.
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Ogundare, A. Adebimpe, A. Benard Ambode, and F. Emmanuel Babalola. "Relationship between teachers’ work load and students’ academic performance in senior secondary schools in Irepodun Local Government, Kwara State, Nigeria." Kashere Journal of Education 3, no. 2 (February 27, 2023): 17–25. http://dx.doi.org/10.4314/kje.v3i2.3.
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The study examined the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.
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Ujir, Hamimah, Shanti Faridah Salleh, Ade Syaheda Wani Marzuki, Hashimatul Fatma Hashim, and Aidil Azli Alias. "Teaching workload in 21st century higher education learning setting." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 221. http://dx.doi.org/10.11591/ijere.v9i1.20419.
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A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21<sup>st</sup> century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching.
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Erni, Netti, Ernita Sibuea, Dedi Ahmad Yani, Zilfaizah Nasution, and Elfrianto Elfrianto. "Pengaruh Kemampuan Akademik dan Beban Kerja Terhadap Disiplin Kerja Guru di SMK Negeri 1 Percut Sei Tuan Kabupaten Deli Serdang." Journal Of Administration and Educational Management (ALIGNMENT) 6, no. 1 (May 22, 2023): 36–44. http://dx.doi.org/10.31539/alignment.v6i1.5022.
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This study aims to determine the effect of academic ability and workload on the work discipline of teachers. This research is quantitative with a survey method and has a sample of 54 respondents. Determination of the sample using probability sampling technique with simple random sampling method. Data collection techniques were carried out using interview techniques, documentation, and the distribution of questionnaires to respondents. Testing validity, reliability, and classical assumption tests are carried out in data processing techniques. Data analysis techniques were carried out by multiple linear regression and correlation coefficient analyses. Hypothesis testing is done by t-test (partial), f-test (simultaneous), and test the coefficient of determination. The results showed that: the results of the t-test (partial) for the academic ability variable obtained t-count (4.031) > t-table (1.675) and Sig 0.000 <0.05. This shows that academic ability has a positive and significant effect on the work discipline of teachers; the results of the t (partial) workload variable test obtained t-count (4.225) > t-table (1.675) and Sig 0.000 <0.05. This shows that workload has a positive and significant effect on teacher work discipline; f test results (simultaneous) obtained f - count (317.740) > f - table (3.18) and sig 0.000 <0.05. This shows that academic ability and workload positively and significantly affect teacher work discipline. In conclusion, there is an influence of academic ability and workload on teacher work discipline.
Keywords: Academic Ability, Teacher Work Discipline, Workload
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Hull, Richard. "Workload allocation models and “collegiality” in academic departments." Journal of Organizational Change Management 19, no. 1 (January 2006): 38–53. http://dx.doi.org/10.1108/09534810610643677.
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Khalifa, Mahmoud A. "Workload metrics compliments for academic pursuits in pathology." Diagnostic Histopathology 22, no. 8 (August 2016): 294–99. http://dx.doi.org/10.1016/j.mpdhp.2016.07.002.
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Ocvirk, Aleksandra, and Nada Trunk. "Academic workload management towards learning, components of academic work: a case study." International Journal of Innovation and Learning 11, no. 3 (2012): 268. http://dx.doi.org/10.1504/ijil.2012.046066.
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Graham, Andrew T. "Role of academic managers in workload and performance management of academic staff." Educational Management Administration & Leadership 44, no. 6 (July 9, 2016): 1042–63. http://dx.doi.org/10.1177/1741143215587312.
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Henke, John W., Thomas F. Lyons, and A. Richard Krachenberg. "Measuring Students' Workload: A New Perspective." Psychological Reports 60, no. 2 (April 1987): 667–70. http://dx.doi.org/10.2466/pr0.1987.60.2.667.
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Despite 70 years of studies of the effect of students' outside work on their academic performance, the measurement of students' workload has received little attention. Three alternative measures of workload, one of which included credit loads, were assessed and compared for a sample of 128 college students. The means of these measures varied widely, but the measures were highly intercorrelated and produced equivalent correlations with academic performance measures. No measures of workload correlated with performance in an accounting course and all were negligible and inconsistent with GPA scores for two semesters.
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YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.
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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.
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Thornburg, Loralei L., J. Christopher Glantz, Thomas V. Caprio, and Suzanne M. Gillespie. "Professional Bankruptcy for the Academic Physician." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 485–87. http://dx.doi.org/10.4300/jgme-d-10-00077.1.
