Transcript Object-Oriented Systems

The Development of the
Salford Workload Balancing
Model / Process
Grahame S Cooper
University of Salford
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Grahame Cooper
Discussions, Discussions, ...
• Time getting on - pragmatism
• Research:
– Carry on using existing method from TIME RI
– Research rating * 10 ... (“Just for now.”)
• Management activities
– Handled by individual Schools
– Guidance on Faculty aspects of some roles
• Commercial & other work (AE)
– Handled as individual activities
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Grahame Cooper
... Discussions, Focus on Teaching
• Contact hours V credits & student numbers
– Traditions (Religion?)
– Encourage efficiency and effectiveness
• Teaching weighted by level?
– “Final year should be worth more!”
– “First year should be worth more!”
• “Core and margin” approaches
– Balance (Modules, Credits & Student Numbers)
– Linear or non-linear variation
– Variability: Some topics more intense than others
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Grahame Cooper
Credits & Student Numbers
• First approximation to module workloads.
• Quantifiable variables identified:
– Credits (C), Student Numbers (N)
• Workload = W0 + WC*C + WN*N + WCN*C*N
– To first order. (Linear variation assumed)
• Assumption (reasonable approximation):
– double Credits  double Workload
– Implies: W0 = WN = 0
• Formula adopted:
(Initial) Workload = WC*C + WCN*C*N
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Grahame Cooper
Estimating Actual Numbers
• Many trial calculations done.
– 1600 hour year assumed.
– Various teaching styles looked at.
– Estimates from all schools (est. hours worked):
Mode of delivery
Basis of your
example
Credits
Traditional lecture /
tutorial
Intensive lecture /
tutorial
Laboratory
Number
Fixed input in
Hours
(Related to credits – c)
Variable input in
hours
(Related to students – s)
Overall %
workload
(c+s)/12
(c+s)/16
Group project
Individual project
(dissertation)
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Teaching “Norms” Calculated
• “Standard Lecture Course”
– Credits factor ~ 0.4 to 0.7 (mean: 0.6)
– Students factor ~ 0.002 to 0.008 (mean: 0.006)
• “Intensive Lecture Course”
– Credits factor ~ 0.2 to 0.65 (mean: 0.5)
– Students factor ~ 0.005 to 0.017 (mean: 0.013)
• Other areas looked at:
– MSc credits result in 1.5 x effort
– Dissertations
– Labs and team projects
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Credit & Student Based Calculation
0
20
40
60
80 100
120 140
160 180
Student Numbers
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40 Credits
20 Credits
10 Credits
Grahame Cooper
Example Calculations
Ten & twenty credit modules based on conventional, lecture-based approach.
Per Student Total
Credits
10.00
Number of Students
20.00
Per Week
Hrs
Hrs
Preparation prior to class
0.75
Delivery (lectures)
2.00
Student Interaction and Support
4.00
Total
6.75
Total over 12 weeks
81.00
Assessment
Assignment setting
Assignment marking
Exam setting - multiple choice
Exam marking
Total Assessment time
Hrs
0.33
0.33
Writing Module reports
Total Hours
Days per year
Hours per day
Hours per year
220.00
8.00
1760.00
Standard workload
Hours per workload unit
Workload for above module
100.00
17.60
Student Coeff
Credit Coeff
Workload In current model
Hours in current model
0.0050
0.5000
10.00
50.00
0.75
2.00
5.00
7.75
93.00
Hrs
10.00
10.00
20.00
20.00
20.00
20.00
100.00
200.00
20.00
50.00
100.00
200.00
Hrs
Hrs
Hrs
Hrs
Hrs
Hrs
0.75
0.75
1.50
1.50
1.50
1.50
2.00
2.00
4.00
4.00
4.00
4.00
6.00
7.00
8.00
10.00
12.00
14.00
8.75
9.75
13.50
15.50
17.50
19.50
105.00
117.00
162.00
186.00
210.00
234.00
Hrs
Hrs
Hrs
Hrs
Hrs
Hrs
4.00
6.67
2.00
6.67
15.33
4.00
16.67
2.00
16.67
35.33
4.00
33.33
2.00
33.33
68.67
4.00
66.67
2.00
66.67
135.33
4.00
13.33
2.00
13.33
28.67
5.00
33.33
3.00
33.33
69.67
6.00
66.67
4.00
66.67
137.33
7.00
133.33
5.00
133.33
271.67
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
98.33
130.33
175.67
254.33
192.67
257.67
349.33
507.67
5.59
7.41
9.98
14.45
10.95
14.64
19.85
28.84
6.00
105.60
7.50
132.00
10.00
176.00
15.00
264.00
12.00
211.20
15.00
264.00
20.00
352.00
30.00
528.00
Conversion to workload units:
Current Model:
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Grahame Cooper
How Prescriptive?
• Even roles with the same name are different in
different Schools.
• Different demands of subject areas
– Between Schools; Within Schools
• Different development priorities
– Research-active / less research active, etc
• Schools have a high degree of freedom within the
common model
– (Everything in spreadsheet configurable.)
• Other
forces
may
bring
Faculty/University. (See later).
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balance
in
Grahame Cooper
… leave room for common sense
• Calculation gives initial estimate only
• Some factors not easily quantifiable
Student
Number
Initial
Figure
Adjustment
Actual
Figure
Credits
Explicitly stated academic grounds.
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Grahame Cooper
• Teaching: Standard for
first approximations
Activities
...
Edgar
Nichola
George
Alice
Fred
“Effort”
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...
13
Course tutor
...
...
Module 1.2 - Knitting
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...
Mary
• Distribute and sum
approach
Staff
History / Principles - Summary
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9
5
...
• Administrative activities: percentage of workload
with consensus of school and sight of allocations in
other schools
• Research – percentage of time based on simple
assessment of level of individual’s performance
• Discretion by Head of School over all parameters
• Mechanisms in place for activity costing& TR
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– But main emphasis on workload balancing
Grahame Cooper