Academic Workload Principles and Policy

This document applies to all permanent and fixed-term academic staff members employed for more than 0.2 FTE.

To establish a fair, consistent and transparent set of principles to govern the allocation of academic workload consistent with the Academic Staff Collective Agreement and the HR policies of the University, and in alignment with the purpose of the University as described in Taumata Teitei.

This document sets out a common set of principles to be used to manage the workload of academic staff in a way that recognises the professionalism, career aspirations and wellbeing and safety of staff, the need for flexibility in the working environment, student outcomes, and the needs of the University. 

Workload allocations are the responsibility of the academic head. They are discussed, decided upon and recorded with staff on an ongoing basis and as part of the Annual Development and Performance Review (ADPR) process.  As a result, the workload allocations align academic contributions with academic staff career goals or continuation and promotion aspirations, as specified in the Academic Standards.

An appropriate workload balance is to be planned and take into account the needs of the academic unit and University in delivering teaching, research and academic citizenship and service, and the staff member’s employment contract, academic level, expertise and experience.  To give certainty to staff, the plan should be agreed in advance of the start of each academic year.

Note - the academic workload principles and policies do not determine the total workload associated with teaching in an academic unit.  Each discipline must ensure that core teaching can be delivered in alignment with this policy by the number of staff available to teach. 

Academic workload is guided by the following principles:

• Transparent process and outcomes, with workload allocations easily understood and visible to all academic staff within a unit and HR representative.
• Equitable so that all academic staff receive an appropriate and balanced allocation of workload.
• Student-focused to ensure students receive an outstanding learning experience.
• Balanced, with appropriate time for academic staff to undertake teaching, research, and service.
• Flexible, with the needs of staff recognised and accommodated to the extent possible with the needs of the academic unit and University in delivering teaching, research and service.
• Collegial, with staff working together to design and deliver courses, develop skills in different modes of teaching and supervise students.
• Supportive of career development, with consideration of individual needs, expertise and continuity of teaching balanced with opportunities for staff to teach new materials.
• Supportive of staff new to the University, ensuring that they receive opportunities to establish their teaching, research and service profiles.

Note - Nothing in this document shall override the Academic Staff Collective Agreement or any individual employment agreement.
 

1. Overall responsibility for the academic workload principles and policy at the University is held by the Director of Human Resources.

2. Responsibility for relevant areas of activity is allocated as follows:

• Review and approve workload norms in consultation with academic heads and staff, and ensure they are adhered to – deans
• Ensure alignment of this policy and collective and individual contracts, and that links between the academic development and performance review, academic standards and workload model are clear – Director of HR
• Identify the expected teaching workload for the upcoming academic year, taking into account past patterns and any changes made to the curriculum, teaching delivery model or approach to assessment– academic heads and academic staff
• Provide support with academic workload calculators – Head of Financial Planning & Analysis

3. The workload model is based on 52 weeks minus 5 weeks annual leave plus statutory holidays. This is a total of approximately 1800 hours of work per year.

4. For fractional appointments, including part-time and split roles, work hours and workload allocation are pro-rated against the size of the fractional appointment. Similarly, any periods of approved extended leave including long service leave, research and study and parental leave in a given year are pro-rated based on the size of the fractional appointment.

5. For academic staff who are contracted through the University but work for another organisation (e.g. clinical academic staff within FMHS), total hours are pro-rated based on the proportion of time allocated to the University.

6. For lecturers, senior lecturers, associate professors and professors, a typical contribution is 40% of time for teaching, 40% for research, and 20% for academic citizenship and service. This equates to approximately 720 hours per year on teaching, 720 on research, and 360 on academic citizenship and service.

7. For senior tutors and professional teaching fellows, the allocation for teaching is usually 80% with academic citizenship and service at 20%. This equates to approximately 1440 hours per year on teaching, and 360 on academic citizenship and service. This teaching allocation may include teaching, innovation and development, and contributions to the scholarship of teaching and learning.

8. For research fellows, senior research fellows, postdoctoral fellows, and other research-focused roles such as externally funded chairs, the primary focus is on research with the contribution to teaching, student supervision and academic citizenship and service agreed with the academic head. Any additional expectations of academic citizenship and service, and teaching must be agreed upon, derived from the contracts of employment and job descriptions, and accommodated in workload weightings and allocations.

