Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

Abstract

The negotiated allocation of teaching and institutional service workload in universities is a key determinant of the quantity and quality of all work for academic staff. There is abundant quantitative evidence that women and men experience differential outcomes from faculty, school, or departmental workload allocation processes and convincing theoretical explanations as to why this happens. We add to this knowledge through feminist analysis of a mixed methods case study of an academic unit in a European University, focusing on gendered dynamics in the workload allocation processes there. Our analysis follows the “sweaty concept” methodology proposed by Sara Ahmed as a means of developing feminist theory that is founded on embodied experiences of discomfort in worlds that are not welcoming. The concept we develop through this is “inequitable modeling”; it suggests that while workload allocation processes are understood by model designers as a managerial tool to enable transparency and fairness (forms of procedural equity), the managed, especially women, experience them as opaque and unfair (forms of lived inequity). We conclude by questioning the principles and outcomes of such tools in achieving gender equity, and then describe how a feminist approach to workload modeling and allocation might be implemented.

Life at the academic coalface: validation of a holistic academic workload estimation tool

“…These conversations also highlighted that many time-consuming but necessary activities related to preparation and planning of teaching were not accounted for in their institutional workload model, which is consistent with Steinþórsdóttir et al ( 2021 ).…”

“…Steinþórsdóttir et al ( 2021 ) argued “gender is rarely discussed in the research debate that surrounds the allocation of academic workloads” (p. 1862). They were concerned that workload models, which tend to undervalue many service-related “chores”, are “especially acute for women” (p. 1862).…”

“…The experiences of these participants indicated that both male and female participants experienced career disadvantages arising from workload allocation and performance practices that discounted teaching and service work. Wider literature suggests, however, women tend to be disproportionately involved in these roles, which, while necessary for the university to function, are considered low status or “low promotability tasks” (Babcock et al, 2017 ; Guarino & Borden, 2017 ; Steinþórsdóttir et al, 2021 ).…”

“…Our research confirms that academics value the autonomy and flexibility of their role but want their work to be properly acknowledged. While most are reluctant to count hours (Kenny et al, 2012 ; Papadopoulos, 2017 ; Steinþórsdóttir et al, 2021 ), any credible workload estimation process requires some process to capture the work undertaken. It must be sufficiently realistic to enable a meaningful conversation about their work performance.…”

“…In summary, the literature above reveals fundamental issues around academic workload and performance have persisted for many years (McInnis, 1999 ; Houston et al, 2006 ; Papadopoulos, 2017 ; Roberts, 2013 ). More recently, the impact of these issues has been heightened by extra demands placed on academic staff due to the COVID-19 pandemic (Steinþórsdóttir et al, 2021 ).…”