WorkloadModel Melbourne

RMIT: College of Design and Social Context
Academic Workload Allocation Framework Changes highlighted Draft 2015
COLLEGE OF DESIGN AND SOCIAL CONTEXT

Academic Workload Allocation Framework 2015
Draft Version: 20 October 2014
1. Purpose
This document sets out the principles for the planning and allocation of academic workload for fixed term and
continuing higher education academic staff in the College of Design and Social Context. The intent of the Academic
Workload Allocation Framework is to provide schools with a basis for the transparent, equitable and consistent
measurement and allocation of academic workload. It is also intended to support the delivery of strategic goals and
objectives of the University.
2. Guiding Principles
The DSC Academic Workload Allocation Framework is consistent with University policy and the Academic and
Professional Staff Enterprise Agreement (See Attachment 1 Academic and Professional Staff Enterprise
Agreement 2014, 16 Workloads) It aims to:
support quality, equity, fairness and transparency in the allocation of academic workloads
be simple to execute, yet appropriately flexible for schools in recognition of their disciplinary differences and
strategic aspirations
support the financial sustainability of schools; and
ensure that a full- time workload can be achieved in the equivalent of a 36-hour week over 46 weeks a year.
This amounts to 1656 hours (As per the Enterprise Agreement 16.1.2.)
Overarching principles for DSC are:

a) Individual academic workloads must in aggregate enable the School to complete its annual Workplan and
support the sustainability of the School.
b) An academics workload will be determined after taking account of the staff members position description and
workplan. The intent is to maximise the contribution of individual staff members in areas where they are best able
to make that contribution, whilst also meeting the operational needs, financial imperatives and strategic directions
of their School. As per the Enterprise Agreement 16.1.4 Work allocation for a staff member will be determined by
the supervisor in consultation with the staff member in accordance with the provisions of this clause.
c) Staff workload allocations will be transparent and published within the School.
d) Workloads are normally applicable to a specific calendar year and should be reconciled within the year.

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3. Teaching and Teaching-Related Activities
3.1 Teaching Workload Assumptions
The teaching and teaching related workload allocation operates within the Academic and Professional Staff Union
Enterprise Agreement 2014. (See Attachment 1 Academic and Professional Staff Enterprise Agreement 2014, 16
Workloads)
In addition to this:
a) Teaching and teaching related activities are to be considered within the context of the University Academic
Expectations (See Attachment 2 Academic Expectations and Development) and the DSC Tertiary L&T Parameters
(See Attachment 3 DSC Tertiary L&T Parameters) which align with the University Strategic plan and the Academic
plan
b) All academic staff will undertake teaching duties unless otherwise specified by their workplan.
c) All academic staff will engage in scholarly teaching practice as an integral component of curriculum development
and preparation. This includes:
keeping abreast of the latest developments in the discipline
keeping abreast of contemporary learning and teaching practices
ensuring curriculum is relevant, up-to-date and innovative, and
using feedback to inform ongoing curriculum review, enhancement and teaching practice.
d) Teaching and teaching related activities include all the activities associated with facilitating student learning
including teacher guided contact and associated tasks such as planning, preparation, assessment, moderation,
academic administration, student consultation, course coordination and supervision.
e) Teaching activities must be agreed by the line manager and be consistent with the individuals workplan.
Individual teaching loads will vary depending upon the schools plans and objectives, and the individuals position
description, agreed workplan and research expectations.
f) Where a staff member is facilitating part of a course or an activity the workload allocation will be made on a prorata basis.
g) An additional time allocation may be given to academics (with no previous experience) within their first year of
fixed term or continuing employment in an academic position. This comprises of up to an additional 25% time
allocation for course development, preparation for teacher guided facilitated time and assessment activities.
h) A Level A academic staff will not have sole responsibility for the design and delivery of courses.

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3.2 Teaching and Teaching Related Activities Workload
There are diverse modes of teaching in the College of Design and Social Context, these include lectorials,
seminars, tutorials/classroom teaching, workshops, laboratories, master classes, studios and studio style teaching,
stutorials, lectures, synchronous online sessions and exhibitions. These can be taught onsite and offsite, within and
outside Australia, intensively, face-to-face, blended and online to students or community groups. (See Attachment
3 DSC Tertiary L&T Parameters for definitions of the teaching modes).
Outlined below are the components of teaching and teaching related activities and the recommended allocations
for workload.
3.2.1) Teacher guided/facilitated time: includes all timetabled student contact (or equivalent) associated with
facilitating student learning, excluding student consultation.
For distance and/or online mode a typical allocation is 2 hours per student per semester (excludes assessment),
but may vary depending on the complexity of the task and the student cohort (where courses have more than 100
students - a maximum of 200 hours applies per course.)
3.2.2) Preparation for teacher guided/facilitated time: includes time for preparation for timetabled student
contact (or equivalent) which will vary based on mode of facilitation and level of revision (new, major or minor).
The preparation time allocations are outlined in the table below.

For the purposes of the allocations in the table below:
New means that it has not been taught by the academic before.
Major revision refers to changes or updates to 50% or more of the material.
Minor revision refers to changes or updates to less than 50% of the material.
Repeat refers to a second or subsequent delivery of substantially the same material in the same subject
matter within a period of 7 days.

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Mode
Lectorial mode
Preparation time allocation

1
New
32 hours upfront (See Attachment 3 Lectorial definition - elements)

3 hours per lectorial
i.e. for a two hour lectorial preparation time is 32+3=35 hours
Major
16 hours upfront
revision
2 hours per lectorial

i.e. for a two hour lectorial preparation time is 16+2=18 hours
Minor
Up to 2 hours per lectorial
revision/
Repeat
Lecture
New
3 hours preparation per lecture contact hour

i.e. for a two hour lecture preparation time is 2x3=6 hours
Major
2 hours preparation per lecture contact hour
revision
i.e. for a two hour lecture preparation time is 2x2=4 hours
Minor
Up to 1 hour preparation per lecture contact hour
revision/
Repeat
Seminar,
New
2 hours preparation per seminar, tutorial/classroom, workshop,
tutorial/classroo
synchronous online session, laboratory and master class contact hour
m, workshop,
i.e. for a two hour tutorial preparation time is 2x2=4 hours
synchronous
online session,
Major
1.5 hours preparation per seminar, tutorial/classroom, workshop,
revision
synchronous online session, laboratory and master class contact hour
laboratory mode
and master
i.e. for a two hour Tutorial preparation time is 2x1.5=3 hours