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Abstract In modern academic medicine, the amount of academic time is decreasing as the workload and commitments are increasing. As physicians take on so many professional obligations that there is no way to meet all of the demands of the ever-expanding responsibilities, the question becomes: Should academic physicians ever consider filing for their own “professional bankruptcy”? Presented here are 10 steps to successful academic bankruptcy for the overextended junior faculty. Although somewhat fanciful, this method allows faculty to take an honest and critical assessment of their personal and professional goals and to align their career with these goals. With a critical eye to the future, this alignment will allow faculty to decrease their workload while maintaining productivity.
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Rathakrishnan, Balan, Soon Singh Bikar Singh, Azizi Yahaya, Mohammad Rahim Kamaluddin, Fauziah Ibrahim, and Zaizul Ab Rahman. "Academic stress and life satisfaction as social sustainability among university students." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 1778. http://dx.doi.org/10.11591/ijere.v11i4.22682.
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<p><span lang="EN-US">This study was conducted to determine the relationship between academic stress and life satisfaction among university students in Sabah, Malaysia. A total of 400 students were selected as respondents and data were collected using questionnaires. Academic stress was measured using the Perception of Academic Stress Scale (PAS), which has four subscales: i) Performance stress; ii) Workload perception of workload and examinations; iii) Academic self-perception; and iv) Time constraints. Meanwhile, the Satisfaction with Life Scale was used to study student’s life satisfaction. The data obtained were analyzed using Pearson correlation and t-test. The results showed that performance stress is negatively associated with life satisfaction, while academic self-perception is positively associated with life satisfaction. The result also showed that perception of workload and examinations and time constraints not associated with life satisfaction. All in all, academic self-perception and performance stress have an association with life satisfaction.</span></p>
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Ibatova, Aygul Z. "Assessing the student academic workload in the learning process of a technical university." Revista Tempos e Espaços em Educação 14, no. 33 (August 25, 2021): e16273. http://dx.doi.org/10.20952/revtee.v14i33.16273.
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The article deals with an assessment of the students' workload influence on the academic progress in a technical university. This study was carried out at Tyumen Industrial University, the Branch of IUT in Surgut. The research participants were the first-year students of full-time and part-time departments of the "Oil and Gas Business" direction. The research was done in 2017-2018. Much attention is given to some of the consequences that first-year students have: neuropsychic stress, declining academic progress, and the quality of education. There are reasons for such a state: lack of time, a large amount of information, many classroom hours, irregular distribution of the students' workload intensity of academic disciplines in the first semester, etc. The research gives valuable information on the necessity to improve the system of students' organizational and educational activities, depending on the specific features of a technical university. This study contributes to the existing research on the impact of academic workload on the students' emotional, mental state in higher education. Specifically, it studies the volume of the freshmen's academic workload in accordance with the curriculum, which is one of the main negative factors affecting the level of mental students' performance.
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Fayda-Kinik, F. Sehkar. "Academic Stress in Online Higher Education." International Journal of Technology in Education and Science 7, no. 1 (February 7, 2023): 18–29. http://dx.doi.org/10.46328/ijtes.439.
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With the unprecedented impacts of the COVID-19 outbreak, higher education institutions have faced a number of challenges, one of which is the transition to online education. University students have experienced varying levels of stress as the largest group affected by this transition. The perceived level of academic stress experienced by university students in this new system has become significant for the improvement in online learning at the tertiary level. Therefore, this study aimed to measure the level of academic stress among university students including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. In order to measure the level of academic stress among university students, a quantitative research design was adopted through gathering statistical data from 147 undergraduate students studying online in different departments in Turkey utilizing “The Perception of Academic Stress Scale” including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. The results of this quantitatively designed study revealed that the perceived level of academic stress among university students was found as neutral in general; regarding the components of "Pressures to Perform" as high, of “Perceptions of Workload”, "Academic Self-Perceptions" and "Time Restraints" as neutral. Some statistically significant differences were also detected in the perceived level of academic stress in relation to the variables of gender, age (Gen X vs Gen Y), year of study, satisfaction with the learning and home environments.
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Ramjeesingh, Ravi, Bruce Colwell, and Daniel Rayson. "The effects of immunotherapy and novel therapies on medical oncology work load in a Canadian province." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 6532. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.6532.
