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The article highlights governance issues plaguing Australian universities, including underpayment of staff, excessive spending on consultants, declining learning experiences, lack of transparency, and accountability. It identifies the structural shift of power and resources from traditional faculties to central administrations as a major factor behind these problems. This shift has led to the impoverishment of faculties, chronic underpayment and loss of power and status for academic faculties.

The article discusses the college teaching profession, particularly the idea that the job is not arduous and that salaries are high. It is noted that many college teachers are tenure-track or are adjunct, meaning that they must work hard to secure and then maintain their teaching positions. Professor John Hare of Montgomery College discusses his teaching workload and comments on teacher Florence E. Babb of the University of Florida who took measures against the school when it tried to increase her teaching workload. The impact that the global financial crisis has had on schools and the workloads of faculties is discussed, as are the average salaries paid to teachers, and how difficult it can be for teachers at the beginning of their careers to meet financial obligations.

The article discusses results of a study of various colleges at which adjunct faculty members had experienced improvements in their work experience. It found that adjunct status improves more when the adjunct groups work on transformation of the campus to include them rather than fighting to change individual employer practices. It states that when the campus becomes more generally inclusive of adjuncts in decision making, their concerns are attended to. Pay, benefits and job security improve. Issues such as pay for office hours, policies to protect their academic freedom and intellectual property rights, and routes to entering the tenure track are addressed. The researchers found that unionization of adjuncts did not contribute appreciably to their improved status.

The article offers information on the failure of universities and colleges in Great Britain to acquire high-caliber professors. Committee of Vice-Chancellors and Principals spokesman, Tom Johnston, agreed with the results of the survey conducted in relation to this issue. The survey found out that employees are dissatisfied about pay, deteriorating research conditions, and too much administrative loads.

Reports on the plan of the provincial government of Quebec to adopt an emergency back-to-work legislation to fine faculty members of community colleges who perform illegal strikes. Complaints raised by teachers against the government over their salaries and workload; Provisions of the emergency laws adopted by the provincial legislature; Impact of the demonstrations on colleges in the province.

The article presents a survey involving the number of cases of job sharing in universities and colleges in the U.S. The author mentioned that job sharing was fostered by affirmative-action requirements. There were also concern over the details of job sharing such teaching load, division of college responsibilities, and how teachers qualify fringe benefits.

The author discusses his decision to reduce his teaching work at a U.S. university, arguing that pay for faculty is insufficient given the long hours and amount of work required of college teachers. Topics addressed include the author's experience as a full-time instructor in journalism and history courses, demands on college professors to produce research and perform administrative duties, and pay disparity between the private sector and public universities and colleges.

The author looks at her experiences working as an adjunct professor in U.S. higher education. The article discusses the workload, pay, and treatment of part-time instructors and presents information on volunteer work for adjuncts. The author also presents responses from readers on their own personal experiences as adjunct teachers.

The article explores issues related to the increasing proportion of nontenure-track faculty members that are taking on teaching responsibilities at various U.S. colleges. Particular focus is given to part-time and full-time nontenure-track college teachers at Saint Joseph's University and Virginia Commonwealth University. Topics related to the mobilization of adjunct professors in appealing to increase their collective bargaining rights and salaries are explored. Comments from several adjunct professors are presented on issues including academic freedom, job security, workload, and participation in administration.

The article presents excerpts from several blogs on the journal's website in response to the opinion essay "Do College Professors Work Hard Enough?" by David C. Levy that appeared in "The Washington Post" newspaper.

The article presents a discussion of ways in which college teachers and administrators in the U.S. faced criticism regarding their salaries, workload, and the quality of higher education during the 2010-2011 academic year. It presents comments from former University of Arizona president Robert N. Shelton regarding his decision to resign, overviews plans by California Governor Jerry Brown to reduce college president pay in the state, and discusses the book "Academically Adrift: Limited Learning on College Campuses" by Richard Arum and Josipa Roksa.

In this article the author discusses the subject of college faculty productivity and examines how calls for increased measures of accountability have impacted efforts by faculty to justify their salaries. Debates surrounding the teaching and research duties of college faculty are explored and the Texas Regents' Task Force on University Excellence and Productivity guidelines for measuring productivity are discussed. He also comments on doctoral program rankings released by the U.S. National Research Council.

The article discusses the results of a survey which indicates that support for collective bargaining is strongest among those who have lower salaries and have higher teaching loads. While unions have the most success at institutions of lesser status, support for faculty unionism is strongest among the most liberal faculty members.