9
class
Minor
Up to 1 hour preparation per seminar, tutorial/classroom, workshop,
revision
synchronous online session, laboratory and master class
/Repeat
Studio and
studio style
teaching mode
10
New
2 hours per studio
11
Major
1.5 hours per studio
revision
12
Minor
Up to 1 hour per studio
revision/
Repeat
Stutorial Mode
13
New
1 hour per stutorial contact hour
(Enhanced
14
Repeat
Up to 30 mins per stutorial contact hour
15
New
A typical allocation is 60 hours but may vary depending on complexity,
Studio mode)
Distance and
online mode
level and credit points

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16
17
Major
A typical allocation is 36 hours but may vary depending on complexity,
revision
level and credit points
Minor
A typical allocation of up to 18 hours but may vary depending on
revision/
complexity, level and credit points
Repeat
Exhibitions
18
Allocate appropriate time as agreed by line manager
3.2.3) Assessment and moderation: Includes all the activities for determining student learning and achievement,
including continuous, formative and summative assessment tasks. This includes preparing, marking and
moderation of student assessment, including the preparation of marking schemes, marking guides or rubrics. The
time allocation is indicative only and is based on the number of students and the complexity of the assessment task
and the number of assessment tasks. Refer to Attachment 3 DSC Tertiary L&T Parameters for maximum task
numbers and definitions. Examples might include:
Complexity of Task
Time allocation per

task
1.
Lower complexity /feedback applies for marking of assessments where a

student is required to memorise, calculate or gather information and present
10 mins per student per

assessment task
it. Examples include where a marker is:

- checking for simple facts
- checking accuracy of numerical answer
- marking multiple choice items
- marking an examination script using simple criteria
2.
Higher complexity /feedback applies for marking of assessments where a

student is required to present an argument or build a case. Examples include
20 mins per student per

assessment task
where a marker is:

- marking essays or case studies that require analysis
- marking assignments that require more detailed reading, assessment and
feedback
- marking project reports where a fixed template cannot be given
- marking a portfolio of work, self directed projects or studio projects

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Assessment time allocation

3.
12 Credit point course
Up to 1 hour per student per semester
4.
Up to 1.5 hours per student per semester
5.
Up to 2 hours per student per semester
6.
Marking of Masters Coursework /Honours thesis
1 hour per 5000 words
Moderation allocation
Moderation is the quality assurance process which maximises consistency, fairness, accuracy and reliability in
assessment between and across cohorts of students. See procedure http://rmit.net.au/browse;ID=onpk51q9aflj .
Time for Moderation undertaken for your own cohort is included as part of the assessment time allocation.
7.
Up to 3 hours per course per semester
8.
Up to 4.5 hours per course per semester
3.2.4) Course co-ordination: includes all quality management activities including coordination of moderation to
ensure the smooth and efficient delivery of courses. The time allocation is based on the number of students and the
complexity of the coordination task. Where course coordination activities are shared the appropriate share of the
time allocation should be made. Allocations are to be made according to the sliding scale. For instance
coordination of 15 students is allocated 5 hours. Course coordination will normally be undertaken by academic staff
employed on a continuing or fixed term basis at a level B or above.
The time allocation is detailed in the following table:

Course Coordination
Hours
15 to 30 students per semester
5-10 hours per course
401 and above
By negotiation
3.2.5) Program and course development: includes the major or minor revision of the curriculum and publication
of the Program Guide and Part A and B Course Guides. New program development may be allocated time as part
of a strategic project under the leadership allocation.

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The program and course development time allocation does not include preparation for teacher guided/facilitated
time; this is included in 3.2.2 above. Program development activities are normally included as part of the Program
Manager time allocation, however where activities are allocated outside of this role the following time allocations
apply:
Development and amendment of programs
Indicative
Hours
Major Program amendment: (including for significant shift in demand or
50 hours
resources and/or a new mode of study and/or shift in location, and/or change to
title and/or change to duration and/or more than 50% changes to curriculum
and assessment)
3
Proposal development (ABC)
Program development, including Program Guide and Part A Course Guides

Minor program revision: (including basic changes less than 50% to
15 hours
curriculum and assessment)

5
Minor changes to Program Guide and Part A Course Guide(s)
Development and amendment of courses (course development, including
Indicative
online, on and off-campus and offshore learning materials)
Hours
40 hours
New course: Course development to Part A & B Course Guide (only for
development of new course material)
Major course revision/ Course development for an offshore program:
20 hours
course development changes to Part A & B Course Guide more than 50%
8
Minor course revision: basic new changes to Part A & B Course Guide less
5 hours
than 50%
3.2.6) Student Consultation: refers to time spent responding to student queries and/or providing L&T academic
advice/advisement face-to-face, on-line or in writing. It is assumed that staff will be available to students for
teaching and/or academic advisement related consultation. Actual times of availability to be publicly available for
students through Blackboard.
Time allocation: Up to 2 hours per week through the teaching weeks, study week and examination period. The
Dean/Head of School (or nominee) may make an allowance for significant additional student consultation activities.
3.2.7) Student Placements/Field work/Study tours/WIL Supervision: includes organisation, any direct contact
and associated activity.
Study tours include credit bearing courses and time should be allocated as part of the teaching and preparation.
Additional time may be allocated for additional preparation, admin and travel time.

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WIL supervision includes:
interaction with the student, which may include site visits; and
organisation of student placement; and
ongoing monitoring of student work and progress; and
assessment of student learning and performance during the student placement.
Time allocation: for placement, WIL supervision, co-op and field work the appropriate hours will be allocated as per
the direction of the Dean /Head of School (or nominee).
3.2.8) Honours/Master by coursework Supervision: This allocation includes direct contact and all associated
activity (which might involve group supervision) excluding assessment and coursework.
Time Allocation: 30 minutes per week per student for the relevant time period.
3.3 HDR Supervision
a) For the purposes of the Academic workload allocation HDR supervision should be understood and described as
a teaching duty. This is not intended to detract from the important relationship of HDR supervision to research
since HDR completions are an important research outcome. Please refer to the Academic Expectations (See
Attachment 2 Academic Expectations and Development) for the details of the expected and aspirational HDR
completions per Academic level.
b) Supervision includes all background preparation and face-to-face activities required to advise and guide
students in the conduct of their research program and support student capacity for independent research and
scholarship, and to achieve timely completions.
c) Time may be allocated for current students registered on Research Master. The time allocation should be shared
between the team of supervisors based on actual share of load agreed between them and should be recorded in
staff workplans.
d) Part-time students receive half of the given time allocation of a full-time student.
e) Time allocation: for individual thesis/project supervision and associated activity (per full-time student) 1 hour per
week per student, across 46 weeks of the year, to be shared between the team of supervisors as negotiated
(includes direct contact and all associated activity). (See Higher Degrees by Research - Supervision Procedure:
www.rmit.edu.au/browse;ID=wco51s6m45d11)
e) Dean/Heads of School (or nominee) can adjust this allowance in some cases, but will need to have the
agreement of the College Workloads Allocation Committee to increase significantly the time allocation per student
per supervisory team.