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6532 Background: Both novel targeted therapies and immunotherapies have dramatically changed the landscape in a number of disease sites with previously limited treatment options. This has resulted in an impact on clinical workload for oncologists with subspecialty practices in the areas of non-small cell lung, (NSCLC), melanoma (M), and genitourinary (GU) cancer. Our aim was to investigate the shift in workload amongst these practices as compared to other disease sites within a single academic cancer center in Nova Scotia (NS), Canada. Methods: The NS Cancer Center is the academic cancer center for the province of NS providing consultative and ongoing care for approximately 72% of provincial patients. We manually quantified appointment visits (new consultation, treatment and follow up visits) as well as telephone toxicity and chart checks booked from February 1 to April 30 across a 3-year interval (2016, 2017, and 2018) and then extrapolated this data to derive full year estimates. Disease sites most impacted by therapies that have changed treatment landscape (NSCLC, M and GU) were compared with the Breast and Gastrointestinal disease sites. Results: Clinical workload increased across all domains over the 3 year period but the majority of the increase is attributed to the 3 disease sites (Table). Conclusions: Medical oncology workloads are increasing over time and novel treatments (including immunotherapy) in disease sites with previously limited options likely account for a significant portion of that increase. New patient consultation metrics, taken in isolation, do not reflect current trends in medical oncology workload. Hiring practices, space allocation and use of physician extenders must take into account these shifting workload dynamics to mitigate physician burnout and potential impacts on quality and timeliness of care. [Table: see text]
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Dwi Sukma Donoriyanto, Tranggono Tranggono, and M. Wildan Kautsar. "Designing Bkd Website Based In Industrial Engineering Department Of Universitas Pembangunan Nasional “Veteran” Jawa Timur." International Journal of Eco-Innovation in Science and Engineering 1, no. 02 (November 30, 2020): 6–11. http://dx.doi.org/10.33005/ijeise.v1i02.20.
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Lecturer Workload (BKD) is a portrait of the lecturer workload in the implementation of University’s Tri Dharma in the next semester. In college academic activities, the reporting of Lecturer Workload (BKD) is important because it is concerned with the productivity of lecturer’s performance. The lecturer workload is commensurate with a minimum of 12 credits and a maximum of 16 credits in each semester in accordance with academic qualifications. The Department of Industrial Engineering of UPN “Veteran” Jawa Timur has implemented a manual lecturer workload reporting system and indirectly the high potential obstacles to the evaluation process. So that in its application Lecturer Workload reporting (BKD) must be able to facilitate between lecturers, assessors and head of department in coordination. This research aims to produce Lecturer Workload Information System (BKD) effectively and efficiently. The design of this system uses the System Development Life Cycle (SDLC) method. From the results obtained, the output of this system is that lecturers report their performance online, assessors can verify files easily, and study programs can monitor lecturers' performance. It is hoped that the Lecturer Workload Information System (BKD) can help the Industrial Engineering Study Program of the East Java National Veterans Development University in conducting the lecturer workload reporting process (BKD)
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Noorfadila, Amirah Meutia, Kartika Dwi Rosiana, Ardiyanto Ardiyanto, and Fitri Trapsilawati. "The Effect of Mental Fatigue on the Spatial Ability of University Students." SHS Web of Conferences 189 (2024): 01009. http://dx.doi.org/10.1051/shsconf/202418901009.
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Spatial abilities are divided into two, namely spatial orientation and spatial visualization. In the field of engineering, especially Industrial Engineering, spatial abilities are usually used in the design process. The use of spatial orientation abilities is influenced by mental activity. Thus, mental fatigue will influence the application of spatial orientation abilities. Mental fatigue among students is usually influenced by academic workload. This research was conducted to determine the effect of academic workload and AX-CPT treatment on the spatial abilities of industrial engineering students. This research involved 40 respondents who were divided into two groups. The research was carried out with mental fatigue engineering using the AX-Continuous Performance Test for 20 minutes for one group of respondents before taking a spatial ability measurement test using the Spatial Orientation Test (SOT) while the other group was not given the AX-Continuous Performance Test. After taking the test, respondents will fill out a survey regarding academic workload. The test was carried out using multiple linear regression with a p-value of 0.814 so there was no influence from the academic workload and AX-CPT treatment on the spatial abilities of industrial engineering students
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van den Oetelaar, Wilhelmina F. J. M., Corné A. M. Roelen, Wilko Grolman, Rebecca K. Stellato, and Willem van Rhenen. "Exploring the relation between modelled and perceived workload of nurses and related job demands, job resources and personal resources; a longitudinal study." PLOS ONE 16, no. 2 (February 26, 2021): e0246658. http://dx.doi.org/10.1371/journal.pone.0246658.
