The Adjunct Dilemma: Exploitation In Higher Education from CSU to the National Stage

This article critically examines the systemic exploitation of adjunct faculty in higher education, focusing first on Cleveland State University (CSU) and then expanding to a nationwide context. Adjuncts, who now make up the majority of college instructors in the United States, are essential to academic operations but are often paid poverty-level wages, denied job security, and excluded from institutional governance. At CSU, adjuncts earn roughly $3,900 per course, even when teaching large classes of 30 or more students that generate tens of thousands of dollars in tuition revenue for the university. This stark disparity illustrates a growing divide between revenue generation and faculty compensation. The paper further explores how nonprofit institutions, protected under 501(c)(3) tax-exempt status, continue to post financial surpluses while investing heavily in administrative costs, athletics, and facilities—often at the expense of instructional quality and labor equity. Through financial analysis and literature review, the article highlights how these practices exploit adjuncts while compromising student engagement, academic continuity, and educational outcomes. The broader national analysis shows that this model is not unique to CSU. Across the country, adjuncts often juggle multiple teaching jobs at different institutions, receive no benefits, and work without contracts that guarantee employment stability. These conditions not only erode the professional dignity of educators but also degrade the student experience in higher education. As universities increasingly operate under corporatized frameworks, their reliance on underpaid academic labor raises ethical, economic, and social concerns. To address this crisis, the article offers a series of policy recommendations, including the provision of living wages, multi-year contracts, access to health and retirement benefits, and meaningful inclusion of adjuncts in governance. These changes are essential to realigning institutional priorities with their stated missions of academic excellence and equity.