All things being equal: observing Australian individual academic workloads

Dobele, Angela R.; Rundle‐Thiele, Sharyn; Kopanidis, Foula; Steel, Marion

doi:10.1080/13600801003743323

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…According to t-testing there were no significant differences between workloads for males and females on four of the five workload measures when a comparison was made across all academic levels. This supports (Dobele et al, 2010) who found equality in workloads in two regional Australian universities and Probert (2005) who also found equity in workloads. Together, these findings diverge from older studies where gender workload inequity was characteristic of universities with females underrepresented in senior academic positions (Barbezat, 1992;Cole & Cole, 1973).…”

Section: Discussionsupporting

confidence: 82%

“…Sources include academic and university web pages, subject/course outlines, faculty enrolment records and faculty research office records. While previous research has considered Australia's Group of Eight Universities (see http://www.go8.edu.au/) (e.g., Asmar, 1999;Probert, 2005;White, 2004) or smaller, regional-based universities (Dobele et al, 2010) little research has considered the observed workloads of mid-tier Australian universities. This research selected two mid-tier universities, both based in capital cities, in two different states of Australia.…”

Section: Methodsmentioning

confidence: 98%

“…Similar to the approach of (Dobele, Rundle-Thiele, Kopanidis, & Steel, 2010), this research employed a case study method to observe academic workloads on key observable variables. The case study method was deemed appropriate for the research question because it describes the context of events (Yin, 2003) and is grounded in the social setting being studied (Jennings, 2001).…”

Section: Methodsmentioning

confidence: 99%

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The cracked glass ceiling: equal work but unequal status

Dobele¹,

Rundle‐Thiele²,

Kopanidis³

2014

Higher Education Research & Development

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The achievement of gender equity in universities continues to warrant attention. Globally, universities have much work ahead of them if they are to redress the gender imbalance in senior positions and remuneration rates. To examine this issue, multiple sources of evidence were used to observe teaching and research workload of academic staff employed at mid-tier business faculties from two urban Australian universities which had more women employed in junior academic ranks. This article argues that although gender equity, in terms of workload, has improved, inequality, in terms of pay and status, still exists. Specifically, while workload differences between genders were largely not evident, fewer women were employed in senior ranks. These results suggest, despite policy reforms, that inequity continues to be a problem in the Australian higher education sector with implications for the recognition (and addressing) of inequity in the global higher education industry. In summary, higher education institutions, senior policy-makers and managers must be cognizant of balancing teaching workloads with opportunities and support systems for research-related activities and directing human resource efforts and promotion opportunities.

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Section: Discussionsupporting

confidence: 82%

Section: Methodsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

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The cracked glass ceiling: equal work but unequal status

Dobele¹,

Rundle‐Thiele²,

Kopanidis³

2014

Higher Education Research & Development

Self Cite

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“…In Australia, a typical academic workload is defined as 40% research, 40% teaching and 20% service to the university and profession (Dobele et al, 2010). This is often colloquially known as the 40/40/20 rule.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

How do we value academic time?

Schier¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.

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Conclusion and Suggestion

Chen

2018

Springer Theses

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All things being equal: observing Australian individual academic workloads

Cited by 8 publications

References 16 publications

The cracked glass ceiling: equal work but unequal status

The cracked glass ceiling: equal work but unequal status

How do we value academic time?

Conclusion and Suggestion

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