University academic staff do complex work in an increasingly demanding environment. Traditionally, universities have defined the role of academic staff according to the three domains of teaching, research, and service, with primary emphasis placed upon the teaching and research aspects and secondary emphasis upon service or administration. Recent dialogue regarding the place of universities in a "knowledge society" has not necessarily reflected upon the impact on the workloads of faculty given increased expectations for measurable outputs, responsiveness to societal and student needs, and overall performance accountability. University faculty motivated by core academic and disciplinary interests are said to be increasingly challenged by increased accountability and workloads. Research on academic workloads have examined the intensification of academic work as well as the balance between research and teaching, particularly as governments have adopted performance funding for research budget components for higher education. Other studies have investigated the impact of the increasing demands on staff stress and work-life balance. This study examines one university's approach to these issues, using triangulation of three sources of data on workloads developments and outcomes. Our results are compared to international research findings, and suggestions are offered for future research and development activities based on this comparison and critique. (Contains 1 note.)