A comparative policy analysis of Australian higher education institutions’ definitions of marking

The process of assessing students and providing appropriate feedback is an integral component of higher education academic workloads. Variations in workload attributed to this process and differences exist between casual and permanent higher education staff. To gain a better understanding of the complexities of marking workloads, this paper reports on a comparative public policy analysis conducted of 39 Australian Higher Education Enterprise Bargaining Agreements. The findings of this paper indicate that there is a systemic difference nationally in the definition of marking and what this entails. There is also a focus on the hourly rates for casual staff, with limited information on appropriate workload for ongoing staff. Implications for the academic workforce lay in the need for clearer guidance and consistency in terms of definitions and the comparative differences between permanent and casual staff to promote further equity.