ACADEMIC WORKLOADING MODEL 2020-21

Academic Workloading Model [email protected]

ACADEMIC WORKLOADING MODEL 2020-21 Guidance and Information

Authors: Courtney Wheatley – HR Change and Transformation Manager – [email protected] Lewis Perkins – HR Information Analyst – [email protected]

mailto:[email protected]



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Contents Workload Process Summary 2020 ............................................................................................................................................ 3

Introduction ................................................................................................................................................................................. 3

Timeliness ..................................................................................................................................................................................... 3

Consistency .................................................................................................................................................................................. 3

Tariff Allocation .......................................................................................................................................................................... 3

Workload Meeting ..................................................................................................................................................................... 4

Timeline of Academic Activity..................................................................................................................................................... 5

Timeline ........................................................................................................................................................................................ 6

Academic Workload Model Guidance ..................................................................................................................................... 7

Background and Purpose ........................................................................................................................................................ 7

Scope ............................................................................................................................................................................................. 7

Key Aspects of the AWM Model ........................................................................................................................................... 7

Academic Annual Hours .......................................................................................................................................................... 8

Teaching Year ............................................................................................................................................................................. 8

Workload Tariffs ......................................................................................................................................................................... 8

Workload for New Starters ..................................................................................................................................................... 8

Workload Determination Process ......................................................................................................................................... 8

Retrospective Allocations ........................................................................................................................................................ 9

School Approach to AWM ...................................................................................................................................................... 9

College and University ............................................................................................................................................................. 9

Transparency ............................................................................................................................................................................... 9

Maximum Allocations ............................................................................................................................................................... 9

Appendix 1 – Academic Activity Categories ........................................................................................................................ 11

Appendix 2 – Tariffs ..................................................................................................................................................................... 12

Formal Scheduled Teaching Duties .................................................................................................................................... 12

Teaching Related Duties (TRD) ............................................................................................................................................ 13

Academic Leadership, Management, Administration and Delivery (AMA) ............................................................ 15

Scholarly Activity and Personal Development................................................................................................................. 20

Additionally Internally and Externally Funded Research (R) and Professional Practice (PP) .............................. 22


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Workload Process Summary 2020

Introduction The following principles provide an indication that workload processes are running effectively in a School. All areas should continue to commit to meet these indicators which will be monitored across each College with PVC sign off before workloads are confirmed. HR support is available at all stages, please contact the HR Information Analyst ([email protected]) or your HR Business Partner if required.

Timeliness Workload is determined in a timely way and should be flexible to allow for shifting circumstances such as staff absences and student recruitment process, however not withstanding such changes it is expected that the majority of overall workload will be accounted for in the main process. Staff are engaged in communications and negotiations regarding the allocation of teaching duties for the coming year prior to timetables being finalised enabling individuals to register their academic interests, development aspirations and request changes from year to year. Such requests should be taken into consideration although it is accepted that it may not be possible to accommodate them all.

Consistency Workload information is collected in a consistent format enabling workloads to be reviewed and oversight to take place at both College and University level. Heads of School commit to work towards improving equity of workload and will publish a summary across the School. The allocation of workload tariffs are based on a consistent school approach that is shared across the School. Heads of School will continue to work towards ensuring equality of workload distribution for staff at grade 7 – 10, falling within a range of +/- 10% of the overall workload average for the staff group. Schools must share the summary of the workload with the team.

Tariff Allocation Allocations for specific duties should not exceed the upper tariff range or fall below the lower range. Whilst the tariff ranges and other discretions offer a level of flexibility each School is expected to operate within the tariff ranges set out within this document. (Where the requirements of a particular duty within a School far exceeds the upper tariff range this may be because multiple duties are being combined and could be accounted for separately).

• In order to ensure that workload tariffs are allocated on an equitable basis, all Schools are expected to establish an approach for activities within their area. Once established, these norms should be shared with the team and provide a transparent basis for the application of the workload model.

