To the Editor:
"Efforts to Measure Faculty Workload Don't Add Up" (The Chronicle, July 10) does raise legitimate issues. However, it strikes me as ironic for faculty members to seek to defend their activities by describing "what they do with their time." What would their response be to students who documented how much time they spent on a professor's course and still did not grasp the material or complete the assignment? The challenge in academic-productivity analysis is recognizing what constitutes appropriate "outcomes," not "inputs." Credit hours produced or level of student learning? Number of articles or impact of research? Which of these options change the measure of faculty productivity?
James M. Daley
Dean
Helzberg School of Management
Rockhurst University
Kansas City, Mo.
