Uniac - July 2022

37 intensive institutions, which have less of a footprint in vocational programmes, the need to demonstrate social responsibility has emerged in the workload model allocation, proving its strategic importance. 2.3 Tariff A national agreement reached in 1990 provided for an agreed contract of employment and national staff handbook text to be in place in each post-92 institution for all full-time and fractional lecturing staff (lecturers, senior lecturers, and principal lecturers). This determined as 1650 the number of hours, per annum, that an academic should work. Of the institutions surveyed, all defined their workload tariff in terms of annualised hours, however, these ranged from 1540 to 1650. For the Russell Group institution employing a tariff of 1650 hours, this is based, not on the post-1992 contract but on Research Council guidance (taking account of employees’ entitlement to annual leave, bank holidays and closure days). Elements that all tariffs have in common is that the hours are “notional” and are only a guide for the purposes of allocation. Employment contracts are not explicitly linked to workload allocations but materialise through the hours applied to each broad activity. There is an expectation that those on Teachingonly contracts (say) have the highest percentage of workload hours attributed to teaching activity and that those on Teaching and Research contracts would expect to have a balanced workload between these two activities. One means of ensuring equity is to ensure that the workload model, when applied, reflects contract expectations. Other tariffs include points, credits, or percentages and these may operate at the academic unit level, with some institutions requiring there still to be a conversion mechanism to hours, where required, for the purposes of cross-institutional comparison. 2.4 Adjustments and Restrictions Once activities and tariffs have been defined, most institutions then calibrate their models on the basis of certain adjustments (based on a set of individual circumstances) or restrictions (based on a general principle). Adjustments include, for example, the need to adjust allocations based on fractional contracts, for probationers and for early career academics. Most adjustments are derived from existing staff policies and procedures, rather than being derived from the model itself or because of local need. General principal restrictions include ones such as timetabling and scheduling sessions, with restrictions placed on the number of teaching sessions that an individual staff member may oversee on any one day. Whilst these key elements are indicators of models used for planning purposes and seek to achieve the principles of transparency, equity, and workload balance, there is a need to optimise workload models, for individual staff and management purposes; and an understandable need for an institution tomake best use of the data captured to inform their strategic imperatives. 3. Creating a Fit for Purpose Model

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