The negotiated allocation of teaching and institutional service workload in universities is a key determinant of the quantity and quality of all work for academic staff. There is abundant quantitative evidence that women and men experience differential outcomes from faculty, school, or departmental workload allocation processes and convincing theoretical explanations as to why this happens. We add to this knowledge through feminist analysis of a mixed methods case study of an academic unit in a European University, focusing on gendered dynamics in the workload allocation processes there. Our analysis follows the “sweaty concept” methodology proposed by Sara Ahmed as a means of developing feminist theory that is founded on embodied experiences of discomfort in worlds that are not welcoming. The concept we develop through this is “inequitable modeling”; it suggests that while workload allocation processes are understood by model designers as a managerial tool to enable transparency and fairness (forms of procedural equity), the managed, especially women, experience them as opaque and unfair (forms of lived inequity). We conclude by questioning the principles and outcomes of such tools in achieving gender equity, and then describe how a feminist approach to workload modeling and allocation might be implemented.

中文翻译：

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大学中的性别工作量分配：对欧洲大学实践和可能性的女权主义分析

大学教学和机构服务工作量的协商分配是学术人员所有工作数量和质量的关键决定因素。有大量的定量证据表明，女性和男性在教师、学校或部门的工作量分配过程中体验到不同的结果，并且令人信服的理论解释为什么会发生这种情况。我们通过对欧洲大学一个学术单位的混合方法案例研究的女权主义分析来增加这一知识，重点是那里工作量分配过程中的性别动态。我们的分析遵循萨拉·艾哈迈德 (Sara Ahmed) 提出的“汗水概念”方法，作为发展女权主义理论的一种手段，该理论建立在不受欢迎的世界中不适的具体体验之上。我们由此发展出的概念是“不公平建模”；它表明，虽然模型设计者将工作量分配过程理解为实现透明和公平（程序公平的形式）的管理工具，但被管理的人，尤其是女性，将其视为不透明和不公平的（生活不公平的形式）。最后，我们质疑此类工具在实现性别平等方面的原则和结果，然后描述如何实施女权主义的工作量建模和分配方法。