• Schools should apply tariffs with as much consistency as possible, while taking into account substantive differences across duties and responsibilities. Schools should avoid practices that lead to inconsistencies such as negotiating tariffs with individuals for similar responsibilities

• Whilst the workload model recognises a comprehensive range of activities, due to the complexity and varying nature of academic roles the tariffs remain indicative for certain duties

• The detailed tariff guidance provided should be taken into account when determining how the tariffs are to be applied within the School

• All tariffs may be allocated on a pro-rata basis for part-time staff or where duties are shared • Where a part-time member of staff is allocated sole responsibility for a duty it is reasonable that the

full school tariff is allocated



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• The tariff structure attempts to capture the majority of common responsibilities within Schools – the miscellaneous category allows for specific substantive issues within disciplines

• Schools must establish a norm to be applied consistently for the allocations for first and subsequent supervisors for PhD students.

• There is a standard allowance of 1:1.5 for preparation and assessment time for each hour of formal scheduled teaching. Additional Preparation and Assessment time may be allocated at the discretion of the Head of School where required. It is recommended that prior to the commencement of workload conversations Heads of School give consideration to which modules will attract additional allocations either for preparation and/or assessment

• There is an allocation of up to 74 hours for probationary staff to cover common activities involved in being a new starter. In addition to the standard allocation, Heads of School may use further discretion in considering the needs of newly appointed staff by allocating a reduced workload, providing allocations towards the top of the tariff ranges and allocating additional time for preparation and marking to recognise where staff may be unfamiliar with University processes and curriculum. This may vary dependent upon individual circumstances and needs

• The workload model can be used as a planning tool that provides a snapshot in time or can be used as a continuous planning tool which is revisited throughout the year to accurately reflect changes in duties. Schools are encouraged to remain consistent in their approach and review the allocations towards the end of the academic year when considering allocations for the following year.

Workload Meeting All staff have a right to a workload meeting and should be engaged in a variety of discussions relating their teaching, academic responsibilities and objectives. There may not be a requirement for separate workload meetings. However, we encourage all staff to have workload discussions which should take place as early as possible within the process to ensure transparency. Workload determination, ADAs and IRP/ISPPs are separate processes with different focuses and purposes. The process of workload determination needs to take account of agreed objectives from the ADA process, along with objectives and goals at School and College level. Workload plans may also be useful to inform appraisals, by helping to better understand workload pressures and opportunities for development when agreeing objectives. Appraisal discussions should take place prior to finalising allocations of teaching duties to ensure there is a balance of allocated teaching duties alongside other agreed activities in the academic year.



Timeline of Academic Activity


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Timeline Academic Workloading is one of five separate processes that determine individuals’ workload, development and teaching timetable. The diagram above sets out the current timeline for individual academic activity planning with corresponding dates for when each cycle starts and ends. All deadlines must be adhered to, in order for other University processes to be completed. Progress of completion at School level will be reviewed and oversight to take place at both College and University level. The Flow of Processes below provides a recommendation for how each process may inform the subsequent processes to ensure consistency:

This flow should correspond with the dates and deadlines on the timeline diagram.


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Academic Workload Model Guidance Background and Purpose The University recognises the importance of achieving an effective balance of academic activities and workload expectations to support academic staff to be engaged in the full range of academic endeavour and promoting a high standard of student experience. The Academic Workload Model (AWM) aims to provide sufficient flexibility to accommodate the diverse nature of schools whilst providing a consistent framework for the management and monitoring of Academic Workloads. The Workload Model provides a single framework for the allocation of academic workloads across the University and is designed to articulate a consistent approach to workload allocation. The model aims to:

• Deliver the regular and consistent management and monitoring of Academic Workloads in line with national agreements centrally recorded within Schools

• Provide a transparent and consistent process, which is shared across academic colleagues within individual Schools

• Establish norms for teaching loads for each School to ensure that academic staff are supported to balance their teaching workload with other academic activities

• Support the equitable allocation of academic workload whilst recognising that colleagues contribute in different ways

• Establishment of an organisational timetable for workload conversations and management to assist in timetables being confirmed in good time and supporting an open environment of workload determination

Scope The Academic Workload Model sits alongside the provisions of the post-92 National Contract for Lecturing Staff and does not replace these provisions. The AWM applies to all academic roles in which staff members are employed on the standard academic contract, including but not limited to Lecturers, Senior Lecturers and Associate Professors. The AWM has been developed with the aim of recognising the range of activities undertaken by academics working in Schools. It is recognised that Senior Academics and Professors are contracted on different terms and that the roles for these staff may have a different focus and balance of activities. At this stage, and in order to bring together workload information for a whole area, it is recommended that workload allocations for Senior Academics and Professors are captured using the same methods as for lecturers. Data for Associate Lecturers should be considered throughout the workload allocation.

