• The report, Faculty Productivity and Costs at the University of Texas at Austin, from the Center for College Affordability and Productivity (CCAP) ...
• is based on data released by UTA for use by an internal study group. Download it here (XLS).
• The CCAP analysis of UTA data has been controversial since its recent publication.
• The Texas Tribune has had good coverage of this and other higher education-related battles in Texas.

Below: Take the interactive betaSCUP Analysis Tool  of this document for a test drive.

At this link, SCUP has used a beta semantic intelligence functionality to create an interactive tool that permits you to analyze the document in its entirety. According to that analysis, the following are the top ten bullet points to be made from "reading" the ACCP report. (At the interactive link you can see that in anywhere from 3 to 100 bullet points, interactively.)

• In other words, 16% of the faculty both bring in no externally sponsored research and also have some of the lowest teaching loads while even those faculty who carry some of the highest teaching loads also perform some of the externally funded research.

• The 20% of the faculty with the lowest teaching loads (again, a total of 840 faculty members) carry only 2% of the total teaching load (or 5% after controlling for the part-time status of some faculty) in terms of student credit hours (and only 3% of all students taught at the Austin campus), an almost negligible amount compared to the 20% who do the most teaching.

• The 20% of faculty members (that is, 840 out of the 4200 faculty within our sample) with the highest teaching loads carry 57% of the total number of student credit hours taught at the University's (or 55% of the total teaching load if we control for the part-time status of some faculty).

• Further analysis is warranted in terms of the research productivity of faculty, especially to determine the extent to which research productivity and teaching productivity present a tradeoff in terms of faculty time and resources (in other words, further analysis is needed to determine how much-or even if-increases in faculty teaching loads will actually lead to a decrease in the amount of externally funded research faculty perform).

• Interestingly enough, this figure of 852 ―excess‖ faculty is almost exactly equal to the number of faculty who perform only 2% of the teaching, suggesting that if the University released the 840 least productive faculty, there would only be minimal adjustments needed to the teaching loads of remaining faculty.