Assessing task prioritization for professors through affinity and satisfaction scores

Abstract

AbstractIn the realm of academia, the workload of professors varies widely depending on the institution, department, and specific roles they undertake. With many faculty members exceeding a fifty-hour workweek, the balance between teaching, research, administrative duties, and personal life becomes a challenging endeavour, potentially leading to high levels of stress, and dissatisfaction. The objective of this study is to introduce and propose two novel assessment tools, the ‘Academic Affinity Score’ and the ‘Academic Satisfaction Score’, aimed at enhancing professors’ ability to prioritize their tasks effectively. The ‘Academic Affinity Score’ offers a graphical representation of professors’ affinity levels in academic roles, helping them identify areas for improvement, while the ‘Academic Satisfaction Score’ focuses on evaluating their satisfaction with specific academic activities. By utilizing these scores, professors can align their workload with their preferences, potentially reducing stress, preventing burnout, and ultimately enhancing their overall well-being. The study underscores the importance of addressing faculty well-being and suggests potential avenues for the development of public policies to better support the teaching profession in higher education.

Keywords

• Academic workload
• burnout prevention
• academic prioritization
• Stephen Darwin, Universidad Alberto Hurtado, Chile
• Sustainability Education, Training & Leadership
• Teachers & Teacher Education