I wrote this text to reflect on my workload in Higher Education, seven weeks into Term 1 of 2019-20. I hope friends in similar situations add their voice, while friends in better situations and students become fully aware of the following example (here, mine). If nothing more, getting this down on paper was a meaningful process of clarification.
I teach the history and theory of architecture, cities and design. This is my fifth year teaching and I got my PhD a year ago (2018). I currently work in architecture schools in three London universities, in the following roles:
- Teaching fellow (0.14FTE)
- Lecturer (0.5FTE)
- Sessional tutor (10 hours per week)
I work with 7 student groups a week (each a separate module), on a total of about 220 students.
This amounts to five contact hours a day Monday to Thursday, and two contact hours on Fridays. That is 22 contact hours a week on a 0.64FTE + my hourly-paid contract.
For the first six weeks of term I worked an extra two contact hours on Mondays, with two separate groups of students, to cover for a staffing gap (total workload = 9 groups, 250 students, 24 weekly contact hours).
In addition to this, I attend meetings, conduct academic advising sessions, lead field trips and supervise dissertations in different departments. In December I am examining a PhD. Between this and next term, I must supervise and mark 40 dissertations, and mark a further 100 essays.
Course prep, emails and admin duties take place during remaining daily hours and at weekends. In fact, this text was mostly formulated on a tube ride, which remains the only time I have been taking for myself since the start of the academic year (my commute is 75mins per way two days a week, 60mins per way another two days, and 30mins on the other day).
On Monday 11 November I exceptionally worked from 9am to 7.30pm contact time. On Thursday 15 November I had a breakdown. On Friday 16 November I was present at work and did again, exceptionally, 5.5 hours of contact time.
Delayed contracts and payments mean that I can’t yet clarify the total salary I receive each month. In October I earned £1655 (but this is very partial). I will update this post at the end of November with the correct total amount.
The energy transfer involved in teaching astonishes me daily: the giving and receiving, the intensities exchanged, the strained minds, affects, voices. It is inevitable for this work to be deeply personal, intense and involved – and I don’t know how to do it any other way.
I see my responsibilities in the following order: developing humans of the world, citizens of the city, and professionals of the built environment – and I try to work simultaneously on all three scales.
This work is my peril and my joy. I have cried and laughed with students, developed unbelievable frustrations and elations from their slacking or their activation, and I have measured my own professional worth in relation to their achievements (another veeery slippery slope!). During term time, my life belongs to the students. Outside term time, my life belongs to me.
The thing about teaching is, you can’t do half the job. So whether you get paid, supported, encouraged and respected for it, or not, you will give it all anyway. Balancing the cost of this to mental, emotional and physical integrity, with the sense of mission for the work, is a painful daily negotiation.
To be clear: this workload is not the responsibility of any single institution, but is a symptom of how unsustainable higher education employment has become. The 22 hours a week I just mentioned, I brought them onto myself. Why? I am not entirely sure. Because I wanted to prove to myself that I could power through it, because I believe in it with everything I have, because I live in London and I want to afford to travel. But this is not just me. The difference between allocated and actual hours in higher education is pushing us all to breaking point, and my situation is by no means exceptional. The direct result of this is that University College Union members are starting 8 days of strike action on 26 November, on two separate counts: one for pensions and one for workload.
Our profession is becoming unsustainable. As much as I energise from it, I have never felt I am operating at capacity as I do now. I have so much love and respect for my colleagues’ work, and so many broken colleagues. Fuck you, system, for breaking your best people. And for making me consider an absolute exit from this career almost every day, while I do the work that I wholeheartedly believe in.
What of this then? Some thoughts on what is needed:
- Urgent support for professional service and university support staff, whose workloads and precarious conditions make our situations seem privileged. UCL security guards, porters and cleaners are also undertaking industrial action this month to end outsourced work.
- Deprioritise the student experience: bring back learning, development, responsibility. Fear of NSS results is engulfing all our activities in a toxic corporate cloud.
- Create (invent!) time to develop mentoring relationships, both with senior academics and with students. Senior staff to speak up against the casual, unfair and precarious arrangements of younger staff.
- Write research time into all teaching contracts without exception: there is no teaching without research.
- For History and Theory and Contextual Studies tutors specifically: pool resources and create open source reading lists for spatial and built environment practices. So many colleagues across institutions repeat imperfect versions of each other’s work when supervising dissertations and recommending resources – more knowledge is better knowledge for all of us.