Key Aspects of the AWM Model Appendix 1 sets out academic activities falling under these categories; this is not intended as an exhaustive list but is intended to be indicative. The AWM recognises a full range of academic duties which are categorised within six areas of work:

• Formal Scheduled Teaching Duties (FSTD) • Teaching Related Duties (TRD) • Academic Leadership, Management, Administration and Delivery (AMA) • Scholarly Activity, Research & Personal Development (SAR) • Research (R)


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• Professional Practice (PP) which encompasses Enterprise and income generation

Academic Annual Hours The national contract for lecturing staff states that the nature of the post is such that, “you are expected to work such hours as are reasonably necessary in order to fulfil your duties and responsibilities”. For the purposes of balancing teaching and other academic related duties it is helpful to have a notional number of annual hours for academic staff which has been determined to be 1561 hours per year per FTE, (based on 37 hours p/w, allowing for 49 days of annual leave). This notional amount is not a contractual maximum or a minimum but provides a reasonable norm. The AWM aims to achieve reasonable levels of equity within Schools. Where there are significant differences across groups of academics then Heads of School will work with staff to move towards achieving greater equity. It is recognised that absolute equity may not be achievable or desirable and realignment of workloads may need to be reconsidered over time with consideration to skills and expertise of staff.

Teaching Year The post-92 national contract states the teaching year should not normally exceed 38 weeks (including 2 weeks of teaching related administration). The current actual number of teaching weeks for the majority of the University is 24, which is subject to review and may vary from time to time. It is recognised that some programmes are professionally driven and fall outside of this, as well as the provision for online learning is expanding and may also be delivered in different patterns.

Workload Tariffs Tariffs are established and ranges are detailed under each of the activity categories. The model recognises the differing nature and needs of individual Schools and provides flexibility within the tariff ranges. These are accompanied by guidance notes establishing factors and considerations to assist determining the allocation range and how to apply the tariff in certain circumstances. Schools are expected to develop implementation practices to ensure these are consistently applied.

Workload for New Starters Consideration should be given to reducing workload throughout probationary periods, in particular those staff appointed to their first full academic role. The workload tariffs contains a direct allocation that may be provided for new starters. Heads of School may also consider providing a reduced workload or providing tariffs at the top end of the range to allow additional time for activities such as preparation and assessment. There may be circumstances that it is appropriate to allocate a reduced workload and Heads of School have the flexibility to exercise that discretion.

Workload Determination Process The process for determining workloads will vary dependent upon the needs of individuals and Schools, however a process is required that allows for:

• Engagement of staff at key points in the process • Adjustment between years to balance teaching, research and other academic duties • Transparency across the School


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Retrospective Allocations Some allocation of duties may be difficult to predict, such as absence cover and may need to be readjusted retrospectively to capture actual workload requirements. Schools can utilise the AWM as a continuous planning tool which is revisited throughout the year to accurately reflect changes in duties or the AWM can provide a fixed summary. Schools are encouraged to remain consistent in their approach and review allocations when considering allocations for the following year. When workload allocations are changed adjustments will be discussed and agreed with the academics involved.

School Approach to AWM All Schools are required to document their approach and confirm with the team to provide a clear and transparent basis. Each School must consider their approach to applying the AWM, including:

• What tariff ranges should the School allocate? Are all similar roles the same in terms of size and complexity, e.g. should all Programme Leader roles be allocated the same range?

• What substantive responsibilities exist within the School and what allocation will be given to them? • What allocation should be given to Module Co-ordinators, as well as preparation and marking? • What plans do Schools have for staff to achieve HEA recognition? • Are there any staff in their probation period? • How will the School allocate tariffs for other planned activities such as personal development?

