Implementation and compliance with higher education authority workload policy in selected Public and Private Universities in Zambia
DOI:
https://doi.org/10.5281/zenodo.19699738Keywords:
Workload policy, implementation & complianceAbstract
This paper presents a study that assessed the implementation and compliance of the Higher Education Authority (HEA) workload policy in selected public and private universities in Zambia. Guided by a positivist research paradigm, the study employed a quantitative research design to generate objective and generalizable findings on policy implementation and institutional compliance. The target population comprised approximately 4,000 academic staff, from which a stratified sample of 676 participants was drawn using simple random sampling within strata to ensure proportional representation across institutions. Data was collected using structured questionnaires and analyzed through descriptive statistics, bivariate correlation, and multiple regression, with the level of significance set at p < 0.05. Policy implementation was measured using a ten-item Likert-scale index covering recruitment procedures, transparency in workload allocation, disclosure of workload expectations, contractual alignment, and compensation mechanisms (Cronbach’s α = 0.79), indicating acceptable internal consistency. The results revealed that 31% of respondents perceived high policy implementation, 50.1% moderate implementation, and 18.9% low implementation. Multiple regression analysis indicated that institutional compliance significantly predicted workload manageability (β = 0.31, p < 0.001). Furthermore, hidden workload components including time spent in meetings and resolving student issues (β = -0.129, p < 0.001), as well as enrolment-driven overloads and course availability demands (β = -0.191, p < 0.001) negatively influenced workload manageability. These findings underscore the importance of strengthening policy implementation mechanisms and compliance frameworks, formally recognizing hidden academic duties, to promote equitable workload distribution, enhance faculty well-being, and improve academic productivity within Zambian higher education institutions.
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