This monograph examines methods by which faculty workload studies can be performed. It includes definitions and discussion of activities used in workload assessment, such as instructional time, institutional and public service, personal activities and research, scholarship and creative endeavors. The conclusion indicates that there is a paucity of empirical data about faculty workloads and too much acceptance of commonplace assumptions that do not stand up to critical examination. Faculty workload formulas will vary from institution to institution, and the individual institution should develop its own faculty workload questionnaires. (MJM)