It may not be possible for the Head of School to undertake all matters in relation to the determination of workload. The process of workload determination may be delegated to other colleagues employed in academic leadership or managerial roles such as Deputy Heads of School. However Heads of School have overall responsibility for the management of the AWM for their team. Where there are concerns around allocation of workload employees should discuss with their Heads of School.

College and University Workload information is consistently collected from Schools must be made available for oversight and review at College and University level. To support consistent and transparent application of the framework and for ease of benchmarking Schools are required to collate workload information in the formatting provided. Workload allocation sheets are made available to Schools from the HR Department for recording of agreed workloads.

Transparency To ensure transparency of workload Heads of School are required to share summary information from the AWM process for each individual including the following information:

• Total hours allocated to Formal Scheduled Teaching Duties (FSTD) and Teaching Related Duties (TRD)

• Total hours allocated to Academic Leadership, Management, Administration and Delivery (AMA) • Total hours allocated to Research, Scholarly Activity & Personal Development (RSA), Research (R),

Professional Practice (PP)

Maximum Allocations The national Post-92 contract states it is expected that formal scheduled teaching duties should not exceed 18 hours in any week or a total of 550 hours in the teaching year, except in subject areas where the nature of the curriculum and teaching style make it inappropriate, such as some aspects of design and performing


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arts. Exceptions may include teaching delivery methods such as field trips, workshops and rehearsals which require periods of more intensive contact hours going beyond the 18 hour weekly maximum. Scheduled teaching should not exceed the maximum over a prolonged period or on a regular basis and should be scheduled in consultation with the individual. The maximum hours for formal scheduled teaching duties are pro-rata for part-time staff. It is expected that timetables are compiled giving consideration to provide reasonable breaks during the day. The AWM has a notional 1561 hours per year, but the model does not impose an overall contractual maximum or minimum number hours. Significant or recurring allocations that exceed the 1561 hours (100% as represented on the workload analysis) should be monitored and where an individual identifies this as excessive, reasonable steps must be taken by the School to address the concerns.


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Appendix 1 – Academic Activity Categories

Categories of Academic Activity

Formal Scheduled Teaching Duties (FSTD)

Teaching Related Duties (TRD)

Academic Leadership, Management,

Administration and Delivery (AMA)

Scholarly Activity, Research & Personal Development (SAR)

Research (R) Professional Practice

and Income Generation (E)

Activity Descriptors (These are not intended to be exhaustive, but provide an indication of activity to be counted under each category)

• Lectures • Seminars • Tutorials, including

placement tutorials • Scheduled supervision

and scheduled contact with research students and with students on project work

• Scheduled demonstrations

• Scheduled time spent teaching practical classes / workshops / studios or other specialist rooms

• Scheduled teaching on residential courses including field trips

• Scheduled time spent on distance learning supervision and guidance

• Content preparation

• Assessment, marking and feedback

• Course and module development

• Examinations boards

• Other pastoral care of students

• PhD Supervision • Project and

Dissertation Supervision

• Module / programme leadership

• Staff leadership and management activities

• School, College or University wide responsibilities

• Attending meetings • Placement co-

ordination • Admissions and

recruitment related activity

• General administrative duties such as email and diary management

• Recognised Trade Union Duties

• H & Safety duties

• Professional updating and personal academic development

• Personal research and scholarship

• Developing innovations in teaching and learning practice

• Production of books and contributions to books, articles and conference papers

• Membership of professional bodies

• Maintenance of relevant professional practice standards

• Professional and career development

• Studying for a formal HE Teaching qualification

• Publically and non-publically funded research

• Studying for a PhD

• Managing research staff

• Research project administration

• Applying for grants and other funding

• Consultancy and other business interaction

• KTP related activity

Notional Working Hours

1561 Hours per Annum

Contractual Requirements

55O hours per year Should not exceed 18 hours in any week or a total of 550 hours in the teaching year


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Appendix 2 – Tariffs This document sets out the academic workload tariffs against a comprehensive range of academic-related duties. The tariff ranges offer flexibility to recognise the differing nature of academic roles across different schools and disciplines; however, the tariff structure offers a framework for use across the University.

