scholarly journals An investigation into administrative workload and support for academic staff at the Durban University of Technology

2016 ◽  
Author(s):  
◽  
Bongani Penuel Qwabe
Keyword(s):  
Work Experience ◽  
Research Output ◽  
Academic Staff ◽  
Community Outreach ◽  
Structured Interviews ◽  
Considerable Uncertainty ◽  
University Of Technology ◽  
Depth Analysis ◽  
Academic Workload ◽  
The University

A number of studies have been conducted in relation to academic workload in higher education and many have noted a marked increase in workload over recent decades. However, fewer have specifically investigated the increase in the administrative component of an academic’s workload, and none have focussed on the current support given to academics by their secretaries in the context of a South African University of Technology. All academics require sufficient time to perform their teaching, research and community outreach duties satisfactorily, while Universities of Technology make additional demands on their academic staff in relation to such aspects as Work Integrated Learning, maintaining contacts with industry and new research requirements. The literature indicates that many feel that they are unable to cope or to cope adequately and that universities often do not understand the burden of the different tasks/activities they perform. The purpose of this case study was therefore to investigate the administrative workload experienced, and the support given, to academics at the Durban University of Technology. It specifically investigates whether the institution of a workload model for the university as a whole would be supported, and would be effective, in addressing equity and transparency issues in academic workload and thus in improving academic retention and research output for the university as a whole. This study used a mixed method approach involving three questionnaires administered to academics, their secretaries, and to senior management. In addition, semi-structured interviews were conducted with some senior academic staff. The results of the research indicate that the great majority of academic staff members experience a heavy administrative workload and that many believe they are doing more than they expected at the time of their appointment. While the secretaries were better informed as to the nature and extent of the administrative duties expected of them, many also felt that they are doing more than they expected and both groups indicated strongly that there is a lack of transparency and equity between different workloads performed by different individuals. Over ninety percent of both academic and secretarial staff believed that a workload model would assist in ensuring a fairer balance in the work performed, but significant individual comments indicated the difficulties and drawbacks which should also be taken into account and the consequent need for flexibility and ongoing consultation with staff, before the imposition of such a model. The results also revealed that there was considerable uncertainty amongst respondents as to the current existence of a workload model. It was, however, established that the university is planning to implement a workload model across all six faculties and that a member of the academic staff, Mr Greg Parrott, has been tasked to develop the relevant software. He is in the process of collecting the information needed. Contact was made with Mr Parrott and information exchanged with him. It is hoped that the data gathered in this study will serve to support this initiative. Following an in-depth analysis of the results, this study recommends wide consultation over the implementation of the model and the employment of a pilot phase to iron out any problems. Flexibility within the model and ongoing consultation are also recommended. The study further recommends that academic departments should consider making greater use of WIL students from the discipline of Office Management who, as part of their work experience, can work closely with secretaries in departments which require additional secretarial assistance. Additional part-time assistance, possibly from retired academics, for specifically academic administrative duties might also be considered.

scholarly journals Extracurricular Partnerships as a Tool for Enhancing Graduate Employability

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
David I Lewis
Keyword(s):  
Public Engagement ◽  
Work Experience ◽  
Academic Staff ◽  
The Public ◽  
Graduate Employability ◽  
Key Skills ◽  
Global Demand ◽  
The World ◽  
The Right ◽  
The University

The world of work is changing rapidly, with an increasing global demand for employees with higher-level skills. Employees need to have the right attitudes and aptitudes for work, possess work-relevant skills, and have relevant experience. Whilst universities are embedding employability into their curricula, partnerships outside of the taught curriculum provide additional, largely untapped, opportunities for students to develop these key skills and gain valuable work experience. Two extracurricular partnership opportunities were created for Bioscience undergraduates at the University of Leeds, UK: an educational research internships scheme, where students work in partnership with fellow students and academic staff on on-going educational projects, and Pop-Up Science, a unique, student-led public engagement volunteer scheme. Both schemes generate substantial benefits for all. They enhance student’s skills and employability, facilitate and enhance staff-student education practices and research, and engage the public with research in the Biosciences. Collectively, they demonstrate the extraordinary value and benefits accrued from developing extracurricular partnerships between students, staff, and the community.

scholarly journals Academic Staff Perception of the Extent of Politicizing Administration of Universities: Implications for National Development

2020 ◽  
Vol 11 (4) ◽  
pp. 38
Author(s):  
Aniefiok Oswald Edet ◽  
Michael Ekpenyong Asuquo ◽  
James Ekpenyong Okon
Keyword(s):  
Due Process ◽  
Academic Staff ◽  
National Development ◽  
Cross River ◽  
Cross River State ◽  
Staff Perception ◽  
Staff Members ◽  
University Of Technology ◽  
Research Questions ◽  
The University

