Hovenga E J S, Bricknell L
School of Information Systems, Faculty of Business and Informatics, Central Queensland University, Rockhampton, Qld 4702, Australia.
Methods Inf Med. 2006;45(3):288-93.
A primary objective of this study was to identify a valid method for academic workload allocation. This required the identification of significant variables that may be used to indicate and measure academic workload. A supporting objective was to illustrate how the adoption of a flexible learning mode and supporting technologies across one university with multiple campuses and an international student cohort has impacted upon academic roles and teaching delivery methods.
An extensive literature review focusing primarily on the teaching aspects of academic roles was undertaken. These roles were defined as teaching, including curriculum development, undertaking research, provide professional and community services and undertake some administrative work. This review was followed by the documentation of a case study.
Significant changes to the roles and responsibilities of academics working in higher education are now discernable. The adoption of Web-based applications and other communication technologies have made it possible to not only extend traditional distance education offerings but also to teach large multicultural classes across multiple campuses simultaneously. This in turn necessitates a review of teaching strategies and of organization-wide student and staff support infrastructures to ensure that the teaching quality is maintained or improved whilst meeting individual student learning needs.
Changes to academics' roles are occurring due to the globalisation of higher education as well as the adoption of new educational delivery methods and the use of new technologies. The resulting complexity of academic workload measurement and the need to equitably allocate this workload to individual academics has become more challenging than ever. More traditional universities can learn from such experiences to better prepare for these inevitable changes.
本研究的主要目标是确定一种有效的学术工作量分配方法。这需要识别可用于指示和衡量学术工作量的重要变量。一个辅助目标是说明在一所拥有多个校区和国际学生群体的大学中采用灵活学习模式和支持技术如何影响学术角色和教学交付方法。
进行了一项广泛的文献综述，主要关注学术角色的教学方面。这些角色被定义为教学，包括课程开发、开展研究、提供专业和社区服务以及承担一些行政工作。在此综述之后记录了一个案例研究。
现在可以看出高等教育中学术人员的角色和职责发生了重大变化。基于网络的应用程序和其他通信技术的采用不仅使扩展传统远程教育课程成为可能，而且还能同时在多个校区教授大型多元文化班级。这反过来又需要对教学策略以及全组织范围内的学生和员工支持基础设施进行审查，以确保在满足个别学生学习需求的同时保持或提高教学质量。
由于高等教育的全球化以及新的教育交付方法的采用和新技术的使用，学术人员的角色正在发生变化。由此产生的学术工作量测量复杂性以及将此工作量公平分配给个别学术人员的需求比以往任何时候都更具挑战性。更多传统大学可以从这些经验中学习，以便更好地为这些不可避免的变化做好准备。
