Allocation of Duties Process

This document is an amendment of the allocation of duties process which was employed in 1999-2000. It takes into account the discussion at the Teaching Committee of 23 Feb 2000 and the Planning and Resources Committee of 1 Mar 2000 by adding the supervision of research grants as a load to be considered when allocating duties. It also takes incorporates the decisions of the Policy Committee of 15 Mar 2000 by adding the role of the PRC in determining duties to be allocated and intake targets and approving the allocation.

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1. Principles

1.1 All members of the teaching staff are expected to contribute to the School's aims in respect of research and teaching, and to participate in the administrative tasks which these two fundamental activities generate.
1.2 Contract Research Staff on projects held within the School will be encouraged (subject to the agreement of the PI and any funding body constraints) to make small contributions to teaching, commensurate with their abilities and background, in areas such as tutorial provision, project supervision and guest lecturing.
1.3 Where appropriate and by agreement, other members of the division (eg computing staff, PhD students) will be encouraged to contribute to teaching, in particular through tutoring, demonstrating, marking and project supervision.
1.4 Exceptionally low research load may be anticipated and recognised by agreement between individuals concerned and the Head of School and Director of Teaching. Where agreed, this may lead to an increased teaching or admin load for the individual.
1.5 A small number of categories of staff can expect to receive lower teaching and admin loads, including:
1.5.1 the Head and Deputy Head of the School, in recognition of their ex-officio admin load;
1.5.2 newly appointed lecturers, in their first year only, in respect of their need to establish their research presence and to familiarise themselves with the School and its processes;
1.6 Information on the final allocation will be publically available within the School, together with some examples of "load profiles" (i.e. typical sets of duties allocated to an individual) which have emerged from the process.

2. Categories of Teaching and Admin Activity

In order to facilitate appropriate balancing of teaching and admin duties teaching duties will be divided into three categories: Similarly, admin roles will be designated as: The normal expectation will be of a standard load for all in "core" teaching, with the bulk of trading-off being between "additional", "project supervision" and all types of admin duty.

The various categories will not be numerically weighted (how many "smalls" make a "large"?).

3. An Allocation of Duties Mechanism

The procedure will be as follows:
3.1 The Head of School, in discussion with the Planning and Resources Committee, decides what teaching and administrative duties are to allocated in the forthcoming year and what student intake numbers to target.
3.2 The Head of School, in discussion with the Director of Teaching and the individual concerned, decides whether any individual should be allocated an increased teaching or admin load in respect of an expected exceptionally low research load.
3.3 The Director and Deputy Director of Teaching quantify the "expected" load for each member of staff, essentially by dividing the various duties to which we are committed in the categories outlined by the number of available staff, taking into account any adjusted teaching/admin loads already decided and the (expected) cash available to fund tutors and demonstrators, temporary lecturing contracts etc. Thus we would each have an expected number of modules to teach, tutorials to give, project students to supervise and so on.
3.4 The Head and Deputy Head of School, in discussion with individual members of staff, Heads of Schools and the Director and Deputy Director of Teaching draws up a draft allocation of duties. It is within these discussions that individual trade-offs may occur. For example,
3.4.1 For historical or pragmatic reasons, certain individuals may be over or under loaded in respect of admin tasks - these can be compensated for by variations in "additional" teaching duties (or in extreme cases "core" duties).
3.4.2 Certain individuals may be well-placed to make the best possible job of extra "core" tasks. These can be compensated by reduced admin and vice-versa.
3.5 The draft allocation is discussed and amended as necessary by the Planning and Resources Committee, who approve the final allocation.
3.6  The default date for the handover of duties is 1 August. However, this date will not be appropriate in all circumstances so the encumbant and his/her successor should agree on the handover process. For instance, the encumbant may retain responsibility for the business of the outgoing academic year with his/her successor taking responsibility for the business of the incoming academic year. Non-standard agreements should be reported to the Head of School and any other relevant office holders.

4. Terms

A number of terms (such as "module") whose informal definitions may have varied within old departments are standardised here. We suggest that "core" teaching duties be quantified in terms of "modules", where a module corresponds to a senior undergraduate or MSc module, equivalently long PhD course or half a first or second year half course. Tutorials should be quantified in terms of a unit corresponding to groups of 8-12 students for one hour per week, for 9-12 weeks (in other words for either a full module at senior undergraduate level, or a half course at junior undergraduate level). UG and MSc project supervisions could be a simple head count. We do not propose to introduce explicit conversions between the various units. 


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