Formal Scheduled Teaching Duties

Activity Tariff Range 2014 Guidance Notes on Application of Tariff

Formal Scheduled Teaching Duties

Actual hours as timetabled, which may include: Lectures and seminars Scheduled supervision and scheduled contact with research students and with students on project work Scheduled demonstrations Scheduled time spent teaching practical classes / workshops / studios or other specialist rooms Scheduled teaching on residential courses including field trips Scheduled time spent on distance learning supervision and guidance

Formal Scheduled Teaching duties should be allocated in line with the national contract - formal scheduled teaching duties should not exceed 18 hours in any week or a total of 550 hours in the teaching year, except in subject areas where the nature of the curriculum and teaching style make it inappropriate, such as aspects of teacher education, art, design, performing arts and music. Such exceptions may include teaching delivery methods such as field trips, workshops and rehearsals and other delivery methods requiring periods of more intensive contact hours going beyond the 18 hours weekly maximum. However scheduled teaching activity should not exceed the weekly maximum allocation over a prolonged period or on a regular basis during the teaching year and should be scheduled in consultation with the staff members.


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Teaching Related Duties (TRD)


Standard Preparation and Assessment Time

A standard ratio of Formal Scheduled Teaching of 1:1.5 hours

Additional Preparation and Assessment Time

In some circumstances an additional allowance may be awarded in recognition of the workload requirements for preparation and assessment.

It is expected that the allocation of additional Preparation and Assessment time will be awarded in circumstances where there are particular needs requiring additional time for preparation and/or assessment such as: • Significant additional preparation time needed to take account of new or significantly

revised modules • Additional time needed to take account of relative experience and expertise of the staff

member • Responsibility for large numbers of standard assessments • Responsibility for significant numbers of non-standard/complex and/or labour intensive

assessments Heads of School are expected to work in conjunction with Module Co-ordinators and Programme Leaders to determine the modules in their areas requiring additional time for preparation and /or assessment.

Contract Time for Personal Tutoring

Actual contact hours allocated for personal tutoring Allocated in line with the Student Support and Tutoring Policy, requiring personal tutors to hold at least one individual meeting and two group tutorials meetings in terms one and two of each academic year plus introductory meetings for first year students during the first week. Indicatively this would be reflected as an allocation of between 12 – 16 hours per group of 8 – 12 students, plus 2 additional hours for any group for first year students. Some schools may have additional contact time to those outlined in the Student Support and Tutoring Policy, such as scheduled office time when students may expect to be able to drop in. Where this time is scheduled this may be included in the allocation against personal tutoring. Where personal tutoring is used to deliver substantive elements of the programme curriculum and therefore forms part of scheduled teaching with associated preparation and assessment it is expected that these hours will be included within formal scheduled teaching


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PhD Supervision and Supervision for Masters Programmes via Research (e.g. MRES, MPhil)

A range of total number of hours of 30 – 100 hrs to be split between the First and any subsequent supervisor to be determined by the Head of School in liaison with the member of staff and dependent upon the nature of the workload associated with the role. Where there is specific guidance from the Research Council this should be taken into consideration.

The Research Council may have discipline specific guidance for the number of hours of supervision and where this exists it should be taken into consideration when determining the total number of hours to be split between the first and second supervisor. It is expected that the allocation will be a fixed annual allocation for the supervision period, whilst recognising the likely peaks and troughs involved in the level of work required. It is expected that Schools will establish a norm for the allocations for first and subsequent supervisors and that this will be applied consistently in their areas. The maximum allocation to be awarded under this category would not normally exceed 250 hours per year and this maximum should only be exceeded in exceptional circumstances.