The aim of this study was to examine academic staff perception of the extent of politicizing administration of universities: Implications for National Development. The study adopted survey research design. The study was guided by two research questions and two research hypotheses. The population of the study was made up of all academic staff in the University of Calabar and Cross River University of Technology, all in Cross River State, Nigeria. Out of the sample size of 430 academic staff used for the study, 250 were males while 180 were females. The instrument for data collection was entitled: “Academic Staff Perception of the Extent of Politicizing Administration of Universities Questionnaire (ASPEPAUQ).” Data collected were analyzed using mean and standard deviation for the research questions. While independent t-test was used to test the two hypotheses formulated for the study. From the result of the study, academic staff members were positive in their perception of the extent of politicizing administration of universities. Male and female academic staff did not differ significantly in their rating of the extent of politicizing administration of universities. It was also found that provision of adequate funds, provision of adequate facilities, proper management of available resources, discouragement of ethnicity and improvement in staff physical/social environment were rated as the vital roles of universities administrators in the administration of universities for national development. It was concluded that due process in practice should be maintained and improved upon by the respective universities administrators to ensure equity and for national development to abound.

Roma Social Inclusion through Higher Education Policies in Romania

2015 ◽  
pp. 213-231
Author(s):  
Delia Bîrle ◽  
Daniela Crişan ◽  
Elena Bonchiş ◽  
Laura Bochiş ◽  
Carmen Popa
Keyword(s):  
Social Inclusion ◽  
Academic Staff ◽  
Good Practice ◽  
Educational Policies ◽  
Academic Learning ◽  
Education Policies ◽  
Higher Education Policies ◽  
Depth Analysis ◽  
The University ◽  
Intellectual Elites

The chapter explores whether the educational policies introduced by the Romanian Government during the last twenty years are examples of good practice for other European countries facing the issue of Roma integration. The authors raise the question of whether the voices of Roma intellectual élites, who represent the “products” of those educational policies, are strong enough to drive the Roma minority towards common and sustained efforts for their social integration. What are the cross products of these educational policies? Additionally, they consider the case of Roma students within the University of Oradea in Romania and examine their attitudes towards academic learning, motivational factors, academic self-efficacy, faced difficulties, and potential ways to achieve higher rates of student retention. For a more in-depth analysis of the role and impact of those policies and the possible challenges/difficulties encountered, the authors interviewed several decision makers, such as academic staff, NGO representatives, and current/former Roma students. The chapter concludes with suggested solutions for detected difficulties.

Enhancing Commercialization Level of Academic Research Outputs in Research University

2015 ◽  
Vol 74 (4) ◽  
Author(s):  
Tayebeh Khademi ◽  
Kamariah Ismail ◽  
Chew Tin Lee ◽  
Arezou Shafaghat
Keyword(s):  
Technology Transfer ◽  
Research University ◽  
Research Output ◽  
Academic Research ◽  
Critical Factor ◽  
Technology Transfer Office ◽  
Structured Interviews ◽  
Study Approach ◽  
The University

The aim of this study was to improve the commercialization level in Universiti Teknologi Malaysia (UTM). For achieving this goal various factors and issues were examined to identify how they affect the procedure of university commercialization. These factors include the role of technology transfer office /center, availability of finance, availability of potential licensee and entrepreneurial orientation (EO) among the university researchers. Among these four factors, this study focused more on EO among academic researchers and its effect on the commercialization rate. This study was based on a qualitative research method and was designed to use a case study approach. For investigating the factors and issues in this study, a total of ten face-to-face interviews were conducted. The respondents were chosen from inventors, researchers, academic entrepreneurs, and Technology Transfer Office staff in UTM. The researcher utilized the content-analysis approach to analyze the data obtained from the semi-structured interviews of the respondents. The results indicated that EO among the university researchers, the role of technology transfer office /center, the availability of potential licensee and availability of finance were significant to the research output commercialization at university. Overall, the most critical factor was availability of finance.

scholarly journals The marketisation of the English higher education sector and its impact on academic staff and the nature of their work

2018 ◽  
Vol 26 (1) ◽  
pp. 129-152 ◽  
Author(s):  
Andrea Mary Taberner
Keyword(s):  
Employee Engagement ◽  
Academic Staff ◽  
Good Practice ◽  
Plate Glass ◽  
Structured Interviews ◽  
Content Type ◽  
Work Intensification ◽  
Mixed Approach ◽  
The University ◽  
The Impact

