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dc.contributor.authorVardi, Iris
dc.date.accessioned2017-01-30T12:33:16Z
dc.date.available2017-01-30T12:33:16Z
dc.date.created2012-02-28T20:01:09Z
dc.date.issued2009
dc.identifier.citationVardi, Iris. 2009. The impacts of different types of workload allocation models on academic satisfaction and working life. Higher Education. 57 (4): pp. 499-508.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/22731
dc.identifier.doi10.1007/s10734-008-9159-8
dc.description.abstract

Increasing demands on academic work have resulted in many academics working long hours and expressing dissatisfaction with their working life. These concerns have led to a number of faculties and universities adopting workload allocation models to improve satisfaction and better manage workloads. This paper reports on a study which examined the workload models in use across a large Australian university. Analysis revealed that the various models could be categorised into three types. The pros, cons and impacts of these three categories of model were compared from both a management and staff perspective. The study found that while models of all types can lay the foundation for equitable distribution of workload, some categories of model can have unintended consequences with negative effects on the work culture and hence staff satisfaction.

dc.publisherSpringer
dc.subjectAcademic workload
dc.subjectWorkload allocation
dc.subjectWorkload models
dc.titleThe impacts of different types of workload allocation models on academic satisfaction and working life
dc.typeJournal Article
dcterms.source.volume57
dcterms.source.number4
dcterms.source.startPage499
dcterms.source.endPage508
dcterms.source.issn00181560
dcterms.source.titleHigher Education
curtin.departmentCBS - Faculty Office
curtin.accessStatusFulltext not available


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