Solutions · By role · Dean, HoD & faculty
Run the school on the record, not on recollection.
A dean decides workload, allocation, sections, cases and interventions every term, usually from evidence held in seven places by six people. Creatrix Campus puts faculty load, teaching allocation, promotion cases, cohort attainment and accreditation evidence on one governed record, so the decision is defensible and the faculty member is never asked for the same thing twice.
The problem
The dean is accountable for a school they can only see in fragments.
Workload sits in a spreadsheet per department. Availability arrives by email. Promotion evidence is assembled by the candidate, one folder at a time. Attainment is computed after the cohort has already moved on. Contracts renew in a system that does not know what the person is teaching. Every one of those is answerable, but only by asking somebody.
So the decisions get made anyway: on last year's allocation, on who volunteered, on the reputation of a course rather than its attainment. Then the review arrives, and teaching stops for a fortnight so that teaching can be documented.
- Workload equityEach head keeps their own spreadsheetOne faculty member carries four sections while another carries one, and nobody can prove it
- Teaching allocationLast year’s allocation, adjusted by memoryCourses go to whoever is willing, not to whoever is qualified and free
- Section planningDemand seen after registration closesHalf-empty sections run, and full ones turn students away
- Promotion and tenureEvidence assembled into a folder per caseA fortnight of the candidate’s time, and a decision that is hard to explain later
- Cohort outcomesAttainment computed at the end of termThe cohort is through the course by the time you see the gap
- Adjunct contractsRenewal dates in one list, teaching load in anotherTeaching is committed to a contract that expires mid-term
- Accreditation evidenceRequested from faculty weeks before the visitTeaching stops so that teaching can be documented
Seven workarounds, one consequence: the school is led on recollection, and the faculty pay for it in requests.
Two desks, one record
The dean decides. The faculty member should not have to prove it twice.
These are two different jobs reading the same records. Nothing the dean sees is a report the faculty had to file, and nothing a faculty member does has to be restated for a case or an audit.
See the school, and be able to defend the call.
Scope follows the org structure, so a head sees their department and a dean sees their schools, on the same numbers.
- Workload and equity across every faculty member, computed by policy rather than argued in a meeting.
- Allocation and section planning against qualification, availability and live registration demand.
- Promotion and case pipeline with stage, reviewer and missing evidence visible before the committee meets.
- Cohort attainment and at-risk students by outcome and by section, during the term.
- Adjunct and visiting contracts with dates, load and cost against the teaching they cover.
Every figure opens onto the records behind it, so a question in a council meeting is answered in the meeting.
Do the work once, and have it count everywhere.
The faculty member owns their own record, and the school reads it. There is no parallel reporting exercise.
- One timetable and one workload figure, the same number the dean is looking at.
- Attendance, assessment and attainment captured where the teaching happens, not re-entered later.
- A profile you maintain: qualifications, publications, projects, grants, awards and service.
- A promotion case that builds itself from that profile, so you add judgement rather than paperwork.
- Students flagged early, with the attendance and assessment records already attached.
When the accreditation visit arrives the evidence is already tagged, so nobody sends you a spreadsheet.
The dean's judgement calls
Six decisions, and what each one needs to be right.
A dean's year is not a workflow, it is a sequence of judgement calls. Each is only as good as the record underneath it, so this is what Creatrix puts there.
- DECISION 01
Who teaches what next term
What makes it rightCurrent load in credit hours, qualification to teach the course, and stated availability, all held on the faculty record.
Faculty recordWorkload policyAvailability - DECISION 02
Which sections to open, merge or close
What makes it rightLive registration demand against section capacity, while add and drop is still open.
RegistrationCapacityTimetable - DECISION 03
Which promotion cases are ready
What makes it rightTeaching, research and service evidence already attached to the case, with a stage, a reviewer and a date.
Case fileFaculty profileCommittee - DECISION 04
Where a cohort is slipping
What makes it rightAttainment and attendance by cohort and by outcome, visible while the term can still be changed.
AttainmentAttendanceFlags - DECISION 05
Who to renew, extend or release
What makes it rightAdjunct and visiting contracts with end dates, load and cost on the same record as the teaching they cover.
ContractsLoadCost - DECISION 06
What the school can prove at review
What makes it rightEvidence produced by ordinary teaching and tagged to its criterion as it happens.
EvidenceCriteriaCoverage
None of these need a report to be run first. They are the same records, read at the moment the decision is made.
Where your work connects
A dean sits across four lifecycles, not one.
You own the faculty lifecycle, you act on what assessment produces, and what your school does every week becomes the evidence quality and records depend on.
Your toolkit
The products behind the dean's desk.
Adopt one as a system of record, or connect them. The record model underneath is the same either way.
The faculty record: profile, qualifications, workload, allocation, appraisal, promotion cases and contracts.
AllocationSections, teaching allocation and timetables validated against availability, qualification and credit load.
AttainmentCourse and programme outcome attainment by cohort and section, computed from assessment already marked.
InterventionEarly flags on attendance and performance, routed to the course faculty and the advisor with records attached.
EvidenceTeaching, attainment and faculty output tagged to the criterion they prove, as the term happens.
CatalogThe versioned curriculum your school teaches against, with the outcome maps attainment reports read.
Trusted with faculty workload, teaching allocation and outcome attainment by universities across Europe, the Middle East, Southeast Asia and Oceania.
Creatrix provides an excellent platform for timetabling, enabling teaching activities to be planned and coordinated through a clear line of sight to learning outcomes, assessments, professional competency standards and graduate attributes.
It’s convenient to have all academic and administrative activities managed in one system. It helps keep work organized and reduces manual effort.
Frequently asked
Plain answers for the school office and the staff room.
How is faculty workload actually calculated?
Workload is configured as a policy, not a formula hidden in a spreadsheet. Teaching, supervision, administration, research and service each carry weights and caps by rank and contract type.
The system computes each person's load from allocations already on the record, so the dean and the faculty member look at the same number, and a disagreement is about the policy rather than the arithmetic.
Will faculty have to enter their work twice?
No. Allocation, attendance, assessment, attainment and supervision are captured where the work happens, and the profile, the workload view, the promotion case and the accreditation evidence all read those same records.
A faculty member is asked for something only when it genuinely exists nowhere else, such as an external publication, an award or a professional membership.
Can we run promotion and tenure to our own regulations?
Yes, and this is configuration rather than development. Case types, eligibility criteria, evidence requirements, review stages, committee composition and scoring rubrics are all set per institution.
The case shows which criterion each piece of evidence answers and who signed off at each stage, so a decision stays explainable years later.
Does a dean see other schools, or only their own?
Scope follows the org structure. A head of department sees their department, a dean sees the schools they own, and a provost sees the institution.
The numbers reconcile at every level because they are the same records read at a different scope, not three separate reports built by three offices.
How do at-risk signals reach the person who can act?
Thresholds on attendance, assessment performance and outcome attainment raise a flag against the student and the section.
The flag reaches the course faculty and the advisor with the underlying records attached, and the intervention, the referral and the result are recorded on the same student record, so follow-up is visible rather than assumed.
What happens to research and scholarly output?
Publications, projects, grants, patents, conferences and awards sit on the faculty profile with their own fields and supporting files.
They roll up to school-level visibility for the dean, and they drop into a promotion case or an accreditation criterion without being retyped.
GET STARTED
A school is easier to lead when the record already agrees with you.
Tell us how your school decides today: workload, allocation, sections, cases, cohort outcomes and evidence, and where it breaks.