Purpose The purpose of this study is to investigate whether the impact of the marketisation of the English HE sector on academic staff and the nature of their professional work is felt to the same degree in different English universities. The study was conducted between November 2015 and April 2017. Design/methodology/approach Using the interpretivist paradigm, a qualitative, inductive approach is adopted. In total, 12 semi-structured interviews of 60-90 min each were conducted with academics of six English university types (ancient, old and new civics, plate-glass, technological and post-1992). Participants who were identified by non-probability sampling included professors, principal, senior and lecturers and associate lecturers. Findings Six key themes emerged regarding the impact on academic staff and their work: efficiency and quantity over effectiveness; autocratic, managerialist ideology over academic democracy and debate; instrumentalism over intellectualism; de-professionalisation and fragmentation of the academy; increased incidence of performativity, bullying and workplace aggression; and work intensification. The ancient university is least impacted by marketisation in terms of academic staff and the nature of their work. Next are the old and new civic universities, followed by technological, plate-glass universities. The most impact is felt by academics (and the nature of their work) in the post-1992 universities. Research limitations/implications There is a relatively small number of interviews in this study; therefore, it is difficult to categorically correlate an academic biography with their opinion in the context of their university type. More male than female participants were interviewed. International staff were not interviewed, and this could bring a varying perspective to the narrative found in this study. A mixed approach in further research would aid this objective. Some of the questioning in the pilot study was not as focused as any further primary research would have to be. Originality/value A further area of study, which could have practical implications, add originality and value would be to investigate how good practice in “employee engagement” in the university context might pave the way forward. This has the potential to benefit academic staff directly and the institution, a win–win solution for all stakeholders.

scholarly journals Theory to practice: Canalside Studio, a case study

2014 ◽  
Vol 4 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Ruth Taylor ◽  
Damian De Luca
Keyword(s):  
Undergraduate Students ◽  
Computer Games ◽  
Work Experience ◽  
Academic Staff ◽  
Practical Experience ◽  
Small Computer ◽  
Content Type ◽  
The Individual ◽  
The University

Purpose – The purpose of this study is to look at the experiences of university academic staff setting up a small computer games studio to provide work placement opportunities for undergraduate students and the supporting role of industry. Design/methodology/approach – The case study uses sense making to explore the boundaries between “simulated” and “real” work in an educational setting. Findings – For students and teachers to work together in a commercial setting, relationships have to be reconstructed. Teaching focusses on developing the individual and personal attainment, the work environment prioritises the team so that organisational and business needs are met. Differences in culture and working practices between industry and academia and the organisational constraints of a university, present challenges for academic staff engaged in enterprise. Research limitations/implications – The authors recognise the limitations of a single institution case study and intend further investigation into factors around employability, enterprise education and the availability of work experience for students studying in the creative technologies including experiences in other institutions. Practical implications – Practical experience and business knowledge gained through the studio development process by the student and staff, has informed the curriculum through the introduction of team-working modules. The studio provides a unique interface between the university and games industry partners. Originality/value – The study shows the value of a university-based games studio in providing work experience for students and enhancing employability and provides insights into university/industry partnering.

scholarly journals An Analysis Of The Proposed Performance Based Pay System For Academic Staff At The University Of Technology, Jamaica

2004 ◽  
Vol 1 (8) ◽  
Author(s):  
Horace A. Williams ◽  
Robert C. Preziosi
Keyword(s):  
Performance Appraisal ◽  
Academic Staff ◽  
The United States ◽  
Appraisal System ◽  
Annual Increment ◽  
University Of Technology ◽  
Pay System ◽  
Performance Based Pay ◽  
The University ◽  
A Performance

This paper discusses the implications for the use of performance based pay practices for academics at the University of Technology, Jamaica. Some universities systems which have attempted performance based pay for academics in the United States. Systems in Canada and United Kingdom were also reviewed.    The findings are that the Academic Staff at the University of Technology, Jamaica are inclined to retain the current annual increment payments, union negotiated increases together with implementation of a Performance Based Pay System. This should be based on a properly structured Performance Appraisal System and the establishment of clearly defined objectives. The paper concludes that the future practices will necessitate retaining the increments supported by the Jamaican Ministry of Finance and the implementation of a bonus system structured on the premise of a performance based pay system supported from surplus funds derived from donations, investments funds and endowments to the University.

scholarly journals Special International Experiential Report: A Fulbright case study