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3.4 Offshore Program Delivery
a) Staff may be required to teach offshore as part of their teaching workload.

b) One course delivery hour offshore is equivalent to one course delivery hour onshore.
c) Staff will not normally teach offshore for above load payment. However, in exceptional circumstances where staff
have a full time teaching load and additional teaching is required, an above load payment may be applied.
d) Staff will not be expected to teach within 10 hours of arriving back in Melbourne from an offshore assignment.
e) Academic staff required to coordinate or moderate courses delivered at RMIT Vietnam or other offshore
locations will be allocated the appropriate hours per semester as per the direction of their Dean/Head of School (or
nominee).
f) Appropriate travel time may be allocated
4. Research, scholarship and professional activities
In terms of the Academic and Professional Staff Enterprise Agreement 16.2.2 Within the annual 1656 hours, the
University will ensure that academic staff members will normally have a minimum of 30% of their workload each
year in which to undertake a combination of research, scholarship and professional activities resulting in outcomes
that are specified in their approved workplan. This is equivalent to 14 weeks a year for a full-time workload.
4.1 Research
a) It is an aspiration of the College that all academic staff will produce ERA recognised research outcomes.
Research is defined as the creation of new knowledge and/or the use of existing knowledge in a new and creative
way so as to generate new concepts, methodologies and understandings. This definition of research is consistent
with a broad notion of research and experimental development (R&D), one that recognises research as comprising
creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of
humanity, culture and society, and the use of this stock of knowledge to devise applications. Reference:
http://www.arc.gov.au/pdf/era12/ERA2012_SubmissionGuidelines.pdf
b) Research workload includes proposing, planning, undertaking, publishing and disseminating research outcomes
(including Conference participation).
c) Research workload allocation will be aligned to the Schools research plans and available resourcing and
informed by R&I and College plans and targets.
d) Research workload time allocation will be based on a consideration of the staff members:
research outputs averaged over the past three years assessed according to the Universitys Academic
Expectations at the relevant Academic level (A-E) for RMIT registered research income, HDR completions and
ERA outcomes (See Attachment 2 Academic Expectations and Development). Performance should be reviewed
across all categories of income, publications and supervision. It would be unusual for performance to be even
across all three categories so discretion is to be used to recognize outstanding performance in one category

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that may balance out activity in another area. Academic judgement may be informed by consultation with the
Deputy Dean/Head of School Research
previous research outcomes relative to discipline, opportunities and academic expectations associated with
level of appointment (A-E)
quality of previous research outcomes in terms of ERA criteria for quality creative works, journal articles, books
and reports previous access to research only periods of work or research leave
research qualification (i.e. PhD qualification (or approved equivalence) and/or years since award of PhD. Staff
without a PhD may be allocated development time to acquire a PhD (See 4.2 c.).
proposed research activities and outcomes (including publications, research income (from all sources) and HDR
completions) based on timelines detailed in previous and current individual workplans and research plans.
research mentorship responsibilities
e) The research allocation is subject to research activities and outcomes specified in the individual academics
agreed annual workplan. Allocation for research will be informed by review of performance against outcomes
specified in the annual workplans. If research expectations defined in the workplans/individual research plans are
not met, hours may be re-allocated to other activities.
f) Early Career Researchers (ECRs) (PhD awarded within three years) will be allocated an appropriate time
allocation to progress the research activities and outcomes specified in their workplan.
g) As stated previously, it is a College expectation that all academic staff will undertake teaching duties. However
where staff have been awarded specific research funding to cover their salary, during the period of this award, their
workload will be allocated to this activity. These staff would normally be expected to meet aspirational Academic
Expectations and are to be assessed by the Dean/Head of School (or nominee) against their agreed annual
research plan, KPI deliverables and outcomes specified in their agreement with their funding source.
h) Where Schools have secured additional specific funding to conduct programs of designated research, time may
be allocated to academics identified and selected for a research intensive period. These allocations will be
contingent upon the terms of the research grant, its expectations and deliverables.
i) RMIT Research and Innovation will provide Dean/Heads of School (or nominee) with audited research output
report for each staff member over the last three years based on information supplied annually as part of the Higher
Education Research Data Collection exercise. Individuals may access a record of their outputs via Research
Master and are responsible for ensuring their data in Research Master is up-to-date at all times.
j) To ensure equity and strategic alignment, the Dean/Head of School (or nominee) will review and approve all
research time allocations for the school. Research time allocations will also be reviewed by the DPVC R&I who will
also be responsible for coordinating research professional development.
k) An outline of the research outputs expected at each academic level is included in the Academic Expectations:
(See Attachment 2 Academic Expectations and Development).
l) The following provides a guide when determining annual research workload time allocation.