Project and Dissertation Supervision

Undergraduate Group Project Supervision - 6 – 12 hrs per group dependent on size of group, complexity and requirements of role Undergraduate Individual Project or Dissertation Supervision - 6 – 10 hrs per individual project /dissertation dependent on complexity and requirements of role Postgraduate Individual Projects or Dissertation Supervision (including supervision for Diploma and taught Masters programmes) – 6 – 12 hrs per individual project / dissertation dependent on complexity and requirements of role

It is recognised that due to the nature of these duties this work may be difficult to predict and need to be allocated based on previous year’s allocation and/or adjusted retrospectively The scale of these duties will vary dependent upon factors such as:

• the type and complexity of the project work • required level of supervision • Group sizes

Taking into consideration these and any other relevant factors individual schools should determine the scope and scale of the duties to determine the appropriate allocation of hours within the range. Please note that allocations for individual project work are to be provided per individual project and allocations for group work are to be provided per group. Where supervision work forms part of teaching duties on a module this would normally be included within the allocation for Formal Scheduled Teaching Duties


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Academic Leadership, Management, Administration and Delivery (AMA)


General Admin Duties/Academic Management

60 hrs basic award (pro-rata for part-time staff) To be allocated to ALL staff for general administrative duties during the course of their work. This award should be allocated pro-rata for part-time staff

Subject Co-ordinators/Module Co-ordinators/Module Leader

The allocation for module leadership will vary dependent on the scope and scale dependent upon the cohort size as follows:

• 24 – 36 hours > 150 students • 12 – 25 hrs per module - 50 – 150 students • 6 – 12 hrs per module 1 – 49 students

It is recognised that the nature and scope of subject / module co-ordination will vary from School to School which are reflected in the ranges provided, however the ranges increase with cohort sizes recognising that volume of work will directly affect the workload. The tariff range is an amount per module.

Programme Leader 24 – 240 hours per year dependent upon the scope and scale of the duties. The School is expected to establish norms for the allocation of time for programme leadership to ensure it is consistently applied across the School

It is recognised that the nature and scope of the programme leader responsibilities will vary from School to School and in some cases may vary within the School. The scope and scale of the activities may vary upon a range of factors such as:

• the number of programmes managed • the complexity of the programme, including cross teaching and the number of

modules contained within the programme • the number of students enrolled across the programme(s) • the experience and expertise of the member of staff

Taking into consideration these and any other relevant factors individual schools should determine the scope and scale of the duties to determine the appropriate allocation of hours within the range. It is also recognised that some staff as well as undertaking duties concerned with being a programme leader may undertake additional, substantive and specific activities that attract an additional allocation of time within the tariff structure. It is expected that where this is the case staff will be given an allocation under each of the activities they have responsibility for. A separate additional allocation exists for specific academic quality related work, for example when the programme is due for PAR or external review. For example, a staff member who is a programme leader and also undertakes specific academic quality related work will attract


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an allocation within the 24 – 240 hrs for programme leadership, plus and allocation of 12 – 96 hrs for their academic quality related work. However when considering the scope and scale of each of the activities for the purposes of determining the appropriate allocation within the tariff ranges, care should be taken that duties are not double counted i.e. if a staff member attracts an allocation for academic quality related work these duties should not be taken into consideration again when considering the scope and scale of the programme leader responsibilities. It is expected that at the bottom of the tariff range this would represent a very small programme with limited responsibilities and that the majority of programmes leader responsibilities will attract an allocation higher within the range.

Administrative Duties Associated with Acting as a Personal Tutor

An allocation for additional duties related to personal tutoring such as writing references

An allocation for duties that may reasonably be expected to arise from acting as a personal tutor, this should not exceed more than 1 hour per student.

Administrative Duties Related to Link Tutoring, Subject Tutor or Placement Tutor

Link Tutor, Subject Tutor, Placement Tutor: 6 – 48 hours per year dependent upon the scale and nature of the role.

This allocation recognises where there are specific substantive additional responsibilities and duties involved in acting in the role of Link, Placement or Subject Tutor within the School, for example the management and organisation of placements. NOTE:

• Scheduled contact time spent delivering the curriculum in these roles should be included under Formal Scheduled Teaching Duties and should not be included under this heading.

• Ad hoc duties related to acting as a Personal Tutor and the duties associated with being a Senior Tutor are dealt with separately

The nature of these duties will vary between roles and across Schools dependent upon the numbers of students involved, the complexity and scale of any necessary external liaison


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Other Specific Educational Related Leadership Duties

Senior Tutor: 24 – 72 hours per year dependent upon the scope and extent of the duties Student Engagement Champion: 12 – 96 hours per year dependent upon the scope and extent of the duties ProP Co-ordinator: 12 – 60 hours per year dependent upon the scope and extent of the duties Digital Lead: 12 – 96 hours per year dependent upon the scope and extent of the duties Other educational leadership duties such as, PGCE mentor, PASS Co-ordinator, Getting Started Co-ordinator 10 – 60 hours per year dependent upon the nature, scope and extent of the duties

The scale and scope of these duties will depend upon individual schools arrangements, the size and complexity of the School, as well as how well embedded the roles are within the area and any planned developments.

