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Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
Poster Category: Research and Education Poster Abstract
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
Benchmark Report on Utilization of Faculty Workload Models in Colleges and Schools of Pharmacy
Lisa Lebovitz
Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
Poster Category: Research and Education Poster Abstract
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
AACP Section: Administrative Services
Objectives: Faculty members are facing competing priorities, unclear expectations, perceived inequity in assignments, and the growing administrative burden that comes with using technology in instruction. Workload must be equitably assigned and valued so that minority and women faculty are not disproportionately impacted. The objective of this study was to characterize and compare institution-specific models for measuring and utilizing faculty workload data.
Methods: The University of Maryland School of Pharmacy sponsored an investigation into peer schools’ development and implementation of faculty workload models. The external group conducting this project selected twenty-eight colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy, such as PharmD class size, research dollars, and U.S. News and World Report pharmacy school rankings. Exploratory emails were sent to college/school leadership, followed by phone interviews. Additional follow-up conversations occurred with a subset of nine institutions.
Results: Several categories are associated with well-developed faculty workload models, including extrinsic and intrinsic motivators, college/school culture and norms, faculty perceptions of equity and trust in leadership, having confidence in the model and a consistent understanding of the data. Typical components of faculty workload models include instructional workload, external funding, clinical requirements, external consulting, non-instructional productivity, citizenship, administration, and other considerations. There is wide variability in how faculty workload models are implemented and applied, even at comparable institutions.
Conclusion: Schools with well-developed faculty workload models are developing equity-minded components of transparency, clarity, credit, norms, context, and accountability in their policies and practices as suggested by the American Council on Education. These evidence-based models could inform an academy-wide effort to improve faculty workload policies.
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