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Time allocation guide
% of Workload
In planning - Yet to meet expected performance; time allocation is aligned to
0-20%
outcomes specified in workplan/research plan

Actively achieving - Meeting expected performance; time allocation is aligned to
20-30%
outcomes specified in workplan/research plan

Meeting aspirational Meeting aspirational performance; time allocation is aligned to
To be negotiated
outcomes specified in workplan/research plan (allocated in exceptional cases)
4.2 Scholarship (Including development)
a) Scholarship is integral to and embedded in research and teaching activities and involves:
maintaining academic currency through up-to-date reading and intellectual engagement with the discipline
area
gathering and interpreting evidence from a range of sources, creating, making, doing, performing, trialing,
experimenting, observing and critically reflecting
making findings available for peer review by colleagues and the broader academic or professional
community, and sharing outcomes publicly in order to contribute to the body of knowledge in the discipline
or area.
b) The time allocation includes activities which develop and enhance their teaching and research capabilities
(providing and receiving mentorship, journal editing, writing circles, grant writing workshops, supervisor colloquium,
attending forums, seminars, symposiums and conferences etc).
c) Academic staff enrolled in a PhD relevant to their field of work (as agreed by the Dean/Head of School or
nominee), should maximise their time allocation to this activity within the 30% research, scholarship and
professional activities allocation. This is subject to an annual review of progress and expected completion within
the specified time for part-time PhD study (normally 6 years part time).
d) Staff undertaking the compulsory teaching modules, Essentials in Tertiary Teaching Practice will be allocated 62
hours for both semesters. See http://www.rmit.edu.au/staff/professionaldevelopment/ttp/essentials for further
details
e) If agreed by the Dean/Head of School (or nominee), staff may be allocated time for additional substantial
professional development activities (other than those specified above).
4.3 Professional activities
a) Normally professional activities (including community engagement) will be an integral part of learning & teaching
and research activity and hence not counted separately. However through negotiation with the line manager an

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additional workload allocation may be made for significant professional and community leadership roles which will
contribute to the University and Schools strategic goals, objectives and workplan. Examples of this may include:
professional board membership
a committee member/chair of an external body (private or public) associated with the

School/College/University
b) Professional activities aligned to the School objectives are to be specified in the approved annual workplan
c) Professional activities does not include Private Paid Outside Work which is dealt with in the individual workplan
process. (See RMIT Outside Activities Policy)
d) Where Private Paid Outside Work is approved by the supervisor it is expected that it will be outside of the full
workload unless it is managed as e) below.
e) Where staff choose to undertake approved commercial work within load, the revenue stream is attributed to the
School, and a corresponding load allocation will be determined in consultation with the Dean/Head of School (or
nominee).
Research, scholarship (including development) and professional activities, time release requirements are included
within the 30% referred to in the Enterprise Agreement clause 16.2.2. All activities are to be aligned to the School
objectives and specified in an individuals approved annual workplan. Line managers and academics are to remain
accountable and accept responsibility for the agreed expectations and activities. The allocation must be an
appropriate reflection of the agreed and delivered activities.
5. Leadership and Administration
5.1 Leadership
The Dean/Head of School (or nominee) will make an allowance for leadership roles within the School. The amount
should be agreed by the Dean/Head of School (or nominee) with due consideration of the scale and complexity of
the leadership role including line management of staff accountabilities.
Mindful of the need to balance an individuals workload across teaching, research and leadership. It is strongly
advised that the sum total of the leadership allocation should not be greater than c.55% (911 hrs) of the total
allocation to any individual.
The following provides the possible ranges in terms of the allocations:
Teaching/
Research, scholarship
Supervision
and professional
Leadership
Admin
Total
activities
15-65%
30-50%
0-55%
0-5%
100%
248-1076 hrs
497-828 hrs
0-911 hrs
0-83 hrs
1656 hrs

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Dean/Heads of School (or nominee) can adjust these allowances in some cases, but will need to have the
agreement of the College Workloads Allocation Committee to increase significantly the time allocation per activity.
Indicative allocations for common leadership roles are provided in Attachment 4. (See Attachment 4 Indicative
leadership allocations)
See http://www.rmit.edu.au/browse;ID=l9kx7892wdq0z for Academic Leadership Roles PDs and Role Statements
for further details of the Deputy Dean/Head and Program manager roles.
5.2 Administration
a) Administration refers to activities which contribute to School, College or University management and governance
and operations, such as committee participation, program meetings, events, graduations, Open Day, orientation,
staff meetings, planning activity, student selection, enrolments and promotional activities.
b) It is an expectation that staff will participate as required and therefore staff are normally allocated 83 hours (5%
of workload) for Administration activities.
6. Implementation
Heads of School/Deans are accountable to the Pro-Vice Chancellor (DSC) for the implementation of the Schools
Academic Workload Allocation Model and for annual reporting within the School and to the PVC. Minimum
reporting should include a high-level summary of staff workload allocation across the School.
The University Workload Distribution and Management Guideline (http://www.rmit.edu.au/browse;ID=fyv1n1hg8sie1)
includes the following principle for workload allocation:
Information accurately describing the distribution of work across teams will be available to all relevant staff on a
regular basis. In principle workload allocations are not regarded as confidential documents.
Each School will have an Academic Workload Model Committee which includes relevant academic managers and
elected staff representatives to oversee the timely development of a School based approach to Academic workload
allocation based on the College of DSC Academic Workload Allocation Framework and will ensure consistency with
the Academic and Professional Staff Enterprise Agreement. (See Attachment 1 Academic and Professional Staff
Enterprise Agreement 2014, 16 Workloads)
The School Committee will support a tailored approach for implementation of the School model and ensure
monitoring and review of the implementation to inform further enhancements.

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As per the Universitys Workload Distribution and Management Guidelines, the Workload Allocation Framework
and School Models will be reviewed annually by a College Workloads Allocation Committee to ensure effectiveness
and alignment to the College guiding principles.
The implementation of the model will be supported by appropriate training and support for supervisors and staff.
8. Appeals process
The appeals process is outlined in the Academic and Professional Staff Enterprise Agreement: (See Attachment 1
Academic and Professional Staff Enterprise Agreement 2014)
9. Work Planning and Performance Management
Workload allocation is one element in the overall academic work plan and performance management and review
process. Workloads are normally allocated on an annual basis in conjunction with workplanning. Performance
reviews are an associated process to workload allocation designed to ensure alignment of work outcomes with
planning. Workload allocations will inform workplanning and performance review and support development and
career progression.
Attachments
1. Academic and Professional Staff Enterprise Agreement 2014 Clause 16 Workloads
2. Academic Expectations and Development
3. DSC Tertiary Learning and Teaching Parameters
4. Indicative leadership allocations

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Attachment 1
Academic and Professional Staff Enterprise Agreement 2014
http://www.rmit.edu.au/browse;ID=1l4exbi70ej8
16.
WORKLOADS
16.1
Workload Principles Applying to Academic and Professional Staff
16.1.1 Workloads will be realistic, reasonable, transparent and manageable.

