Calculating and measuring student
workload
…..and a method to allocate workload (StOEHn)
Workshop “Elaboration of educational programmes according to qualifications
framework”
16. und 17. February 2011, Georgia, Bakuriani
Margret Schermutzki
Jean-Luc Lamboley
Christopher Moss
Thierry Come
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Content and key questions
1.
2.
3.
4.
Bologna-Process - workload and its importance
Workload within the development of study programs
Workload within the development of modules
What is the role of academics in calculating the students
workload?
5. Workload as an instrument for quality assurance and
management
- What is the role of the students?
- How can workload be assigned to courses unit activities
6. StOEHn
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1. Bologna Process – workload and its importance
 Student workload and ECTS-points:
Definition: Time in hours to achieve a specified learning outcome
measured in ECTS-points.
ECTS = European standardized education currency to measure
student workload
European System for imputation, transfer and accumulation of
course achievements
Definition: The student workload in a year equals the value of 60
ECTS-points (1.500 – 1.800 h of work, 1 ECTS:25-30 h)
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1. Bologna Process – workload and its importance
1. Criteria in accordance to the Georgian NQF:
feasible study courses, realistic assumption and
 Check of workload,
 application of ECTS
2. Referred to the system accreditation
 Implementation of a system, enabling the institutions of
higher education to check their range of study courses
regularly and systematically for validation
 Usage as a controlling instrument within a circulation
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2. Workload within the development of study programs
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


Target of qualification (level) expressed in
competences of a study course / profile on basis of
the planed time and the duration of the study course
– described in the DS
Definition of learning outcomes (expressed in
competences) – Top down
Construction of the study course under consideration
of the NQF (knowledge achievement, spread of
knowledge, extension of knowledge) and division in
semesters/modules
Size of modules ??? Minimum 3 ECTS-credits
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3. Workload in the development of modules
Previous
knowledge
/
experience
Forms of
Level
Learning
outcomes
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learning &
teaching
Workload
Literature
Methods and
forms
of
examination
5
Course Planning Tools
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4. What is the role of academics in calculation
the students workload?


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workload of an average student referred to the in the
module description defined learning outcomes and their
form of examination
can only be assessed after successful accomplishment of
the module
takes in lectures, seminars, private study, preparation for
exams, essays, etc.
have to assessed for all components of a study course
(modules, courses, interns, thesis)
the approximation of workload is made by the teachers
Is influenced by:
 side activities (hobbies, jobs, etc)
 tuition fees
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What is StOEHn about?
StOEHn
=
=

=
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Student Online Workload Evaluation der of
Aachens institutions of Higher education
Online questionnaire via CAMPUS Office
www.campusoffice.fh-aachen.de
Joint project
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Targets of StOEHn
1. Check of feasibility of the Bachelor- and Master study
courses
 Successful finishing in predicted time?
 Distribution of workload sensitive?
(over the semester / during the complete study
course)
2. Basis for workload per module
 Until now: estimation of workload and determination
in ECTS-credits by lecturer
 Now: check of this determination by you (the
students)
aided by StOEHn
3. Sustainable assurance of quality of the education
in the institutions of higher education
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How is the questionnaire designed?
• Information about the time of presence at events of
particular modules (e.g. lecture, seminar, etc.)
– so called contact hours
• Information about times for private study (e.g. preparation
and wrap-up at home, in the library, learning)
• Consideration of pre-knowledge (e.g. specific training) and
time spend for part-time jobs
• Your proposal for improvement of workload
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Aachen
- Aachen University
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Analysis

Measurement of actual workload per module and study
course

Workload-distribution during the semester

Effects of side activities and pre-knowledge

If so gender analysis

Comparison first-time passers and repeaters
 As well as: further detailed analysis on this basis
Has to be compared with duration of students, drop out rates,
Students studying within the regular time
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Workload as part of quality management
I. Module
(Number of credits / student
workload)
IV. Fitting
with regard
to the
assigned
credits or
the
teaching
activities
II. Planning
of teaching
activities /
determining
of student
workload
III. control of actual workload by
student evaluation
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Thank you for listening!
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