# data[].attributes.headline
More consistent line management; ensure managers don't have too many people to manage; sufficient managers

# data[].attributes.subject
More consistent line management; ensure managers don't have too many people to manage; sufficient managers

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Area with list of systems, what they are for, how they are accessed, how to get accessed and training materials all in one place. in order of how a member of academic staff might need them e.g. Moodle, student lists, attendance, assessments, outcomes.

# data[].attributes.subject
Area with list of systems, what they are for, how they are accessed, how to get accessed and training materials all in one place. in order of how a member of academic staff might need them e.g. Moodle, student lists, attendance, assessments, outcomes.

# data[].attributes.headline
Present the guidance of the workload to all staff in a faculty presentation; how it will work, the guidance, the timelines before the process starts. Manage expectations

# data[].attributes.subject
Present the guidance of the workload to all staff in a faculty presentation; how it will work, the guidance, the timelines before the process starts. Manage expectations

# data[].attributes.headline
Everyone should have three meetings about their workload; what the guidance is/what they hope to do, what it includes when it comes out and a review in sept. every manager should be fully involved in its production so they understand and can support their staff. The overall results could be summarised in a spreadsheet to all staff e.g. teaching, research, support, management hours.

# data[].attributes.subject
Everyone should have three meetings about their workload; what the guidance is/what they hope to do, what it includes when it comes out and a review in sept. every manager should be fully involved in its production so they understand and can support their staff. The overall results could be summarised in a spreadsheet to all staff e.g. teaching, research, support, management hours.

# data[].attributes.headline
I want a person I can talk to, not an assist portal where the form doesn't always let me state clearly what my problem is.  I want to build relationships with colleagues in admin, I don't want to email a faceless inbox. 

# data[].attributes.subject
I want a person I can talk to, not an assist portal where the form doesn't always let me state clearly what my problem is.  I want to build relationships with colleagues in admin, I don't want to email a faceless inbox. 

# data[].attributes.headline
I disagree with the point made above that 'anyone can do admin'. I think effective admin staff are like gold. Unfortunately staff seem to constantly shuffled with admin teams regularly changed (usually reduced) and responsibilities moved about. This makes it frustrating and dispiriting when it takes so long to find out who to go to or how to get a simple task completed.

# data[].attributes.subject
I disagree with the point made above that 'anyone can do admin'. I think effective admin staff are like gold. Unfortunately staff seem to constantly shuffled with admin teams regularly changed (usually reduced) and responsibilities moved about. This makes it frustrating and dispiriting when it takes so long to find out who to go to or how to get a simple task completed.

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I would like more contact with my line manager. She has so much to do I don't like to bother her.

# data[].attributes.subject
I would like more contact with my line manager. She has so much to do I don't like to bother her.

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I don't really understand the 'hidden' hours- I'm told that there are 4 hours per visit but only 2 hours appear on my workload. 

# data[].attributes.subject
I don't really understand the 'hidden' hours- I'm told that there are 4 hours per visit but only 2 hours appear on my workload. 

# data[].attributes.body
I am an admin member of staff and I feel frustrated for academic colleagues who are forced to do so much admin because we don't have enough admin staff. Anyone can do Admin, not everyone can teach and produce academic content. We need to ringfence our academic colleagues for academic work only. I feel we are missing a trick here big style.

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Be proactive rather than reactive?

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Allow us to talk about how we can best use our experience and expertise. How can we give our students and the university the best value from us? 

# data[].attributes.subject
Allow us to talk about how we can best use our experience and expertise. How can we give our students and the university the best value from us? 

# data[].attributes.body
If we were to write down all the different systems many of us use in a day, the list would reveal a mishmash of clunky Office products bashing against bought in software, none of which are compatible. Inputting data into a spreadsheet to then copy to Moodle or viceversa, sending emails about application requirements but then uploading responses to PowerBi. The duplication of admin at the moment is beyond belief.

# data[].attributes.body
The intranet search function is terrible. Finding documents, pages etc takes forever and usually relies on asking someone directly.

# data[].attributes.headline
Meetings are to MEET and discuss not just give information that could be sent in an email or via a short video

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Meetings are to MEET and discuss not just give information that could be sent in an email or via a short video

# data[].attributes.body
1. Begin with a realistic conversation with staff about how long things take. Accept there will be variations but approach the conversation positively and in a spirit that staff are not inflating or making numbers up: if we say it takes X hours to do this thing, then it probably does...
2. When a new system is brought in, ensure the workload reflects the change.
3. Replace rhetoric with action: if the University wants world-leading research, explain to staff why research hours have been cut and how the expectations for what people will produce has also been cut.

# data[].attributes.body
Attending meetings online is supportive for those members of staff with caring commitments or long commutes. Provision for some working from home supports the 'green' ethos of MMU and I get more work done from home.

# data[].attributes.body
Line managers holding responsibility for a sensible number of staff so that they have time to be available for all.