16.1.2 Full time workloads can be achieved in the equivalent of a 36-hour week over 46 weeks a year (52 weeks
of the year, less authorised leave and University holidays). This amounts to 1656 hours.
16.1.3 Staff will not be required to work excessive or unreasonable hours.
16.1.4 Work allocation for a staff member will be determined by the supervisor in consultation with the staff
member in accordance with the provisions of this clause.
16.1.5 Staff and managers must participate in a professional and cooperative way in the workloads allocation and
workplanning processes.
16.1.6 For Professional Staff, hours of work are subject to the provisions of clause 63.
16.1.7 Staff are able to raise and have properly considered legitimate issues relating to their work allocation.
16.2
Academic Workload Framework
16.2.1 This sub-clause does not apply to professional staff or casual academic staff.
16.2.2 Within the annual 1656 hours, the University will ensure that:
a)
academic staff members will normally have a minimum of 30% of their workload each year in which
to undertake a combination of research, scholarship and professional activities resulting in outcomes
that are specified in their approved workplan. This is equivalent to 14 weeks a year for a full-time
workload.
b)
academic staff members will normally not be required to:
c)
i.
teach in more than 24 weeks over a 12-month period, unless either:

a)
it is agreed by the employee; or
b)
it has been directed by the manager in the case where the employee did not
substantially achieve the outcomes agreed in their previous year's workplan.
ii.
teach more than four consecutive hours without a break.
academic staff members will not be required to:

i.
coordinate more than three courses per semester.
ii.
commence teaching within ten hours of the conclusion of a teaching session, or other directed
duties, conducted on the previous day.
d)
class size for tutorials, seminars and laboratory groups will be reasonable taking into account such
factors as the nature of the activity, safety requirements, and availability of teaching facilities.
e)
level A academic staff will not have sole responsibility for the design and delivery of courses.

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16.3
Academic Workload Model Committees
16.3.1 This sub-clause does not apply to professional staff or casual academic staff.
16.3.2 An Academic Workload Model Committee, which includes relevant academic managers and elected staff
representatives, will be established to oversee the timely development of an Academic Workload Model in
each school or discipline area, which must be consistent with this Agreement.
16.3.3 The process of developing these models will ensure that:
(a)
Relevant documentation is open to scrutiny and discussion and review by all affected staff.
(b)
An Academic Workload Model is in place by the end of November in the preceding year.
(c)
Copies of each Academic Workload Model will be readily available to staff affected.
16.3.4 The University will ensure that academic managers and supervisors are aware of the requirements in
relation to managing and allocating workloads and that academic staff are advised of the work allocation
provisions of this Agreement.
16.4
Academic Workload Models
16.4.1 This sub-clause does not apply to professional staff and casual academic staff.
16.4.2 Relevant managers in consultation with staff will ensure that each particular school or discipline area has a
published Academic Workload Model reflecting the requirements of this clause.
16.4.3 The academic employees workload will be established in accordance with the appropriate Academic
Workload Model.
16.4.4 The Academic Workload Model will conform with the Academic Workload Framework provisions of this
clause and will require supervisors to:
(a)
ensure that academic staff members have sufficient and reasonable time to perform their allocated
activities, whether in:
i.
Teaching and teaching related activities;
ii.
Research, scholarship and professional activities; and
iii.
Leadership and administration.
16.4.5 The Academic Workload Model will:

(a)
be clear and transparent.
(b)
be based on a fair estimate of the required time to perform teaching and teaching related tasks at a
professional standard.
(c)
address the following teaching-related elements where relevant:

i.
preparation of teaching materials for face-to-face, online and other modes of delivery;
ii.
unit and course development, including online, off-campus and offshore learning materials;
iii.
Delivery of lectures, tutorials, lectorials and studio sessions in face-to-face, online and other
modes;
Delivery of laboratory classes, practicums, studio, performance and clinical sessions;
iv.

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(d)
v.
Community-based teaching;
vi.
Supervision of honours and post-graduate projects;
vii.
Supervision of undergraduate coursework projects;
viii.
Preparing, marking, moderation of student assessment, including the preparation of marking

schemes, marking guides or rubrics;
ix.
Student consultation related to learning by whatever mode;
x.
Course and program coordination and administration, including active participation in Course
Assessment Committees, Course Management Teams and Program Assessment Boards,
as required;
xi.
Program and course development, student placements, field work and educational study
tours;
xii.
Professional development activities relevant to teaching;
xiii.
Any other duties which manifestly constitute teaching or teaching-related activities.
enables the allocation of teaching and teaching-related duties such that the academic employees
research targets specified in their approved workplan can be achieved in the hours of work
specified at clause 16.1.2. The individuals research targets will be informed by factors including
but not limited to:
i.
the academic employees previous three years research output.
ii.
the need for early career academic staff to establish an appropriate research record.
16.4.6 Academic Expectations and Development version 2, 8 March 2013 or any replacement will be used to guide
workplanning discussions. No expectations in this or other similar documents will be used as default targets
imposed without discussion. Supervisors are expected to exercise judgement about individual research
expectations and to take experience and discipline-specific differences into account when discussing
annual targets and professional development requirements.
16.4.7 An academic employee who is enrolled for a research higher degree in a field associated with their work
will be allocated, within their workplan, a proportion of time to undertake such studies, provided that their
research higher degree supervisor certifies that adequate progress has been made.
16.5
Individual Workplans for Academic and Professional Staff
16.5.1 This sub-clause does not apply to casual staff.

16.5.2 Each employees workload will be reflected in an annual workplan which will take into account factors
including but not limited to:
(a)
The work plan of the employees work unit, and reasonable expectations of the employees
contribution to that plan.
(b)
The identification of professional developmental needs which may be required to assist in the
employees individual contribution to the work groups performance plan, and which facilitates the
employees career development consistent with the needs of the employees work group and/or the
University.
(c)
The employees position classification standard and/or position description.

