Academic workload, performance appraisal and staff development: issues of quantification, criteria, perception and affect

Abstract

There is graving concern over the intrusion of managerialism into academe. The debate often centres on the concept of quality management and involves problematic assumptions about the notions of workload,  performance and development. This article problematises these assumptions, with reference to the role of perception and affect in the quantification of workload, the production of performance criteria, and the construction of development programmes. It argues that these activities need to be part of an organic process arising out of specific circumstances. There are real conceptual difficulties involved and any failure to attend to the role of perception and affect will seriously undermine education.