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Aim Calculating a modelled workload based on objective measures. Exploring the relation between this modelled workload and workload as perceived by nurses, including the effects of specific job demands, job resources and personal resources on the relation. Design Academic hospital in the Netherlands. Six surgical wards, capacity 15–30 beds. Data collected over 15 consecutive day shifts. Methods Modelled workload is calculated as a ratio of required care time, based on patient characteristics, baseline care time and time for non-patient related activities, and allocated care time, based on the amount of available nurses. Both required and allocated care time are corrected for nurse proficiency. Five dimensions of perceived workload were determined by questionnaires. Both the modelled and the perceived workloads were measured on a daily basis. Linear mixed effects models study the longitudinal relation between this modelled and workload as perceived by nurses and the effects of personal resources, job resources and job demands. ANOVA and post-hoc tests were used to identify differences in modelled workload between wards. Results Modelled workload varies roughly between 70 and 170%. Significant differences in modelled workload between wards were found but confidence intervals were wide. Modelled workload is positively associated with all five perceived workload measures (work pace, amount of work, mental load, emotional load, physical load). In addition to modelled workload, the job resource support of colleagues and job demands time spent on direct patient care and time spent on registration had the biggest significant effects on perceived workload. Conclusions The modelled workload does not exactly predict perceived workload, however there is a correlation between the two. The modelled workload can be used to detect differences in workload between wards, which may be useful in distributing workload more evenly in order prevent issues of over- and understaffing and organizational justice. Extra effort to promote team work is likely to have a positive effect on perceived workload. Nurse management can stimulate team cohesion, especially when workload is high. Registered nurses perceive a higher workload than other nurses. When the proportion of direct patient care in a workday is higher, the perceived workload is also higher. Further research is recommended. The findings of this research can help nursing management in allocating resources and directing their attention to the most relevant factors for balancing workload.
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Awang, Yunita, Norazamina Mohamed, Suraya Ahmad, and Noor Emilina Mohd Nasir. "Examining the Influence of Academic and Non-academic Responsibilities on Academicians’ Job-related Stress in Higher Education." Asian Journal of University Education 17, no. 4 (November 25, 2021): 498. http://dx.doi.org/10.24191/ajue.v17i4.16197.
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Abstract: Academicians are commonly associated with academic tasks of teaching and research. However, recent scenario reveals that academicians’ workloads are not restricted to merely academic tasks. Academicians also hold administrative positions, involved with students’ development activities, community services and professional development. Shouldering with numerous responsibilities, academicians may be stressful to prioritize the assigned tasks and meeting deadlines. This necessitates serious attention to ensure that academicians can focus on the assigned responsibilities and perform their best. Thus, this study attempts to establish a relationship between academic and non-academic responsibilities with job-related stress among academicians. Through survey method, 120 usable responses received out of 391 questionnaires distributed to academicians in a public university. Using SPSS, a preliminary analysis indicates that the respondents were moderately stressful with their job. However, multiple regressions test demonstrates that job-related stress is not influenced by academic responsibilities but marginally contributed by non-academic responsibilities. The findings give insights to the university management on academicians’ reaction to their present job tasks and useful as guidance in any efforts or policy towards academicians’ workload setting. However, this study is confined to only one public university in the East coast region of Malaysia. Thus, future research may be expanded to the public universities in the West region of Malaysia with different working environment and lifestyle.
Keywords Academicians, Academic Responsibilities, Non-academic responsibilities, Job-related Stress, Teaching workloads
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Cramer, Ken, and Rebecca Pschibul. "Student Time Usage During Fall Reading Week." Collected Essays on Learning and Teaching 10 (June 12, 2017): 155–62. http://dx.doi.org/10.22329/celt.v10i0.4754.
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The present study investigated the time usage and relative levels of perceived stress, academic workload, and recreation time for 177 students at a mid-sized Canadian university before, during, and after Fall Reading Week. Across three weeks, and at various times of the day, students received a message to their smartphone to complete a 20-second survey that assessed present activity, and levels of stress, academic workload, and recreation. Results showed that student stress following the break was higher with more stress but less workload prior to reading week, more stress experienced during reading week, more workload following reading week; and more time spent recreating during reading week. Implications for student counselling are outlined, which encourage students to seek a balance in time usage and management. Future directions are discussed.
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Aarrevaara, Timo, Sanna Ryynänen, Ville Tenhunen, and Pekka Vasari. "The Finnish Academic Profession’s Divided Opportunities in Management and Governance." Acta Paedagogica Vilnensia 46 (September 8, 2021): 43–53. http://dx.doi.org/10.15388/actpaed.2021.46.3.
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Finnish higher education consists of research-oriented universities and teaching-oriented universities of applied sciences, and both sectors have a role in research, development and innovation. This paper focuses on governance and management at the institutional and academic unit levels, based on responses to several questions in the APIKS survey regarding the influence of academics, performance targets of academic units and the influence of academics in decision making and workload. Institutions in both sectors of Finnish higher education emphasise strategies and are heavily reliant on public funding. Both sectors also have an orientation to strong performance management.