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(d)
The working hours specified in this agreement.
(e)
The employees leave plans.
(f)
The University's commitment to providing opportunities for staff to work in a family friendly
environment and balance work-life commitments.
(g)
Any responsibilities undertaken by the employee and sanctioned by the University such as duties
associated with an elected representative role eg. on College or University-wide committees or
approved volunteer activities eg. First Aid Officer, Health and Safety Representative or Fire
Warden.
(h)
For academic staff, the Academic Workload Model.
16.5.3 Performance reviews are an associated process designed to ensure alignment of work outcomes with
workplace planning and wider University objectives, which must be based on a reasonable allocation of
work to staff.
16.5.4 Academic staff employed in a research position in accordance with sub clause 11.1.2 k) may undertake
activities other than research subject to the provisions of the project funding arrangements and agreement
with their supervisor.
16.6
Workload Dispute Resolution Process
16.6.1 Where staff are concerned that there is inconsistency between the principles outlined in this clause and
their individual workload or the relevant Academic Workload Model, they may pursue this concern either
individually or through their representative, by:
a)
raising the issue with the relevant manager.
b)
where appropriate, referring concerns to the relevant Executive Director or Pro Vice-Chancellor.
c)
where the issue remains unresolved, referring the matter to the Agreement Implementation
Monitoring Committee for recommendation to the Vice-Chancellor or nominee for decision.
d)
where the employee is unsatisfied with the resolution reached by the processes referred to above
the employee may refer the matter to the Fair Work Commission for resolution.
16.6.2 A dispute arising solely or partially under this clause may not be resolved by way of clause 22 of the
Agreement until the parties have first attempted to resolve the dispute by using steps a) to c) of this subclause.

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Attachment 2
Academic expectations and Development
Extract copied from Part 1 WEB EDITION :http://www.rmit.edu.au/browse;ID=ca3n3wuppo27
Version 2 UPDATED 8 March 2013
Learning and Teaching expectations
Expected performance
The University-wide academic expectation for individual staff involved in teaching will use the GTS from the CES
and are set as follows:
GTS
65 per cent for all higher education courses with enrolments below 200 students
60 per cent for all higher education courses with enrolments above 200 students
Aspirational performance
GTS
80 89 per cent for all higher education courses will be considered excellent
90 100 per cent for all higher education courses will be considered outstanding
Expected and aspirational performance apply to individual courses and are not averaged over a period of time or
multiple courses.
RMIT is asking all academics to work to meet expected performance thresholds. Aspirational performance
describes the standards at which excellence is recognised.
Reliability bands
Reliability bands relating to response rates of enrolled students will be introduced for all courses. When responses
fall below the reliability band, academic expectation for the student survey responses will not be used for that
course. Nevertheless, student feedback from such surveys can still be benchmarked nationally within the discipline.
Additionally, this feedback should still form part of the self-reflection process, and be used for workplanning
discussion purposes.
Research expectations
Expected performance
The framework outlined in figure 3 takes into account differing levels of expected research performance for the
various stages of academic career development, as well as those for different disciplines.
The framework is for use in the development of annual performance workplan objectives and identification of
professional development opportunities. Both the quality and the quantity of the research outputs need to be
balanced with research income and higher degree student load.
Supervisors are expected to exercise judgement about individual research expectations and to take experience
and discipline-specific differences into account when agreeing annual targets and professional development
requirements. Often research is conducted as part of a team, where all team members contribute to the team
research outputs. This is valuable, and RMITs research structures provide the mechanism by which research
capability, track record and career development can be supported and enhanced through teams.
Consultation with RMIT staff combined with internal and external benchmarking contributed to the development of
aspirational research expectations that can be linked to reward and recognition for performance excellence.

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The figures below describe the expected annual performance indicators, averaged from three years of activity, for
all academic staff at RMIT. Performance for both expected and aspirational levels is intended to be disciplinespecific, and to fall within the ranges displayed below.
Ranges of expected and aspirational research performance at RMIT
Indicator
Level A
Level B
Level C
Level D
Level E
Assoc. lecturer
Lecturer
Senior Lecturer
Assoc. Professor
Professor
ERA Outputs*
1-2
2-3
3-5
3-10
Income ($)**
0-20K
0-30K
20-100K
40-100K
50-250K
HDR completions***
0.5
0.75
1.0
1.5
Figure 3
Indicator
Level A
Level B
Level C
Level D
Level E
Assoc. lecturer
Lecturer
Senior Lecturer
Assoc. Professor
Professor
ERA Outputs*
1-3
2-4
3-7
3-13
3-15
Income ($)**
20-60K
30-150K
40-250K
50-480K
100-530K
HDR completions***
0.75
1.0
1.5
2.0
Figure 4
* Eligible ERA outputs: includes research books, book chapters, journal articles, refereed conference publications,
creative works and commissioned reports averaged across a three year period. HERDC weightings (one significant
book is equivalent to five journal articles) should be taken into account. Both the quality and quantity of the outputs
should be taken into account; with improvement in research output quality being an important target. The ranges
above provide the opportunity to balance these considerations.
** The total annual HERDC reportable research income divided by the number of chief investigators, averaged
across a three-year period.
*** Annual number of HDR candidate completions either as primary or secondary supervisor averaged across a
three-year period.
Research only academic staff

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Research Only academic staff will normally have the majority of their work time devoted to research. It is therefore
assumed that this will be reflected in the allocation of expected research performance in annual performance
workplan targets.
Supervisors are expected to exercise judgement and discipline-specific guidance on appropriate quality and
quantity of research outputs.
Research Only academic staff involved in teaching will be expected to meet the learning and teaching expectations
outlined in figures 1 and 2, and to be involved in professional development to help achieve these outcomes.
DSC Inclusion:
ERA Outputs. Prorata consideration.
Research output quality: International standing or journal publisher or exhibition/broadcast outlet or
equivalent, as indicated by impact factor or ISS/Web or knowledge inclusion or by discipline recognised
international rankings of exhibition/broadcasting outlet.