2020 ◽  
pp. 135-141
Author(s):  
SHANE DESSELLE ◽  
KRESHNIK HOTI
Keyword(s):  
Workforce Development ◽  
Academic Staff ◽  
The United States ◽  
Pharmacy Education ◽  
University Administrators ◽  
Structured Interviews ◽  
Middle Income ◽  
Social Exchanges ◽  
Assessment Centre ◽  
The University

Objectives: This paper sets out to describe the experiences of a pharmacy faculty member leveraging the United States (U.S.) Fulbright Specialist (FS) programme as one mechanism to build global alliances in pharmacy workforce development;. It also describe the findings of the Fulbright visit in creating an Assessment Centre for a faculty group at a university of a middle-income country. Methods: The University of Pristina in Kosovo tendered a successful application for the visit of a pharmacy education scholar in assessment with the FS programme. The FS and host endeavoured an engaging process with various university administrators and academic staff using semi-structured interviews, presentations, and informal discussions during academic and social exchanges. Results: The FS produced a 27-page report on recommendations to develop an Assessment Centre that also outlined steps needed to scale the centre up to the University level and replicate it in other faculties, all keeping in mind entrustable activities of assessment and desired global outcomes for workforce development. The FS and host engaged in additional, unplanned activities including a possible pipeline for Ph.D..students from Kosovo to the U.S., a formal exchange with another U.S. institution, and continued collaboration on various scholarly endeavours. Conclusions: Pharmacy educators must continue identifying opportunities for global collaboration that seeks to promote workforce development and assessment for readiness to practice. The Fulbright Program is one mechanism that fosters collaboration, along with culturally stimulating and mutually beneficial intellectual exchange.

scholarly journals Exploring students' experience and perceptions of the Somatology extended curriculum programme at the Durban University of Technology

2021 ◽  
Author(s):  
Mokgadi Ursula Makgobole ◽  
Stanley Chibuzor Onwubu
Keyword(s):  
Academic Success ◽  
Social Integration ◽  
Computer Literacy ◽  
Extended Period ◽  
Structured Interviews ◽  
Attrition Rates ◽  
University Of Technology ◽  
Academic Workload ◽  
South African Higher Education ◽  
Work Done

The South African Higher Education (HE) sector has faced scrutiny in recent years because of its low participation and high attrition rates. In an attempt to address this, institutions have introduced additional programmes such as Extended Curriculum Programmes (ECPs). In this study, we followed an interpretive research paradigm to explore students' experiences and perceptions of the somatology ECP at the Durban University of Technology DUT). Semi-structured interviews were conducted with 15 individual students out of the 69 graduates of the somatology ECP. The participants believe that social integration and reduced academic workload over an extended period contributed to their academic performance. The participants felt that support subjects such as writing skills and computer literacy and the work done by staff and mentors of the ECP facilitated their academic success. The findings from the study suggest that the somatology ECP was successful, too, in the social integration of students while preparing them for success.

scholarly journals Gender Inequality In Academia: Evidences From Nigeria

2011 ◽  
Vol 4 (9) ◽  
pp. 1 ◽  
Author(s):  
Christiana O. Ogbogu
Keyword(s):  
Gender Inequality ◽  
Research Output ◽  
Academic Staff ◽  
Academic Development ◽  
Primary Data ◽  
Southwestern Nigeria ◽  
Family Responsibilities ◽  
Secondary Sources ◽  
Recruitment And Selection ◽  
The University

Universities and other institutions of higher education in Nigeria see themselves as liberal and open-minded. They support social movements that encourage principles of democracy and social justice, yet their mode of governance is male dominated and patriarchal. This study, therefore, identified the causes of gender inequality in academia and the implications on the academic development of females in the university system. This study was considered necessary because of the observed anomaly in the composition of academic staff in Nigerian universities. Data for the study were obtained from both primary and secondary sources. Primary data were obtained through the in-depth interview of sixty (60) purposively selected male and female academic staff occupying key positions in three (3) Federal universities located in southwestern Nigeria. The study revealed that the recruitment and selection practices in the universities neither stressed male ideology nor discriminated against women; rather merit was the yardstick for acceptance into the profession. It was found that lack of mentoring, poor remuneration, womens lack of interest in academia, family responsibilities, the lengthy period of training, and the ideology that women should have low career aspirations due to traditional roles ascribed to them, accounted for the observed disparity in academia. The implication of this disparity on the academic development of women is the general reduction in their research output and the perpetuation of their low status in academia. The study concluded that appropriate institutional adjustments and affirmation action programmes are necessary to meet womens demands of equality and improve retention.

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