The power dynamics and politics of survey design: measuring workload associated with teaching, administering and supporting work-integrated learning courses

What is it about?

This article describes a study aimed at collecting empirical data on the type and amount of work involved in delivering WIL courses at an Australian university, including consideration of the power dynamics, politics and sensitivities around measuring staff workload.

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Why is it important?

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to teach, administer and support than classroom-based courses. However, mostly anecdotal evidence has been cited in scholarship to date to support such claims. Our research fills a gap in the literature by collecting systematic data on workload associated with the delivery of WIL courses.