An analytics-based integrated decision tool for evaluating faculty workloads

Steven F. Siconolfi

International Journal of Management and Decision Making, 2025, vol. 24, issue 5, 452-468

Abstract: This paper examines the integration of traditional teaching course loads (three courses in the fall plus three courses in the spring or four courses in the fall plus four courses in the spring) expressed as direct teaching hours, with percent effort distribution (teaching, scholarship, and service). Sixteen analyses showed 70% teaching, 20% scholarship, and 10% service with a 3 + 3 teaching load yielded a 40-hour academic workweek, 90% teaching, 0% scholarship, and 10% service with a 4 + 4 teaching load yielded a 41-hour academic workweek. Adding administrative load as a percent, not equal to a course release, produced a six-day academic workweek. The addition of experiential learning only provided a marginal increase in workload. We recommend tenure track faculty teach and produce adequate scholarship and service with a 3 + 3 teaching load, and non-tenure track faculty teach and produce adequate service with a 4 + 4 teaching load. Departments should consider adjusting promotion and tenure guidelines to reflect the amount of available time.

Keywords: workloads; teaching load; percent effort; academic workweek. (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=148353 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ids:ijmdma:v:24:y:2025:i:5:p:452-468

Access Statistics for this article

More articles in International Journal of Management and Decision Making from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().