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WHO ARE FALMOUTH ? ART, MEDIA, DESIGN & PERFORMANCE SPECIALIST RAPID GROWTH OVER LAST 10 YEARS

WHO ARE FALMOUTH ? ART, MEDIA, DESIGN & PERFORMANCE SPECIALIST RAPID GROWTH OVER LAST 10 YEARS RESEARCH, INNOVATION & KNOWLEDGE EXCHANGE AMBITION. WORKLOAD ALLOCATION MODEL – WHERE DID IT BEGIN FOR FALMOUTH? NEW VC & CHIEF EXEC IN 2009 WIDESPREAD STUCTURAL CHANGES IDENTIFIED

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WHO ARE FALMOUTH ? ART, MEDIA, DESIGN & PERFORMANCE SPECIALIST RAPID GROWTH OVER LAST 10 YEARS

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  1. WHO ARE FALMOUTH ? • ART,MEDIA,DESIGN& PERFORMANCE SPECIALIST • RAPID GROWTH OVER LAST 10 YEARS • RESEARCH, INNOVATION & KNOWLEDGE EXCHANGE AMBITION

  2. WORKLOADALLOCATIONMODEL–WHEREDIDITBEGINFOR FALMOUTH? • NEW VC & CHIEF EXEC IN 2009 • WIDESPREAD STUCTURAL CHANGES IDENTIFIED • RAPID IMPLEMENTATION PROGRAMME • MODULAR COURSE FRAMEWORK ESTABLISHED • PLANNED SIGNIFICANT INTEGRATED SYSTEMS SOLUTIONS INCLUDING WAM LINKED TO TIMETABLING

  3. WHAT MODEL DID FALMOUTH ESTABLISH? • PRINCIPLES: EQUALITY, TRANSPARENCY & SUSTAINABILITY • TIMETABLED CONTACT TEACHING/LEARNING HOURS ONLY – APPROX 2/3 OF TOTAL WORKLOAD • RESOURCE LEVEL BY COURSE • POST ‘92 ACADEMIC CONTRACT • ROLE ‘ALLOWANCES’ • PROGRESSIVE IMPLEMENTATION • MONITORING EFFECTIVENESS & FURTHER DEVELOPMENT

  4. HOW WAS IT RECEIVED? • ACCEPTED PRINCIPLE OF SAFEGUARDING EQUITY BETWEEN INDIVIDUALS AND COURSES • DETAILS NOT NEGOTIATED, EFFECTIVELY IMPOSED • WHY NOT ENCOMPASSING ALL ACTIVITIES OF WORKLOAD? • VIEWED AS COMPLETELY NEGATIVE,PRODUCING INEQUITIES & EXCESSIVE WORKLOADS – OPPOSITE OF INTENTION • CONSIDERABLE ILL FEELING, HIGH STRESS LEVELS AND LOW MORALE • COLLECTIVE GRIEVANCE FROM UCU BRANCH

  5. PRINCIPALWORKLOAD ACTIVITIES TO BE RECOGNISED • CONTACT TEACHING,PREPARATION,MARKING&ASSESSMENT • RESEARCH–INTERNALLY&EXTERNALLYFUNDED,ADMIN & MANAGEMENT • SCHOLARSHIP • ACADEMIC MANAGEMENT AND ADMINISTRATION • STAFF MANAGEMENT • GENERAL ACADEMIC DUTIES

  6. HOW HAS IT SINCE BEEN DEVELOPED? • SOME LOCAL FLEXIBILITY IN IMPLEMENTATION • CONNECTING TEACHING WITH TIMETABLING UNWORKABLE - NOW DISENTANGLED • ROLE ALLOWANCES NOW MANAGEMENT ALLOWANCES

  7. WHEREISFALMOUTHNOW? • COMMITTEDTO WORKLOAD ALLOCATION MODEL IN PRINCIPLE • NEW ACADEMIC STRUCTURE & SENIOR ACADEMIC MANAGERS REQUIRING EFFECTIVE SUPPORT TOOLS • VALIDATION OF COURSES AND INHERENT MODULE DELIVERY NOT CONNECTED TO ACADEMIC STAFF RESOURCE ALLOCATION • GROWING RESEARCH WORKLOAD NOT CONNECTED TO TEACHING WORKLOAD BY INDIVIDUAL

  8. WHAT NEXT? • EXTEND TO COVER ‘ALL’ ACTIVITIES UNDER CONSIDERATION? • IMPROVE SOPHISTICATION OF WORKLOAD RECOGNITION & ALLOCATION? • MOVE ON FROM SPREADHSEETS TO A BETTER SOLUTION – UWE WAMS? • BUT…. • WHAT QUESTION(S) IS FALMOUTH TRYING TO ANSWER? • WHERE IS WORKLOAD ALLOCATION IN THE PRIORITISED LIST OF ‘THINGS TO DO’?

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