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Conesa Pastor, Julián F., Mª Socorro García Cascales, Antonio García Martín, and Juan Pedro Solano Martínez. "Un modelo para estimar la distribución de la carga de trabajo del estudiante del horario conjunto = A model to estimate the distribution of the student's work load from the joint schedule." Advances in Building Education 4, no. 3 (December 1, 2020): 48. http://dx.doi.org/10.20868/abe.2020.3.4517.
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Una carga de trabajo desigualmente distribuida a lo largo de un semestre es uno de los factores cruciales que afectan el desempeño académico de los estudiantes universitarios. Las cargas de trabajo excesivas o distribuidas de forma desigual pueden dañar significativamente los resultados académicos y, lo que es más importante, determinar el enfoque de aprendizaje adoptado por los estudiantes. La coordinación horizontal tiene como objetivo garantizar una distribución racional de la carga de trabajo a lo largo de un semestre académico. Para ello, la Universidad Politécnica de Cartagena (UPCT) utiliza el 'Cronograma Conjunto', donde se agrupan las actividades planificadas por el profesorado para los diferentes cursos de un determinado grupo y semestre. El objetivo principal de este trabajo es el desarrollo de un modelo que permita evaluar la distribución de la carga de trabajo del estudiante a lo largo de un semestre, utilizando la planificación inicial de actividades recuperada por la facultad. Se han empleado varios enfoques para estimar la carga de trabajo del estudiante. Este trabajo se basa en la encuesta semanal de carga de trabajo realizada para varios cursos en una serie de grados de la UPCT, que ha permitido a los autores cuantificar la carga de trabajo del alumno medio para diferentes tipos de actividades, medir las actividades planificadas y simular el tiempo de carga de trabajo. Distribución de una actividad determinada en función del tiempo disponible para su realización.AbstractAn unevenly distributed workload along a semester is one of the crucial factors that affect the academic performance of university students. Excess or unevenly distributed workloads may significantly harm the academic results and, importantly, determine the learning approach adopted by the students. The horizontal coordination aims at ensuring a rational workload distribution along an academic semester. To achieve this, Universidad Politécnica de Cartagena (UPCT) uses ‘Joint Chronogram’, where the activities planned by the faculty for the different courses in a given group and semester are put together.The main objective of this work is the development of a model that allows for evaluating the student’s workload distribution along a semester, using the initial planning of activities retrieved by the faculty.Several approaches have been employed for estimating the student’s workload. This work is based on the weekly workload survey conducted for several courses in a number of undergraduate degrees at UPCT, which has allowed the authors for quantifying the average student’s workload for different types of activities, for measuring the planned activities and for simulating the workload time distribution of a given activity as a function of the available time for accomplishment.Once the planned activities are introduced into the chronogram for each course, the model computes and represents graphically an average-student’s workload distribution, which depends on the type of activities and their distribution along the semester. This simulation allows for modifying the time-planning of the most critical activities, in agreement with the faculty, in order to ensure a more even workload distribution.
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Cabero, Ismael, Irene Epifanio, and Ximo Gual-Arnau. "Analysis of Archetypes to Determine Time Use and Workload Profiles of Spanish University Professors." Education Sciences 13, no. 3 (March 11, 2023): 295. http://dx.doi.org/10.3390/educsci13030295.
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Allocation of time use is important to develop appropriate policies, especially in terms of gender equality. Individual well-being depends on many factors, including how time is spent. Therefore, knowing and analysing the time use and workload of academic staff is relevant for academic policy making. We analyse the responses of 703 Spanish academic staff regarding different activities of paid work and household work (unpaid). We use an innovative machine learning technique in this field, archetype analysis, which we introduce step by step while exploring our data. We identify five profiles, and we examine gender inequalities. The findings indicate that there is a higher prevalence of women in the profiles with a greater workload in household activities and teaching-related activities, but the prevalence is the same in the profile with a greater workload in research activities.
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El-Sherbeeny, Ahmed M., Omar Alsetoohy, Samar Sheikhelsouk, Sijun Liu, and Mahmoud Abou Kamar. "Enhancing hotel employees' well-being and safe behaviors: The influences of physical workload, mental workload, and psychological resilience." Oeconomia Copernicana 15, no. 2 (June 30, 2024): 765–807. http://dx.doi.org/10.24136/oc.3018.
