WHO ARE FALMOUTH ? ART, MEDIA, DESIGN & PERFORMANCE SPECIALIST RAPID GROWTH OVER LAST 10 YEARS
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Transcript of 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
• RAPID IMPLEMENTATION PROGRAMME
• MODULAR COURSE FRAMEWORK ESTABLISHED
• PLANNED SIGNIFICANT INTEGRATED SYSTEMS SOLUTIONS INCLUDING
WAM LINKED TO TIMETABLING
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
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
PRINCIPAL WORKLOAD ACTIVITIES TO BE RECOGNISED
• CONTACT TEACHING, PREPARATION, MARKING & ASSESSMENT
• RESEARCH – INTERNALLY & EXTERNALLY FUNDED, ADMIN & MANAGEMENT
• SCHOLARSHIP
• ACADEMIC MANAGEMENT AND ADMINISTRATION
• STAFF MANAGEMENT
• GENERAL ACADEMIC DUTIES
HOW HAS IT SINCE BEEN DEVELOPED?
• SOME LOCAL FLEXIBILITY IN IMPLEMENTATION
• CONNECTING TEACHING WITH TIMETABLING UNWORKABLE - NOW
DISENTANGLED
• ROLE ALLOWANCES NOW MANAGEMENT ALLOWANCES
WHERE IS FALMOUTH NOW?
• COMMITTED TO 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
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’?