UNIVERSITY LEADERSHIP COUNCIL
UNIVERSITY LEADERSHIP COUNCILFaculty Workload & Compensation in Onlineand Blended CoursesCustom Research BriefResearch AssociateDavid GodowResearch ManagerKatie Sue ZellnerMay2012Education Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
2 of 11 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
3 of 11Table of ContentsI. Research Methodology . 4Project Challenge . 4Project Sources . 4Research Parameters . 5II. Executive Summary . 6Key Observations . 6III. Overview of Faculty Workload Policies. 7Student Success Metrics . 7Work Unit Allocation . 7Faculty Workload in Distance Education . 8IV. Enrollment Capacity . 9Overview of Enrollment Capacity . 9Enrollment Capacities in Distance Education. 9V. Compensation. 10Overview of Compensation . 10Additional Compensation . 10 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
4 of 11I. Research MethodologyProject ChallengeLeaders at a member institution approached the Council with the followingquestions:Scope: What is the retention rate, graduation rate, and average GPA in online and face-toface courses?Faculty Workload: What is instructors’ typical annual workload in terms of work units indistance education courses? How do administrators assign workload units for noninstructional duties associated with advising, scholarship, or administrative positions?oBy Course Type: Are online and blended courses considered equivalent to faceto-face courses in terms of faculty work units?oBy Course Discipline: Are online and blended courses loaded differentlyaccording to disciplines or academic units (e.g., are writing-intensive coursesloaded at a higher number of faculty work units than other courses)?Enrollment Capacity: What is the enrollment capacity of online and blended courses?What is the capacity of face-to-face courses? Is there a formal process or formula by whichcapacity is determined?Compensation: Does compensation for online or blended courses differ fromcompensation for face-to-face courses? Are there any circumstances under whichinstructors of online and blended courses receive extra compensation?Project SourcesAdvisory Board’s internal and online research libraries(www.educationadvoryboard.com)National Center for Education Statistics (NCES) (http://nces.ed.gov/)Contact institution Web sites 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
5 of 11ResearchParametersThe Council interviewed deans and directors of distance education at mid-sized, master’suniversities.A Guide to the Institutions Profiled in this ssificationSouthPublic15,000 / 17,000Master’s Colleges &Universities (largerprograms)University BMidwestPublic11,000 / 13,000Master’s Colleges &Universities (largerprograms)University CWestPublic23,000 / 29,000Master’s Colleges &Universities (largerprograms)University DEastPublic18,000 / 22,000Master’s Colleges &Universities (largerprograms)University EMidwestPublic14,000 / 15,000Master’s Colleges &Universities (largerprograms)InstitutionLocationTypeUniversity ASource: National Center for Education StatisticsDefinition of Terms:Blended Courses: Courses that require both face-to-face and online coursework. Blendedcourses are synonymous with “hybrid” courses. 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
6 of 11II. Executive SummaryKey ObservationsFaculty workload policies do not differ between online, blended, and face-to-face courses.Online courses count for the same number of work units as their face-to-face counterparts.Additionally, enrollment capacities are similar among online and face-to-face courses, andcompensation schemes are similar across course delivery formats.Most institutions require faculty to complete a 4-4 work unit schedule every year. One workunit is equal to one typical (i.e. three or four-credit) course. University B, University C, andUniversity D allocate part of a faculty member’s work unit load to research and service. AtUniversity A and University E, research & service expectations are built into faculty contractsand tenure requirements; profiled institutions do not allocate work units to these activities.Contacts note that the proportion of an instructor’s schedule occupied by teaching onlinecourses varies widely among instructors and departments. The willingness of faculty to teachonline courses and a department’s need for online instructors most affect how many coursesand how frequently a faculty member teaches online courses.Though enrollment capacities do not differ between online and face-to-face courses, they dodiffer between lecture-style and writing-intensive courses. Though enrollment capacities forall courses vary between 25 and 50 at most institutions, administrators usually hold writingintensive courses to a capacity between 20 and 25. Department chairs have considerablediscretion to determine course enrollment capacities, and enrollment capacities can varywidely among disciplines.Adjunct instructors teaching online courses typically receive compensation between 3,000and 5,500 per course taught; compensation does not differ between online and face-to-facecourses. Most institutions incentivize faculty to create new online courses by offering a coursedevelopment stipend worth between 3,000 and 4,000 per course developed. 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
