Academic Exploitation: The Unreasonable Research Publication Demands on Adjunct Faculty

The growing phenomenon of adjunct faculty, research quotas, and academic exploitation reveals a troubling trend in American higher education. As universities increasingly rely on contingent instructors while pursuing prestigious AACSB accreditation, part-time educators face impossible publication demands that undermine educational quality.

The Accreditation Paradox: Research Demands on Non-Tenured Faculty

Business schools requiring AACSB accreditation must demonstrate faculty research productivity. However, as AACSB standards evolved, institutions increasingly shift this burden to adjuncts teaching 4-6 courses per term. This creates what the American Association of University Professors calls “a two-tiered system of academic labor.”

• Adjuncts represent 73% of U.S. faculty but receive minimal research support
• Publication requirements often exceed those for tenure-track colleagues
• No compensation or reduced teaching loads for research activities

The Ripple Effects on Education Ecosystems

This systemic exploitation generates negative consequences across educational sectors:

1. K12 teacher preparation suffers as adjuncts lack time for mentoring
2. Graduate students observe exploitative models they may later inherit
3. Research quality declines under unreasonable productivity demands

As a result, many talented educators leave the profession entirely. The National Center for Education Statistics reports a 30% decline in education doctoral candidates since 2010, coinciding with worsening adjunct conditions.

Potential Solutions and Institutional Reforms

Several universities have implemented fairer models:

• Clear differentiation between teaching and research faculty roles
• Pro-rata compensation for required scholarly activities
• Collaborative research opportunities with tenure-track colleagues

However, systemic change requires accreditation bodies to address this inequity. Until then, contingent faculty remain trapped in an unsustainable cycle of teaching overloads and uncompensated research demands.

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