Will Bentley choose to invest in teaching and learning?

Teaching the next generation of leaders is hard work. Bentley’s administrators, by choosing not to invest in the faculty that do so much of this work, are making it that much harder.

An analysis of Bentley’s financial statements makes clear that the unfair treatment of adjunct faculty, which inevitably affects student learning conditions, is a choice made by administrators.

Adjuncts make up 35% of Bentley faculty. They teach 28% of the courses. Yet they account for less than 5% of Bentley’s spending on instruction.¹

Just 5% of instructional resources are devoted to faculty teaching 28% of the classes. What does that say about Bentley’s priorities?

Bentley has choices, and it has the resources to make different choices – better choices. Bentley saves millions by relying on underpaid adjuncts to teach hundreds of classes each year.

Budget Analysis_2Students and their families don’t receive a tuition discount for classes taught by adjuncts. The administration is making over $36 million a year by exploiting adjunct faculty.  Meanwhile, students get professors who worry every few months about whether they have a job, who have no access to affordable health benefits, and who hustle from campus to campus to make ends meet. That’s time, attention and energy that Bentley’s adjunct faculty would much rather devote to doing the jobs they love. Is this system fair to our students?

Due to the choices Bentley’s administrators have made, Bentley adjuncts are being left behind – and so are the students they teach. With a union, adjunct faculty would be a voice for bringing the focus to teaching and learning. That’s what Bentley’s students deserve. That’s how we build a better Bentley.


[1] Fall 2014

[2] Bentley University Audit and Financial Statement, Fiscal Year 2014


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