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A new faculty teaching workload model showed inconsistencies in implementation, with tenure-track faculty receiving higher loads. Faculty desire input into scheduling for equitable workload distribution.

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Area of Science:

  • Nursing Education
  • Higher Education Administration

Background:

  • Equitable faculty workload models are a persistent challenge in academia.
  • This study assessed a new faculty teaching workload model one year post-implementation.

Purpose of the Study:

  • To evaluate the effectiveness and faculty satisfaction with a newly implemented teaching workload model.
  • To identify discrepancies between the intended and actual application of the workload model.

Main Methods:

  • Secondary analysis of faculty assignment spreadsheets.
  • Online surveys administered to full-time nursing faculty and college of nursing administrators.
  • Financial analysis to assess workload impact.

Main Results:

  • Faculty teaching loads did not align with the established workload model.
  • Tenure-track faculty were assigned workloads exceeding the model's parameters.
  • Faculty expressed a strong preference for involvement in schedule creation.
  • Both faculty and administrators recognized the model's strengths and areas for improvement.

Conclusions:

  • Achieving equitable faculty assignments presents significant complexity.
  • Mutual understanding between administrators and faculty regarding workload calculation is crucial.
  • Dedicated time for service and scholarship, aligned with faculty rank, must be protected.