Policy implementation and academic workload planning in the managerial university: understanding unintended consequences

Abstract

Within an increasingly dynamic and volatile external environment, university managers are charged with implementing strategies including models that attempt to distribute complex academic workloads fairly and transparently in order to meet institutional goals. However, the impact of such models on individual academic behaviour is often unexpected. This paper explores a theoretical approach based on perceptions of fairness, to explain the unintended consequences arising from the use of a workload allocation model. Using results from a case study to illustrate theoretical constructs, we identify the reasons behind academic resistance in response to such models.