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Research background: Despite the dynamically growing cross-sectional academic studies conducted on various aspects related to physical and mental workloads in the context of workplace safety, there is still room for further in-depth analyses of how these workloads affect employees' behavior and well-being. This phenomenon is of particular interest in the case of hospitality, where hotels should recognize the workloads imposed on their employees, since they are considered the most critical and influential stressors in the workplace. Purpose of the article: Based on the conservation of resources (COR) theory, our study aims to examine how hotel employees' physical and mental workloads affect their well-being and safe behaviors. The study also investigates how employee well-being and psychological resilience play a role in these patterns. Methods: The study employs an experience-sampling methodology to assess the physical and mental workloads of a group of full-time employees working in luxury hotels in the USA. Findings & value added: The findings derived from Partial Least Squares Structural Equation Modeling (PLS-SEM) reveal that both physical and mental workloads negatively impact overall well-being and safe behaviors. Additionally, physical workload influences mental workload. Also, employee well-being has been identified as a mediating factor in the relationship between workloads, psychological resilience, and safe behaviors. Notably, psychological resilience has not exhibited a moderating effect. This study expands on the COR theory by examining its impact on the hospitality industry. The study has developed and validated a model for assessing hotel employees' physical workload. Moreover, it emphasizes the significance of employees' well-being and psychological resilience in promoting safe behaviors in hotels. Therefore, this model is a significant step forward toward effectively measuring and maintaining the overall well-being and safe behaviors of employees in the hospitality industry. Furthermore, the value of the research is enhanced by surveying hotel employees directly rather than relying on subjective opinions from management about employee involvement in workplace health and safety. This approach avoids the bias often present in management assessments and provides a more accurate depiction of employee participation.
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Kariv, Dafna, Tali Heiman, and Rishon Le Zion. "Stressors, Stress and Coping in Dual-Demand Environments: The Case of Working ‘Back to Schoolers’." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 91–110. http://dx.doi.org/10.7227/jace.11.1.8.
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The main objective of this study is to explore the coping behaviours of Israeli continuing education students who combine work and academic studies. Multi-level analyses revealed that: (1) perceived academic stress is determined by academic load and perceived work stress by workload; (2) coping strategies are related to an array of perceived stresses; and (3) perceived academic stress has a significant influence on coping strategies even after academic load, workload, social support and demographics are taken into account. A major inference of our results is that workers who face dual-demanding environments consider their work to be less controllable than their academic environment and use different coping behaviours to manage each of their dual-demand environments. Implications on the role of organisations in reducing stress of working students are discussed.
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Egea, Gregorio, Antonio Rodríguez-Lizana, Luis Pérez-Urrestarazu, Manuel Pérez-Ruiz, Pilar Rallo, and María Paz Suárez. "Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context." Education Sciences 12, no. 6 (June 19, 2022): 418. http://dx.doi.org/10.3390/educsci12060418.
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Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.
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Öksüz-Gül, Feride, Simel Parlak, and Oya Çelebi-Çakıroğlu. "Academic Life Experiences of Early Career Female Academics during the Covid-19 Pandemic." Yuksekogretim Dergisi 12, no. 1 (April 30, 2022): 143–52. http://dx.doi.org/10.2399/yod.21.862284.
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This study aims to find out the academic life experiences of early career female academics during the Covid-19 pandemic in Turkey. The study group consisted of 13 female academics working from home with their spouses. The interpretative phenomenological analysis was used to analyze the data collected through semi-structured telephone interviews. The findings were clustered under two main themes: the life before the pandemic, and academic life during the pandemic. The main theme of academic life during the pandemic consisted of the following sub-themes: adaptation problem, withdrawal from academic life, excessive workload interfering academic productivity, and integration of academic life into family life. The results indicate that the pandemic has deepened gender inequalities, and the working life of early-career female academics has drastically changed in terms of academic productivity. Based on our findings, we recommend that quantitative research with large samples of early-career female academics should be conducted to develop nation-wide policies for gender inequality prevention. We also recommend that the professional development and career advancement of female academics in the early career stage should be compared with their male peers to reveal any gender-based disadvantages.
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McLay Paterson, Amy, and Nicole Eva. "“Always at Work”: Canadian Academic Librarian Work During COVID-19." Partnership: The Canadian Journal of Library and Information Practice and Research 17, no. 2 (December 13, 2022): 1–24. http://dx.doi.org/10.21083/partnership.v17i2.6783.
