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Abstract
This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.
Notes
2 Chambers suggests that an appropriate workload for the full time students is 40 hours per week including class contact hours and study outside of class time. This is consistent with the European Credit Transfer and Accumulation System position on workload.
3 In second semester 2005 the University introduced an online teaching evaluation instrument referred to as ‘eVALUate’. Over time this has replaced all other student evaluation of teaching instruments in the university including UEQ's.
4 As the CEQ data has a time lag of approximately two years we cannot compare the responses for workload at this point. Similarly UEQ's have been replaced by the eVALUate instrument and comparable data is not available.