This paper considers and summarizes information about the current state of autonomy and job satisfaction within U.S. institutions of higher education. First, the forces that often obscure, or lessen, the traditionally autonomous faculty member's sense of job satisfaction are discussed. Then, potentially overwhelming technological changes that contribute to the diminishing sense of an autonomous work setting and job satisfaction are reviewed. Recommendations are also made for professional development programs that may help faculty deal with today's fact paced changes in academia. Autonomy was traditionally seen as an inherent benefit or privilege extended to worthy faculty members, so administrative innovations that modify or jeopardize the faculty member's perceived autonomy on the job have resulted in reduced morale and overall job dissatisfaction. Constrained budgets and fast paced technological change mean that the faculty member of the future will find a very different field. Recommendations are given for educational policy affecting: (1) autonomy and belonging; (2) hiring and tenure; and (3) technological training needs. (Contains 49 references.) (SLD)