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To learn about the experiences of librarians working through COVID-19, we conducted semi-structured interviews with academic librarians from across Canada on issues such as workload, collegiality, and overall satisfaction with their working conditions during the pandemic. Themes emerged around job security, workload changes (both in terms of hours worked and the type of work being done), working from home, relationships with colleagues and administrators (including the perceived speed of the institution’s pandemic response and the state of communication from or with administration), and hopes for the future. This article focuses on the semantic elements of librarian work during COVID-19 uncovered during thematic analysis, including an in-depth discussion of how academic librarians’ workload changed; a second planned article will focus on latent themes on the caring nature of library work. This study connects isolated individual situations with the overall picture of what librarians’ work looked and felt like during the COVID-19 pandemic. For library administrators, we identify the ways in which institutional support helped or hindered librarians in doing their work.
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Poteliūnienė, Sniegina. "First-Year Pre-Service Physical Education Teachers’ Academic Motivation and Their Satisfaction with Academic Studies." Pedagogika 129, no. 1 (April 25, 2018): 234–49. http://dx.doi.org/10.15823/p.2018.16.
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It is important to analyse the motives that encourage students to choose academic studies as this points out to how engaged with their field of studies and how well prepared for their future profession they will be. The learning experience of university students, their satisfaction or dissatisfaction with academic studies can encourage students either to become more strongly committed to their profession or to revise their career goals. The aim of the present research was to determine the academic motivation of the first year pre-service physical education teachers and how this relates to their satisfaction with academic studies.
In order to assess the students’ intrinsic, extrinsic motivation and a motivation the Academic Motivation Scale (AMS) (Vallerand et al., 1992) was used. The Course Experience Questionnaire (Ramsden, 1991), which consists of 5 sub-scales: Good teaching, Clarity of goals and standards, Appropriate workload, Appropriate assessment, Development of generic skills, was used in order to determine the students’ satisfaction with their studies.
There were surveyed 84 first year full-time students of physical education study programmes in the field of education and development from the four Lithuanian universities.
It was established that, while choosing a career and getting ready for the professional activity, for pre-service physical education teachers both intrinsic and extrinsic motives are common and the level of a motivation is low. The highest score was given by the first year students for the teaching strategies that motivate students to learn (Good teaching). The lowest scores in the student satisfaction with academic studies were recorded in their evaluation of Appropriate Workload and Appropriate Assessment. The research revealed that both intrinsic and extrinsic academic motivation of students have a statistically reliable connection of mean strength with Quality of teaching, Clarity of goals and standards, as well as Development of generic skills, whereas a motivation – with Appropriate workload and Appropriate Assessment sub-scales.
The results of the present quantitative research are significant in assessing the impact of academic environment on the students’ motivation to pursue the chosen profession.
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Alarcón, Francisco, Pablo Beneitone, Roberto de Armas, Sérgio Kieling Franco, Letícia Suñé, and Diana Veneros. "Student Workload and Degree Profiles: the experience of CLAR credit in Latin America." Tuning Journal for Higher Education 1, no. 1 (April 7, 2014): 165. http://dx.doi.org/10.18543/tjhe-1(1)-2013pp165-186.
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There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.
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Alshamy, Alsaeed. "Credit Hour System and Student Workload at Alexandria University: a possible paradigm shift." Tuning Journal for Higher Education 4, no. 2 (May 31, 2017): 277. http://dx.doi.org/10.18543/tjhe-4(2)-2017pp277-309.
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<p>The study aims at investigating the perceptions of both academics and students on student workload in Credit Hour System at the Faculty of Education at Alexandria University (Egypt). It uses the wider international experience of higher education reform, including Tuning Africa Project — II, to propose implications for policy and practice on how the real work hours needed by a student to achieve the learning outcomes specified in the curriculum and to pass a course or module are adequately estimated and to contribute to the definition of the basis of a Credit System for Africa. The data have been collected through questionnaires administered to 26 participants: 11 academics (one academic per course) and 15 students (each student surveyed 11 times across all courses of the Professional Diploma in Education). The main findings show significant differences between the perceptions of academics and students on student workload almost across all courses, where students’ estimation of the number of hours needed to complete the independent work during the semester were much higher than that of academics except for fieldwork (site visits). The independent workload as estimated by academics is 62% of students’ estimation. Significant differences were found between the perceptions of students on the number of hours required for each type of independent work across different courses except “preparation and follow-up work for scheduled classes”. The highest average of estimations of the number of hours was given to course N. 11 (World Trends in Quality Assurance Systems); whereas the lowest average was given to course N. 5 (Assessment of Quality in Educational Institutions) across all different types of independent work. Only 36.4% of academics have taken students’ feedback on workload into consideration when planning the workload for their courses. It was also found that 92% of students were not informed about the number of hours planned for independent work at the beginning of the course. In addition, 88% of students were not asked to express their feedback about workload. These findings indicate that there are no unified regulations among academics to the estimation of student workload. It is also made clear that the process of estimating student workload in Credit Hour System at Alexandria University is staff-centred rather than student-oriented as the majority of academics follow traditional methodologies in the estimation of student workload. It is also enunciated clearly that there is marginal coordination between academics teaching in the same programme. It can be concluded that student voice about their workload is not adequately considered as their feedback is not taken into consideration, which can be interpreted in light of the absence of a “paradigm shift” from staff-centred to student oriented approaches to the estimation of student workload.</p>
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Sulistia, Viki, and Aslam Mei Nur Widigdo. "Effect of Workload, Perceived Organizational Support, and Time Management on Academic Procrastination with Work School Conflict as a Mediating Variable." European Journal of Business and Management Research 8, no. 1 (February 3, 2023): 206–12. http://dx.doi.org/10.24018/ejbmr.2023.8.1.1797.