7 of 11III. Overview of Faculty Workload PoliciesStudent SuccessMetricsWork UnitAllocationOnline and Blended Programs Display Similar Student OutcomesEnrollment in online and blended programs varies widely among contact institutions – fromapproximately 250 students at University A to over 20,000 at University C. However, contactsreport that online and blended graduation and retention rates, as well as grade point averages,are similar to those of face-to-face programs. Contacts at University A, University B, andUniversity E report graduation rates of 75-80% in both undergraduate and graduate programs.Most institutions Assign Faculty Four Work Units per SemesterMost profiled institutions operate under a 4-4 workload policy, which requires faculty toperform four units of work per semester. One unit of work corresponds to a typical course,which may be worth three or four credit hours, depending on the institution’s course creditconventions. Thus, faculty typically teach three or four courses per semester. Delivery formatdoes not affect the weighting of a course.Overview of Faculty WorkloadInstitutionUniversity C describesfaculty workload interms of WeightedTeaching Units(WTUs), which areroughly equivalent toone credit hour.Therefore, the 24WTUs devoted toteaching equal roughly24 credit hours peryear, or 8 courses.Work UnitsRequiredDistribution of Work UnitsPer YearUniversity A8 unitsUniversity B8 unitsTeaching: 8 unitsNumber ofCoursesTaught PerYearNumber ofCredit HoursTaught PerYear824†618824Teaching: 6 unitsResearch: 2 unitsUniversity C30 WTUsTeaching: 24 unitsResearch: 4 unitsService: 2 unitsUniversity D8 unitsTeaching: 7 unitsResearch: 1 unit721University E24 credithoursTeaching: 24 credit hours824† One unit per semester. Deans may require that faculty dedicate research units toteaching if they consider a faculty member’s previous research poor.Source: Research interviews with contacts 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
8 of 11Work UnitAllocation(Cont.)Across institutions, thenumber of work unitsassigned to eachcourse is the sameacross departments.Faculty workloadexpectations do notdiffer based ondiscipline.Some Institutions Allocate Work Units for Research, Service, and other DutiesAdministrators at most contact institutions budget time for research and service within eachfaculty member’s work unit allocation. However, at University A and University E, researchand service are not accounted for separately but instead are “built into” faculty employmentcontracts. Academic advising duties are not explicitly included in measure of facultyworkload. Only tenured and tenure-track faculty are subject to research and servicerequirements.Separate Accounting of Research & ServiceFaculty workloads at University B, University C, and University D explicitly allocate workunits to research and service duties. Faculty with especially high research loads may petitiontheir department chair for an additional course release for research at University D orUniversity B. Contacts at University B add that administrators may revoke a facultymember’s allocation for research if the department chair and dean judge the facultymember’s research to be inadequate.Built-in Accounting of Research & ServiceFaculty workload policies at University A and University E do not explicitly allocate timefor research and service expectations. At University E, faculty typically commit five hoursper week to research and service, though research expectations vary among departments. Atboth University A and University E, tenure-track and tenured faculty may receive onecourse release for research from their department chair on an ad hoc basis. Additionally, adepartment chair may approve a course release for especially demanding servicerequirements (e.g., service on the English department committee that develops introductorycomposition courses).Faculty Workloadin DistanceEducationNo Differences in Workload for Distance Education CoursesAdministrators do not assign different workload values to courses based on delivery format;face-to-face, blended, and online courses are identical for the purposes of determiningworkload.In previous years, administrators at University E counted online courses as four credit hoursof work, compared with three credit hours for a typical face-to-face course. Because facultymust teach 24 credit hours per year rather than a specific number of work units, faculty wereable to reduce their total workload by teaching online courses under the previousarrangement. The distinction between online and face-to-face courses was eliminated in theuniversity’s 2011-2014 faculty collective bargaining agreement.Number of Distance Education Courses Taught Vary AmongDepartmentsContacts across contact institutions note that the number of distance education coursesthat a single faculty member teaches varies widely among departments. Individualfaculty have significant influence over their own online workloads and may refuse toteach online courses altogether. Additionally, the preferences of department chairs andthe prevalence of online courses in a given department are important variables indetermining how many courses and how often faculty teach online. 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
