The measurement of white collar productivity is a difficult task. This paper demonstrates one approach in defining the workload for university faculty. Even though they are educators, only 27% of their time is spent teaching or advising students (1.4%). Most is spent for research (45.4%) or service work (26.2%). Unfortunately, the usefulness of the workload model is reduced because of poor estimates of time by the faculty and the high variability found between faculty member workload estimates.
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