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Every company needs to improve the performance of their employees to achieve company goals, especially for the current era of globalization. One of the things that can improve employee performance is continuing education. An increase in the number of Master of Management Students who decide not to be active and take time off from lectures at MB University is an interesting phenomenon to study. The purpose of this study is to determine the effect of workload, perceived organizational support, and time management on academic procrastination with work school conflict as a mediating variable. This study uses a quantitative approach method. the type of data used is primary data obtained through a questionnaire. The population in this study was 653 students of the Master of Management at Mercu Buana University. by using the solving formula, the sample obtained was 248 people. Purposive sampling is the sampling technique used in this study. The data analysis technique used is Partial Least Square (PLS) with SmartPLS software. The results showed that workload has a positive and significant relationship with academic procrastination, and perceptions of organizational support had a negative and significant result on academic procrastination. Time management has a negative and significant result on academic procrastination. WSC has a positive and significant relationship with academic procrastination. workload has a positive and significant relationship with WSC, and perceptions of organizational support have a negative and significant relationship with work school conflict. Time management has a negative and significant relationship with work school conflict. The mediation results show that work school conflict can partially mediate the relationship between workload, POS, and time management with academic procrastination.
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Fang, Nini, Elizabeth O'Brien, and Annie Pirrie. "Care, contingency and capability: ecological perspectives on higher education." Ars Educandi, no. 16 (December 31, 2019): 123–38. http://dx.doi.org/10.26881/ae.2019.16.10.
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This article takes a sideways look at conventional academic practices, with a view to re-instating ethical relations as the core of scholarly inquiry and revitalising interdisciplinary collaboration between academics at different stages of their careers. It focuses specifically on the deleterious effects of workload allocation models, with particular attention to how these distort relationships between colleagues.
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Safitri, Arini. "Pemetaan dan Rancangan Intervensi Untuk Beban Kerja Mental Overload pada Dosen IAIN Palangka Raya." Irsyad : Jurnal Bimbingan, Penyuluhan, Konseling, dan Psikoterapi Islam 8, no. 3 (September 30, 2020): 221–34. http://dx.doi.org/10.15575/irsyad.v8i3.2043.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui pemetaan dan rancangan intervensi untuk beban kerja mental overload pada Dosen IAIN Palangka Raya. Jumlah subjek pada penelitian ini adalah 31 orang yang terdiri dari Dosen PNS dan Non PNS yang memiliki beban kerja dalam melaksanakan Tri Dharma Perguruan Tinggi minimal dalam satu Tahun Ajaran terakhir (Ganjil 2018/2019 atau Genap 2018/2019) lebih dari 16 Satuan Kredit Semester. Pengukuran beban kerja secara mental atau psikologis dapat diukur salah satunya dengan metode NASA-TLX. Metode NASA-TLX ialah suatu alat ukur yang digunakan dalam mengukur beban kerja mental secara subjektif. Hasil pemetaan beban kerja mental yaitu didapatkan skor rata-rata beban kerja mental sebesar 82 (delapan puluh dua) yang berada pada kategori berat.
This study aims to determine the mapping and intervention design for mental overload workloads at IAIN Palangka Raya lecturers. The number of subjects in this study was 31 people consisting of PNS and Non-PNS lecturers who had a workload in implementing the Tri Dharma of Higher Education in the last one academic year (Odd 2018/2019 or Even 2018/2019) more than 16 Semester Credit Units. One of the mental or psychological measurements of workload is the NASA-TLX method. A NASA-TLX method is a measuring tool used in measuring mental workload subjectively. The mental workload mapping result is that the mental workload average score is 82 (eighty-two), which is in the heavy category.