9. By mutual agreement between each academic head and staff member, the balance between the teaching, research and academic citizenship and service components can be adjusted, taking into account the individual’s career position and the overall needs of the academic unit and University. Such agreement is not to be unreasonably withheld by either party.

10. Plans are not commitments. Changes to allocations may be needed during the academic year as situations change.

11. Academic citizenship and service includes staff participation in, and contribution to, the development of disciplinary and transdisciplinary activities and the life and activities of their academic unit, the University, industry, professional, and tertiary-sector organisations, and the broader community including the public sector and iwi.

12. Core service activities, such as attendance at academic unit meetings and planning days, contribution to and attendance at open days and other promotional activities, attendance at graduation and award ceremonies, are expected of all staff and included within the increment allocated to service.

13. Some staff members may contribute service beyond the standard hours. This may be because they undertake formal management or leadership responsibility, or because they regularly contribute additional service in less formal roles including upholding the tikanga of the university in manaakitanga, whanaungatanga and kaitiakitanga.

14. In these cases, the staff member’s teaching or research workload may be reduced in line with the higher service allocation (if agreed by the academic head). Alternatively, where it is agreed between the staff member and academic head that the total workload is extraordinary in nature, a Variable Supplementary Payment (VSP) will be offered.

15. Research is original, independent investigation undertaken to contribute to knowledge and understanding and, in the case of some disciplines, cultural innovation or aesthetic refinement.

16. The expectation is that all academics with a research allocation will be research active and that research performance will be commensurate with level of appointment and research allocation. Where a staff member is engaged in teaching, the academic head will ensure that the staff member has sufficient time available throughout the year to engage in research and scholarship.

17. Any reduction in teaching load as a result of research contracts will be negotiated on a case by case basis in line with the University’s Research and Consulting Incentives Policy, be applied consistently, and be transparent to all staff within an academic unit.

18. Teaching includes the preparation, delivery, assessment, feedback, student consultations, research student supervision, practicum supervision, and academic administration of courses.

19. The need for teaching expertise will be balanced with the need to ensure staff are given opportunities to teach new materials and develop skills in different modes of teaching. Where possible, staff will work in collaborative teaching teams to design and deliver courses, thus ensuring long-term continuity of teaching expertise.

20. Supervision of doctoral and other postgraduate students is a component of teaching.

21. Staff postgraduate supervisory loads should align with the Masters by Research Supervision Guidelines. Any reduction in teaching of core courses as a result of doctoral and other postgraduate supervision should be capped in line with the Masters by Research Supervision Guidelines.

22. In line with the principle of transparency, academic staff must be able to view teaching and academic citizenship and service allocations within their unit.

23. If a staff member is concerned about the allocation of workload by the academic head, the staff member should discuss this with their academic head in the first instance with the objective of ensuring fairness and equity of workload. This discussion may be direct, or through the union or other representative.

24. If the issue is not resolved, the staff member may discuss these concerns with the dean, director or their delegate and, if there is no agreement, follow the disputes procedure described in the collective agreement.

The following definitions apply to this document:

Academic head covers heads of departments, schools and other teaching and research units at Level 3 (and level 4 for FMHS) in the University Organisation Structure.
Academic standards are the criteria against which continuation and promotions are judged for academic staff.
Academic Development and Performance Review (ADPR) is the process by which academic staff members engage with their academic head and agree objectives for the next one to three years so that their career can progress in a manner that meets both their own professional objectives and the strategic objectives of the University.
Staff member refers to individuals employed by the University on a full or part time basis.
University means Waipapa Taumata Rau | University of Auckland and includes all subsidiaries.

Academic Staff Collective Agreement or Individual Employment Agreement as applicable
Academic Standards for Research Fellows, Senior Research Fellows, Lecturers, Senior Lecturers, Associate Professors, Professors, Professional Teaching Fellows and Senior Tutors
Academic Development and Performance Review Policy
Professor, Associate Professor and Professional Teaching Fellow 4 Salary Progression Policy and Procedures
Continuation Policy and Procedures

Owner: Director of Human Resources
Content manager: Associate Director, HR Advisory
Approved by: Vice-Chancellor
Date approved: 12 December 2023
Review date: 12 December 2028