Other Specific Research Related Leadership Duties

School Director of Research: 90 – 160 hours per year dependent upon the scope and extent of the duties Unit of Assessment Co-ordinator: 12 – 120 hours per year dependent upon the scope and extent of the duties Impact Champion: 24 – 120 hours per year dependent upon the scope and extent of the duties PGR Lead 24 – 120 hours per year dependent upon the scope and extent of the duties

The scale and scope of these duties will depend upon individual schools arrangements, the size and complexity of the School, and may vary from year to year dependent upon REF cycle and research agenda.


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School Leadership and Management Duties

Head of School 600 – 1400 hours per year dependent upon the size and complexity of the School and extent of the duties undertaken Deputy Head of School 400 – 600 hours per year dependent upon the size and complexity of the School and extent of the duties undertaken

The hours allocated will vary dependent upon factors such as the size and complexity of the School but may also vary dependent upon other management support structures within the school and the extent of the duties undertaken.

Trade Union/Employee Representative

As agreed with the University Facilities time and time off for Trade Union reps is determined with the University from time to time as part of the facilities agreement.

Committee Work, in Relation to the School, College or University

Committee Rep: 15 hours per year for each committee duty Committee Chair: 30 hours per year for each committee chair duty

This allocation is intended for staff who undertake work as a Committee Rep or Chair and is not intended for ad-hoc attendance at meetings and committees. Committee work has been provided an indicative allocation and is not provided in a range. This is to ensure consistent treatment of staff across the University. However Heads of School may exercise discretion to provide a larger allocation where the workload related to a specific committee far exceeds the indicative allocation.


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Other School/College/University Responsibilities Including, Liaison, Equality and Diversity, Health and Safety, Admissions and Timetabling

Academic quality related duties, including validation and similar duties: 12 – 96 hrs per year dependent upon the scope and extent of duties Admissions related duties: 12 – 96 hrs per year dependent upon the scope and extent of duties Timetabling related duties: 12 – 96 hrs per year dependent upon the scope and extent of duties Equality Charter Mark / Athena Swan Champion: 12 – 96 hours per year dependent upon the scope and extent of duties Significant and substantive external activities, such as learned society work 12 – 96 hours per year dependent upon the scope and extent of the duties Substantive Liaison related duties, including Schools and Colleges Liaison: 12 – 96 hrs per year dependent upon the scope and extent of duties Miscellaneous / Other substantive duties within the School, for example Year Tutor, management of field trips or other extra curricular activities, to be defined by individual Schools along with relevant allocations.

These tariff ranges recognise a wide range of duties that may be carried out within the School. These duties may be on-going work or relate to project or one-off pieces of work such as large scale revalidation exercises. Academic quality related duties, may include exercises such as when a programme is due for PAR or external review. In recognising that these activities generate additional workload this may be allocated in addition to existing allocations for duties such as Programme Leadership. Individual Schools should consider the substantive duties undertaken within their School and establish a set of norms for allocating hours for these duties within the tariff ranges provided. These ranges, along with miscellaneous category provide a level of flexibility for individual schools to recognise within their workload determination process those duties that are significant and substantive for their area, however it is expected that this should be balanced against ensuring that the model is applied equitably within each School. These allocations may be provided pro-rata where staff are part-time and /or responsibilities are shared.

Probationary Staff Allowance

Consideration should be given to providing an additional allocation to newly appointed staff in their probationary period, up to a maximum of 74 hrs per year.

Heads of School will determine allocation of time for newly appointed staff which may vary dependent upon individual circumstances and needs. In considering the needs of newly appointed staff, Heads of School may also consider it appropriate to allocate a reduced workload and /or provide allocations at the top end of the tariff ranges to recognise where staff may be unfamiliar with University processes and/or curriculum.