# data[].attributes.body
There seems to have been an increase in 'live' meetings that could have been an email, or a pre-recorded video. Meetings are for discussion, not information dumps.

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I mean if the tasks on the workload were such that they were actually possible to complete in the hours allocated that would be a fabulous start.

# data[].attributes.subject
I mean if the tasks on the workload were such that they were actually possible to complete in the hours allocated that would be a fabulous start.

# data[].attributes.body
The 'numbers on a spreadsheet' approach ignores the calendar and timetabling implications. I'm trying to mark two assignments at once here, and have repeatedly been expected to teach two classes at the same time. Where's the 'joined up thinking'?

# data[].attributes.headline
Bring back programme teams. The new system is robotic and everything takes so much longer to achieve, for academics, (maybe it works better for admin staff?) leading to frustrations all round, amongst staff and students. We have an overwhelming number of systems to navigate and these were brought in before we had training packages on how to use them. 

# data[].attributes.subject
Bring back programme teams. The new system is robotic and everything takes so much longer to achieve, for academics, (maybe it works better for admin staff?) leading to frustrations all round, amongst staff and students. We have an overwhelming number of systems to navigate and these were brought in before we had training packages on how to use them. 

# data[].attributes.body
Open and courageous conversations are needed about teaching practices and inclusive behaviour. Respect for all forms of diversity, aknowledgement of our privileges should be a part of these conversations. Also, challenging microaggressions is needed. Perhaps a code of conduct and an appropriate EDI sensitivity training could help with that.

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I think that the most important thing to highlight here is that the voices of colleagues appear to not have been heard or listened to. The numerous, confusing changes to Academic/Education services that result in nobody knowing anymore which of the new services does what and worse, who to contact for help - that's quite bad. So good listening and advocating for what colleagues say at a higher level is what is needed.

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1. We have to be having open conversations that allow us to challenge systemic issues (e.g. see the very, very important comment below about the make=up of the equality fora...)
2. The division between CYES and STEPD in Education is unhelpful, both for enabling staff to grow and develop, but it prevents collaboration that could produce really meaningful action that feeds into research and teaching. We're wasting so much experience, expertise and amazing thinking. It's not about having a big away day every year or two, it's about cross-school teaching and working groups (but not hand-picking the people to be in those groups - open it up to everyone)

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SJTP has not revolutionised the way that we work. So far it feels like a step backwards. Change is necessary, of course, but honest conversations and listening to, and analysing what is not working have to happen. Give us back the programme teams with named contacts - it will save everyone so much frustration and unneccessary work.

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https://mmuintranet.mmu.ac.uk/Interact/Pages/Content/Document.aspx?id=7411
Have a more diverse group of equality forum friends?

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HE has a fairly flat management structure which supports academic freedom, but people can feel lonely and isolated - well-being is not recognised. Solutions could be e.g. team development of modules and programmes that connect with research but are genuinely developed in teams that converse regularly about content.

# data[].attributes.subject
HE has a fairly flat management structure which supports academic freedom, but people can feel lonely and isolated - well-being is not recognised. Solutions could be e.g. team development of modules and programmes that connect with research but are genuinely developed in teams that converse regularly about content.

# data[].attributes.headline
Systems are rarely working. But changing the systems all the times do not make things better but worst. 

# data[].attributes.subject
Systems are rarely working. But changing the systems all the times do not make things better but worst. 

# data[].attributes.body
The university has organised sessions for training in the different systems (Moodle, Padlet, Vevox...) but the information of days and times for these sessions are not always cascaded on time. Also trying to find the information via the intranet tends to be complicated.

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Peer support for staff wellbeing is not being fully utilised. 

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Peer support for staff wellbeing is not being fully utilised. 

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The supportive/effective admin systems would add to feeling supported.

# data[].attributes.subject
The supportive/effective admin systems would add to feeling supported.

# data[].attributes.body
Involve those affected in creating the solutions to the problems instead of trying to decide what needs to be done with no lived experience.

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So many of our meetings are about function and reacting/triaging yet another new system (that often isn't working well) and our meetings are rarely about meaning. We must make space for meaningful meetings.

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So many of our meetings are about function and reacting/triaging yet another new system (that often isn't working well) and our meetings are rarely about meaning. We must make space for meaningful meetings.

# data[].attributes.headline
Cross department teaching teams and opportunities for interdisciplinarity in the development of curriculum, indicative content, assessments and so on is not being fully enabled. 

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Cross department teaching teams and opportunities for interdisciplinarity in the development of curriculum, indicative content, assessments and so on is not being fully enabled. 