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Attachment 3
DSC Tertiary Learning and Teaching Parameters - Updated July 2014
Purpose
The purpose of this document is to guide:
High quality, student-centred teaching practices in all Vocational and Higher Education coursework
programs
Viable course and program design
Workload planning
Assessment
Courses are designed to include:
An early assessment task, either formative or summative, due by week 4 in introductory courses and by
week 6 in other courses.
Minimum of 2 and maximum of 4 summative assessment tasks.
No single assessment task worth more than 50% of the total mark (except for thesis, minor research
projects and stutorials).
An outline of each assessment task, due dates, and marking criteria/rubrics or reference to where this
information can be accessed provided in Part B course guide.
E-submission and return of work, where in appropriate format.
Moderation and validation. These are designed to improve course and assessment design and practice
and enhance student learning. Moderation is a quality assurance process, which maximises
assessment consistency, fairness, accuracy and reliability. VE assessment strategies and tasks are
validated with external stakeholder and industry involvement.
Progressive grades, available to students via Grade Centre.
Hurdle requirements (tasks identified in the course outline as a task that must be passed in order to
pass the course) used only where they are required by demonstrated safety or professional registration
requirements.
The following practices are encouraged:
Continuous assessment (multiple tasks with marks and timely feedback spread over the learning
period).
Ongoing, rich feedback from a range of sources, including staff, peers and self.
Assessment design that address academic integrity and plagiarism.
See RMIT Assessment Principles, Policy, Procedure and Instructions

http://www.rmit.edu.au/policies/academic#assessment

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Delivery modes
There are diverse modes of teaching in the College of Design and Social Context including lectorials, seminar,
tutorial /classroom teaching, workshops, laboratories, master classes, studios and studio style teaching, stutorials,
lectures, synchronous online sessions and exhibitions. These can be taught onsite and offsite, within and outside
Australia, intensively, face-to-face, blended and online to students or community groups.
Thoughtful, creative course design provides students with access to a range of appropriate learning modes within
programs.
Mode
Class sizes
Lectorial
Seminar, tutorial/classroom
teaching, workshop, laboratory and
master classes
Minimum class size of 45 with average sizes of 60 and 120 given room
availability
Minimum interactive class size of 25 given room availability
Studio and studio style teaching
Minimum class size of 25 unless space or OH&S restrictions, room availability

issues or balanced with large group teaching
Stutorial (hybrid studio/tutorial mode)
Minimum class size of 20, unless space, OH&S restrictions
Lecture
Minimum lecture size of 90 with average size of 100 or more given room
availability
No minimum class sizes for Synchronous online session and Exhibitions. Exemptions to the minimum class sizes must
be approved by the Head/Dean of School.
Definitions
Lectorial
A lectorial is a blended learning, hybrid mini lecture/tutorial mode conducted in a large

technologically enabled class setting using collaborative, interactive and enquiry-based learning
methods. Lectorials are underpinned by a student-centred learning philosophy and include three
elements:
The creation of an active, engaging, enquiry-based large class environment where students
work in small groups and have the opportunity to maximise peer-to-peer and student-toteacher learning. Most significantly, through the preparatory online work , students develop
discipline content knowledge which deepens into the higher cognitive domains of creating,
applying, analysing, synthesising and evaluating.

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The provision of the course discipline content knowledge online, using an interactive guided
instructional design, for students to access before the lectorial at a time and place that
supports their life/study/work patterns.
The use of New Generation Learning Spaces (NGLSs) where available, which provide a
flexible room design, and access to enhanced technology, to increase active learning.
Seminar
A seminar includes a formal presentation by one or more experts followed by a discussion of the
presentation or a question and answer session. This normally includes online material, enrichment,
involvement, and interaction with students and topic.
Tutorial /classroom teaching A tutorial /classroom teaching session is facilitated by a tutor/teacher where a
group of students meet to interact, discuss ideas, develop concepts and exchange information. It
typically involves rich tasks and critical reflection on key ideas and strategies. (Also see Seminar)
Workshop
A workshop is a hands-on class that focuses on demonstration and application of techniques and
skills. In some disciplines this comprises a combined lecture presentation with tutorial-like technical
and creative exercises and activities including tasks and group critiques. Workshops can be
technology enhanced, manufacturing/production or specialist focus. Specialist workshops support
mainstream teaching, innovative project development and the preparation of full scale exhibition
pieces for installation offsite. Sometimes these workshops are held in computer laboratories. This
might include WIL, robotics and photography.
Laboratory
A laboratory is a place for discipline specific skills development through practice, observation, or
testing where students experiment, rehearse or perform experiments often requiring specialised
equipment and materials.
Master class A specialist class led by an expert for a cohort of typically advanced students.
Studio
The essence of a studio focuses on integrative design in the context of a project that involves
creative and reflective thinking and making. Learning emerges through action and self directed
learning an investigative and creative process driven by research, exploration and experimentation,
critique and reflection.

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Studio style teaching

Studio style teaching and learning is distinguished by project-based work that uses a mixed mode of tutorials,
workshops and seminars.
Stutorial
A stutorial is an enhanced studio comprising a hybrid of studio/tutorial modes. It is characterised by

self directed learning, an emergent curriculum, the comprehensive use of a flexible delivery mode,
with a mixture of online and face-to-face interaction, the inclusion of information presentations and/or
issue-response style teaching moments, and a peer moderation process that includes external
experts, as well as a combination of the following elements:
Vertical integration (including students from different year levels)
Using authentic real-world tasks negotiated with external bodies/stakeholders that involve
significant communication and organisation to gain permissions or access to resources etc
Undertaking industry and or research-led projects exploring current and big world issues
and questions
Creating a digital archive and digital portfolios
Reference: Studio Teaching Project Volume One: STP Final Report (October 2009)
http://www.studioteaching.org/?page=reports

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Lecture
A lecture is a large interactive and multimodal presentation normally given by an expert in the area or
discipline content.
Synchronous online session A synchronous online session is an online session facilitated by a teacher or tutor in
real time with a group of students who interact, discuss ideas, develop concepts and exchange
information and can participate from multiple locations.
Exhibition
Exhibitions are organized displays and performances of student work. Including graduate exhibitions,
WIL and industry exhibitions for student experimentation, peer and industry feedback. Student work
is set up for presentation, assessment, moderation and peer to peer learning.

