Teaching and learning professionals want hybrid options for work. A majority of respondents (85%) said that having access to remote/hybrid work options is moderately to extremely important (see figure 11). This is in line with findings in the staffing section—offering remote/hybrid work options was selected as the one of the top four actions that institutions could take to address staffing. Yet, while most respondents want access to flexible work options, they also largely expressed a desire for the option to work on-campus as well—73% felt that having access to on-campus options for work is moderately to extremely important. The high importance of both suggests that many respondents prefer hybrid work options specifically.

Many currently have access to work options that fit their preference. Overall, a majority of respondents (66%) reported that they currently have options for being either on campus or remote/hybrid (see figure 12). Looking more closely at current work location by preference, we found that many respondents have work options that align with their work location preferences. Specifically, 70% of those who felt that it is important to have remote/hybrid work options reported that they currently have options for either on-campus or remote/hybrid work. Likewise, 67% of those who felt that on-campus work options are important reported that they currently have options for either on-campus or remote/hybrid work. Despite this, about a third of respondents work from unpreferred locations, and as discussed previously, the lack of remote/hybrid work options continues to exacerbate staffing issues for a number of institutions.

Workloads have increased for many, especially those in leadership roles. A majority of respondents (65%) reported that they currently have excessive workloads, while less than a third (29%) said their workload is just right. Workload also varied by position level, with respondents reporting increasingly excessive workloads at higher levels (see figure 13). When asked whether their workloads had changed in the past 12 months, a majority (66%) said that their workload had increased, while 12% reported decreases, and 22% reported no change.

Increasing workloads are impacting mental health and morale. Of those who reported experiencing "a lot" of burnout within the past 12 months, 82% reported having an excessive workload, whereas 47% of those who reported experiencing little to no burnout reported having an excessive workload. Respondents who reported that their workloads had increased in the past 12 months commented on the impacts of these increases. Many said that due to increases in responsibilities and understaffing, they have to prioritize only the most urgent tasks while neglecting other important aspects of their jobs. One respondent noted, "Things fall through the cracks. There is so much going on it is hard to stay on top of everything. It seems that the whole department is just putting out fires instead of getting to issues before they become issues." As a consequence, not only is the quality of teaching and learning work and services suffering, but so are employee mental health, well-being, and morale. Respondents said they are stressed and burned out, their work–life balance and personal lives are suffering, and they feel less confident and effective in performing their duties.

"Some projects have been back-burnered and or stopped entirely so I can focus on other priorities. My work/life balance is way off, and I am nearing burnout and am seriously considering leaving the institution."

"I am barely keeping my head above water. I do the most crucial stuff and so much doesn't get my time or attention."

"The workload has gotten to the point that most if not all employees are overly stressed. We have had two people go to the ER."

"It has become very difficult. I feel overwhelmed and sometimes lack confidence that I am performing well because I've had to let some things 'slide.' I really don't like doing that, but there's only so many hours in a day and I want to keep my mental health."

"I was hired about 2 years ago. Yes, my workload has increased slightly. This job is too much for one person and always has been. It also creates a constant feeling of failure because there is no way that everything can get done."

"I find I cannot be as readily available to my staff for mentorship and leadership. I perceive that the increase in my workload has decreased morale and tainted the teamwork mentality that existed pre-COVID."

"Finding the mental bandwidth to focus on specific tasks is difficult. Compounded by personal problems and situations arising in the U.S. politically and economically, any increase in workload is cumbersome and difficult to handle."

"The work has taken over my life, to the point of mental and physical exhaustion. The snide, derogatory comments from leadership who are not 'in the work' reflect incompetence and a serious lack of understanding within a toxic work culture environment."

AI-related duties have seen the largest increase in time demands. The job areas that saw the largest increase in time demands in the past year were artificial intelligence (30%), faculty training and development (28%), and online, hybrid, or distance learning (24%) (see figure 14). The areas that saw the greatest decline in time demands were staff education and training (27%), library (21%), and learning space design and management (20%) (see figure 15). Interestingly, even though AI saw the largest increase in time demands, it was the area that saw the fewest positions budgeted for (see figure 4) and was in the bottom five areas in the creation of new positions (see figure 5), suggesting that the demand for AI functions is outpacing the growth in AI staff.