# data[].attributes.headline
Can we move from function to meaning in meetings?

# data[].attributes.subject
Can we move from function to meaning in meetings?

# data[].attributes.headline
Would be really beneficial if new members of staff could have an 2-3 day induction of key systems (library services, how to create a reference list for unit handbooks, moodle area etc)

# data[].attributes.subject
Would be really beneficial if new members of staff could have an 2-3 day induction of key systems (library services, how to create a reference list for unit handbooks, moodle area etc)

# data[].attributes.headline
reading and academic work - writing articles - when do we do these? In the ten minutes between meetings or at 4 on Fridays was when I was able to write. 

# data[].attributes.subject
reading and academic work - writing articles - when do we do these? In the ten minutes between meetings or at 4 on Fridays was when I was able to write. 

# data[].attributes.headline
We need a proper system for covering teaching absences. It causes a lot of stress currently and relies purely on good will of colleauges

# data[].attributes.subject
We need a proper system for covering teaching absences. It causes a lot of stress currently and relies purely on good will of colleauges

# data[].attributes.headline
More conduits for voices to be heard - like this one which is excellent :)

# data[].attributes.subject
More conduits for voices to be heard - like this one which is excellent :)

# data[].attributes.body
Capture some of the real stories from our staff and students to help us understand the problems they face and the issues they are dealing with all too often.

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Mentoring for those on the research pathway is effective, but there is not a similar system for those of the pedagogic pathway. The allocation of time to both pathways appears to be disparate (allocated time to develop research, bids and so on, no obvious time to develop research informed teaching) reinforcing a perception that the research pathway has greater prominence.   

# data[].attributes.subject
Mentoring for those on the research pathway is effective, but there is not a similar system for those of the pedagogic pathway. The allocation of time to both pathways appears to be disparate (allocated time to develop research, bids and so on, no obvious time to develop research informed teaching) reinforcing a perception that the research pathway has greater prominence.   

# data[].attributes.headline
Systems create workload around academic practice e.g. visiting scholar requests, the infrastructure to support basic research activity eg. PGR access to study, is quite complicated and we can spend days on this without doing any important read. 

# data[].attributes.subject
Systems create workload around academic practice e.g. visiting scholar requests, the infrastructure to support basic research activity eg. PGR access to study, is quite complicated and we can spend days on this without doing any important read. 

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Sustained external support for how we talk about racism in our own spaces is essential. From there we can start to build deeper practice across our work, but at the moment, this isn't something many feel comfortable with and there can be unsafe spaces for colleagues of colour.

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Sustained external support for how we talk about racism in our own spaces is essential. From there we can start to build deeper practice across our work, but at the moment, this isn't something many feel comfortable with and there can be unsafe spaces for colleagues of colour.

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Embed anti racist practice in teaching and research - decolonise our reading. Think of this as an intellectual project

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Embed anti racist practice in teaching and research - decolonise our reading. Think of this as an intellectual project

# data[].attributes.body
Hold hands up when we make mistakes, and learn from them. Acknowledge unconscious bias

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Reducing the hours per unit of teaching (education) should be repealed. That happened right when we all ended up doing SO MANY extra hours to teach (online/blended/etc)

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Reducing the hours per unit of teaching (education) should be repealed. That happened right when we all ended up doing SO MANY extra hours to teach (online/blended/etc)

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A book club called 'On the Same Page', books ,films, poetry etc on EDI (Guy has already started writing the PLAN!)

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A book club called 'On the Same Page', books ,films, poetry etc on EDI (Guy has already started writing the PLAN!)

# data[].attributes.body
First of all - transparency: a Faculty template, with a detailed breakdown of activities to be included in individual workloads. I get a spreadsheet with a string of undeciferable numbers and no explanation. Timeliness: nothing that we do on annual basis is a surprise. Workloads should come out in July to facilitate planning for the next Academic Year. Empowerment: give colleagues agency to negotiate their workloads.

# data[].attributes.headline
The mysterious world of trac needs to be uncoupled from workload. Why can't people fill in their own trac record as I did in a previous university?

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The mysterious world of trac needs to be uncoupled from workload. Why can't people fill in their own trac record as I did in a previous university?

# data[].attributes.headline
Some discussion around systems that make things worse rather then helping (timetabling)

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Some discussion around systems that make things worse rather then helping (timetabling)

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I really like the 40/40/20 split recommended by the workload group. 

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I really like the 40/40/20 split recommended by the workload group. 

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It's hard to understand the workload. The bean counting (hours etc) takes up so much time. Research especially is handled so differently from teaching and often as a tack-on. So a clearer system to understand the work going into research as clearly as that going into teaching would be helpful. 

# data[].attributes.subject
It's hard to understand the workload. The bean counting (hours etc) takes up so much time. Research especially is handled so differently from teaching and often as a tack-on. So a clearer system to understand the work going into research as clearly as that going into teaching would be helpful. 

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Research activity is not understood and is not recognised within workload. It is not just about grant income it is about the different activities that co-constitute research.

# data[].attributes.subject
Research activity is not understood and is not recognised within workload. It is not just about grant income it is about the different activities that co-constitute research.