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Background
The set of DSC Learning and Teaching parameters were developed at the request of the DSC Executive. On the 2
March 2011 the DSC College Executive endorsed the phasing in of the above parameters for all new and amended
courses and programs. The DSC HE Learning and Teaching parameters were reviewed and updated by the DSC
L&T Leaders in 2013 and agreed upon in a College Executive discussion on 12th of February 2014. Ongoing
revision in 2014 included expanding the parameters to include the Vocational Education requirements through
consultation with DSC L&T Leaders.
The parameters are based on contemporary educational literature, benchmarking across 34 universities and are
aligned with the University Strategic plan and Academic plan (current and past).
Pedagogy at RMIT is characterised by a learning-centred approach which recognises that the

ultimate test of the effectiveness of teaching is the students acquisition of new knowledge and
skills.
Most Australian universities have policies, procedures and guidelines for learning and teaching.
RMIT has a Learning and Teaching Strategy and Academic Plan that set out expectations as well as policies to
guide best practice. The College of Science, Engineering and Health has developed Guidelines for Consistent
Frameworks of Course Delivery and Assessment http://mams.rmit.edu.au/s63f8kaz3zfr.pdf. The Business College
has a draft set of Guidelines for Course Guides, Course Delivery, Assessment, and Penalties. Based on a scan of
readily available policies in 34 other universities, a small number of practical parameters have been isolated to
guide learning and teaching in DSC that are in line with those across the sector.
The parameters outlined above set normal expectations that might be varied in special circumstances, such as
allowances to address strategic imperatives and/or current space restrictions. Where minimum student numbers
are not being met, approval needs to be obtained from the Head of School/Dean to deliver the course with the
student cohort below the minimum parameters.
Underpinning Philosophy
The parameters are designed to encourage a Learner or student-centred teaching approach.
Learner or student centred teaching implies a view of teaching that is not just about facts, concepts and
principles to be covered (Biggs & Tang, 2009, p.19), but also includes being clear about what is expected of
students as outlined in the intended learning outcomes and the types of teaching/learning activities that will
facilitate the achievement of these intended outcomes. Thus, according to Biggs and Tang (p.21).teaching is not
a matter of transmitting but of engaging students in active learning, building their knowledge by starting where
students are at and in terms of what they already know, can do or feel.

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Thus, teaching that is learner or student-centred is aimed at supporting and facilitating student learning. This
includes the teacher paying attention to the conditions under which learning is occurring, to what learners are
learning, to how they are learning it, and to whether they are retaining and applying their learning in order to grow
and develop. In learner or student centred teaching the teacher also focuses on their teaching and whether the
approach and strategies they are using are facilitating student learning, and are equipping learners for future work
and life.
References
Biggs, J. B., & Tang, C. (2009). Teaching for quality learning at university. Buckingham: Open University Press/Mc Graw-Hill Education.

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Attachment 4
Indicative leadership allocations
The following provides indicative allocations for common leadership roles in Schools:
Role
Teaching/
Supervision
Deputy Dean/Head
Research/ L&T/ Discipline/
International
Program manager
Research Centre leader
Other leadership activities
for instance - Strategic
projects, Committee Chair,
Selection officer, Research
group leader
for instance Stream
coordinator/studio coordinator
(only for studio disciplines)/
Year level
coordinator/Honours
coordinator
for instance HDR
coordinator (depends on
number of students)
No leadership role
Research intensive
Leadership
Admin
Total
10-25%
165-413.5 hrs
Research,
scholarship
and
professional
activities
30-40%
497-662 hrs
40-55%
662-911 hrs
0-5%
0-83 hrs
100%
1656 hrs
15-35%
248-580 hrs
15-45%
248-745 hrs
55-60%
911-994 hrs
30%
497 hrs
30-45%
497-745 hrs
30%
497 hrs
30-50%
497-828 hrs
20-50%
331828 hrs
5-10%
83166 hrs
0-5%
0-83 hrs
0-5%
0-83 hrs
0-5%
0-83 hrs
100%
1656 hrs
100%
1656 hrs
100%
1656 hrs
45-60%
745994 hrs
30%
497 hrs
5-20%
83331 hrs
0-5%
0-83 hrs
100%
1656 hrs
10-45%
165-745 hrs
30%
497 hrs
20-55%
331- hrs
0-5%
0-83 hrs
100%
1656 hrs
65%
1076 hrs
30%
497 hrs
30%
497 hrs
65%
1076 hrs
0%
0 hrs
0%
0 hrs
0-5%
0-83 hrs
0-5%
0-83 hrs
100%
1656 hrs
100%
1656 hrs

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RMIT: College of Design and Social Context

Academic Workload Allocation Framework Changes highlighted Draft 2015

COLLEGE OF DESIGN AND SOCIAL CONTEXT

support the financial sustainability of schools; and

Overarching principles for DSC are:

Academic Workload Allocation Framework 2015

RMIT: College of Design and Social Context

3. Teaching and Teaching-Related Activities

3.1 Teaching Workload Assumptions

keeping abreast of the latest developments in the discipline

keeping abreast of contemporary learning and teaching practices

ensuring curriculum is relevant, up-to-date and innovative, and

Academic Workload Allocation Framework 2015

RMIT: College of Design and Social Context

3.2 Teaching and Teaching Related Activities Workload

The preparation time allocations are outlined in the table below.

Major revision refers to changes or updates to 50% or more of the material.

Academic Workload Allocation Framework 2015

RMIT: College of Design and Social Context

Preparation time allocation

32 hours upfront (See Attachment 3 Lectorial definition - elements)

2 hours per lectorial

Up to 2 hours per lectorial

3 hours preparation per lecture contact hour

2 hours preparation per lecture contact hour

i.e. for a two hour lecture preparation time is 2x2=4 hours

Up to 1 hour preparation per lecture contact hour

2 hours preparation per seminar, tutorial/classroom, workshop,

synchronous online session, laboratory and master class contact hour

i.e. for a two hour tutorial preparation time is 2x2=4 hours

1.5 hours preparation per seminar, tutorial/classroom, workshop,

synchronous online session, laboratory and master class contact hour

i.e. for a two hour Tutorial preparation time is 2x1.5=3 hours

Up to 1 hour preparation per seminar, tutorial/classroom, workshop,

synchronous online session, laboratory and master class

2 hours per studio

1.5 hours per studio

Up to 1 hour per studio

1 hour per stutorial contact hour

Up to 30 mins per stutorial contact hour

A typical allocation is 60 hours but may vary depending on complexity,

level and credit points

Academic Workload Allocation Framework 2015

RMIT: College of Design and Social Context

A typical allocation is 36 hours but may vary depending on complexity,

level and credit points

A typical allocation of up to 18 hours but may vary depending on

complexity, level and credit points

Allocate appropriate time as agreed by line manager

Time allocation per

Lower complexity /feedback applies for marking of assessments where a

10 mins per student per

it. Examples include where a marker is:

Higher complexity /feedback applies for marking of assessments where a

20 mins per student per

where a marker is:

Academic Workload Allocation Framework 2015

RMIT: College of Design and Social Context

Assessment time allocation

12 Credit point course

Up to 1 hour per student per semester

24 Credit point course

Up to 1.5 hours per student per semester