9 of 11IV. Enrollment CapacityOverview ofEnrollmentCapacityAdministrators have not established blanket enrollment capacities for distance education orface-to-face courses at any contact institution. Instead, department chairs select suitablecapacities based on consultations with instructors and deans. Contacts report that enrollmentcapacities for most courses fall within a range of 12-35 students.Writing-Intensive Courses Assigned Lower Enrollment CapsAcross contact institutions, administrators hold enrollment in writing-intensive courses belowenrollment in lecture courses due to the time-consuming nature of evaluating narrativeassignments. At most contact institutions, the cap for writing-intensive courses isapproximately 25 students, though it rises as high as 40 students at University A. Though capsfor writing-intensive courses are generally lower than other courses, contacts do not report anysystematic means of adjusting course capacities based on writing intensity; instead,department chairs decide capacities ad hoc.Enrollment Capacities at Profiled InstitutionsInstitutionCourses at UniversityD do not necessarilyhave an enrollmentcap, but, if they do, thecap must be at least25. This policydiscourages chairsfrom settingexcessively low capsEnrollmentCapacities inDistanceEducation 2012 The Advisory Board CompanyCustomary EnrollmentCapacitiesDiscipline-Specific Enrollment CapacitiesUniversity AUndergraduate: N/AGraduate: 20-24Writing-Intensive or Lab Courses:Approximately 40University B20-35Writing-Intensive Courses: Cap is generallylower than for lecture courses. No firmrule.University C12-35Writing-Intensive Courses: 20-25University DAt least 25Writing-Intensive Courses: 25University E25-50Writing-Intensive Courses: 25Enrollment Capacities Do not Differ by Delivery FormatEnrollment caps at contact institutions do not systematically differ among online, blended, andface-to-face courses. In some contexts, enrollment caps for online courses may be higher thanfor similar face-to-face courses because of space constraints in physical classrooms; contacts atUniversity B note that higher enrollment caps are acceptable for large, lecture-style courseswith minimal writing required.Education Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
10 of 11V. CompensationOverview ofCompensationFaculty compensation at contact institutions does not differ among online, blended, and faceto-face courses. Tenure-track and tenured faculty at most institutions receive a salary, notcompensation per course, to teach a certain course load every semester, and online courses andface-to-face courses count equally toward that load. Administrators at University D andUniversity E, unlike other institutions, calculate salaries based on the number of coursetaught. Fees do not vary between online and face-to-face courses.Faculty Compensation at Profiled InstitutionsInstitutionCompensationUniversity AInformation unavailableUniversity BTenure-Track Prof., On-Load: SalaryTenure-Track Prof., Off-Load*: 1,548 per credit hourAdjuncts: 1,548 per credit hourUniversity CTenure-Track Professors: SalaryAdjuncts: 4,500- 5,500 per courseUniversity DFall/Spring: 3,000 per courseSummer: 3,500 per courseInstructor Holds Master’s Degree: 800 per credit hourInstructor Holds PhD: 1,050 per credit hour*Off-load refers to a teaching load that exceeds the number of credit hours that a facultymember is expected to teach (see p. 7). For more information on off-load stipends, see p. 11.University EAdditionalCompensationCourse Development StipendsMost institutions offer a course development stipend to encourage faculty to create onlinecourses. Stipends are generally paid out of the central university budget after a course hasbeen approved by the relevant department chair and dean.Rules for Course Development Stipends 2012 The Advisory Board CompanyInstitutionStipend AmountNotesUniversity AVaries. VP ofResourceManagementdecides amount.Quality Matters: The course must receive QualityMatters certification.University B 1,000 percredit hourQuality Matters: Quality Matters certification is notrequired, but faculty earn an additional 1,000 if thecourse is certified by Quality Matters.University C 1,500 percourseOnline Courses Only: Stipend does not apply toblended courses.Progress Checkpoints: Faculty receive the stipend infour installments, each paid after one of four progresscheckpoints that ensure the course is developedproperly and at a steady pace.University E 4,000 percourseQuality Matters: The course must receive QualityMatters certification.Education Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
11 of 11First-Time Teaching StipendFaculty at University E earn a stipend worth 100 percent of their normal per-credit-hourcompensation for teaching an online course for the first time. Instructors with a master’sdegree earn 800 and instructors with a PhD earn 1,050. Faculty also receive a second-timeteaching stipend worth 75 percent of their normal compensation to encourage them tocontinue engagement in online education. A second-time online instructor with a master’sdegree earns 600 and an instructor with a PhD earns approximately 787.50.Other Forms of Additional CompensationSummer Teaching Stipend: Administrators pay instructors an additional stipend forteaching during a summer term at University A. The stipend is worth between five and 10percent of the instructor’s salary and applies to courses in all delivery formats.Teaching over Normal Course Load: Faculty at University D may receive either a 1,500stipend or a course release for teaching over their normal four-course load regardless ofdelivery format. For example, if a faculty member teaches four courses that exceed theexpected 12 credit hour load (e.g., three courses worth three credit hours and one courseworth four, a total of 13 credit hours), he or she may teach a lighter load the followingsemester. 2012 The Advisory Board CompanyEducation Advisory Board2445 M Street NW Washington, DC 20037Telephone: 202-266-6400 Facsimile: 202-266-5700 www.educationadvisoryboard.com
Online and Blended Programs Display Similar Student Outcomes Enrollment in online and blended programs varies widely among contact institutions – from approximately 250 students at University A to over 20,000 at University C. However, contacts report that online and blended graduation and retention rates, as well as grade point averages,
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