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Scholarly Activity and Personal Development


General Allocation for Scholarly Activity

222 hrs (pro-rata for part-time staff) Calculated based on 6 weeks at 37 hrs per week.

This allowance should be provided to ALL staff, including staff working under Teaching & Research and Teaching, Scholarship and Professional Practice profiles. This allocation should be pro-rata for part-time staff. Minimum levels of research, scholarship and professional practice work are expected to be accommodated within the basic 222 hrs allocation for SRA, such as minimum levels of personal and continuous development, small scholarship projects, minimum research outputs, smaller KTP or consultancy work, developing and maintaining links with business and employers.

Studying for a Formal HE Teaching Qualification or Working Toward HEA Recognition

PGCE Study: 100 hours per year (pro-rata for part of year) – at the Head of School discretion an award of up to a maximum of an additional 100 hours against personal development may be allocated where the staff member cannot reasonably be expected to accommodate the individual study element of the PGCE within their standard allocation for scholarly activity (222 hours) as other significant scholarly activities have been agreed for the year. Teaching Recognition D1,D2 & D3 Significantly less than for PGCE study for these routes Allocation will be dependent upon the requirements of the route of study / accreditation.

The allocation will depend upon the route being taken to gain either an HE teaching qualification or recognition. Studying for a PCGE has a significant element of contact time of 88 hours per full year, plus additional teaching observations, which total 100 hours per full year. In addition to contact time for PGCE study there is also an element of study, which is a scholarly activity and will normally be accommodated within the 222 hours R&S allocation. However, if other significant planned research and /or scholarly work have been agreed against the 222 hours, at the Head of Schools discretion, an additional allowance of up to 100 hours may be allocated against personal development in recognition of the study element of PGCE. It is expected that hours for working toward a HEA recognition may be provided on a sliding scale for working towards a D1, D2 and D3. Allocation to be provided for a maximum of:

• 2 years for studying for a PGCE • 1 year for working toward an HEA recognition


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Studying for a PhD To be agreed with the Head of School as part a research and personal development plan.

Time allocated for PhD study may depend upon a number of factors including the study route being taken, expected time to completion and the varying demands of the particular discipline. In determining a reasonable allocation it is also relevant to consider that some study may be accommodated within the 222 hours R&S allocation, or otherwise granted under an additional research allowance however this will depend upon other significant planned activities agreed against the 222 hours.

Other Agreed Personal Development

To be agreed with Head of School as part of an activity plan and documented.

Significant and agreed personal development activities may be recognised with an appropriate workload allocation, giving consideration for the work requirements and other activities committed to in.


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Additionally Internally and Externally Funded Research (R) and Professional Practice (PP)


Research (R) Undertaking internally and externally funded research

An additional Research allowance may be agreed with the Head of School in addition to the RSA 222 hrs allocation. Schools are expected to operate within a process for recording and agreeing time allocations linked to research outputs, agreed by the Head of School.

Where additional allowances provided for Research and Enterprise these should be clearly linked to outputs agreed as part of a Research / Activity Plan. It is expected that Schools will have an established process for developing research plans, normally agreed with Heads of School and in line with University policy. Such agreed outputs may include: Peer reviewed research outputs Income generation activities such as the preparation and submission of grant funding or consultancy bids Development of significant CPD / CE programmes Delivery of or significant contribution to substantial KTP’s Impact related activities such as patents, commercialisation, intellectual property Preparation of conference / working papers, book chapters Managing research groups and research projects It is expected that all staff who are allocated additional time for research will have completed a research plan. This Academic Workload Model is not prescriptive regarding allocations of hours for research and enterprise work however Schools should give consideration to how allocations will be provided to staff against agreed activities and outputs and Schools are recommended to work within their Colleges to develop common principles for allocating hours against research.

Professional Practice (PP) Income Generation and other commercial/business related activities

An additional professional practice allowance may be agreed with the Head of School in addition to the RSA 222 hrs allocation. Schools are expected to operate within a process for recording and agreeing time allocations linked to outputs, agreed by the Head of School.


ACADEMIC WORKLOADING MODEL 2020-21

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