The Reality of Academia: Overworked, Underpaid, and Innovating
Every year, the same conversation resurfaces — about how university lecturers are overworked, underpaid, and struggling to make ends meet. It’s a familiar narrative that often comes from professors who share their stories of financial hardship and frustration with the system. These accounts are usually accompanied by long, eloquent essays written in flawless English, both online and in traditional media.
A few years ago, I had an encounter that highlighted this issue in a very personal way. My sister and I called a Bolt taxi, and the driver turned out to be Dr. Ali, a lecturer at Kano State University of Science and Technology (now known as Aliko Dangote University of Science and Technology). He was not just a professor but also a taxi driver, a side hustle he took on to supplement his income. His story revealed the reality many academics face — a profession that demands a lot but offers little in return.
Dr. Ali had studied in Malaysia on a scholarship and later pursued a PhD in China. Upon returning, he found himself in a job that paid only N240,000 per month, which wasn’t enough for his basic needs. To survive, he took on multiple side jobs — farming, importing electronics, translating, and driving a taxi. At 33, he was already showing signs of exhaustion, and it made me wonder why he hadn’t developed high blood pressure yet.
This situation is not unique to Nigeria. In the United States, even brilliant scientists like those in The Big Bang Theory have to share apartments because their salaries are insufficient. The idea of earning between $2,500 and $3,500 as a research assistant in the U.S. seems unrealistic when considering the cost of living. Rent alone can take up half of that salary, making it difficult to live comfortably.
Academia has always been a profession where financial stability is secondary to personal fulfillment. This is rooted in history — teaching was once seen as a temporary role, especially for women, who were expected to leave after marriage. The perception that anyone can teach, regardless of their qualifications, still lingers today.
The world has changed, and education is now more important than ever. However, some people still believe that education isn’t essential, and they don’t allocate the necessary funds to support it. In Nigeria, this mindset has led to underfunding of the education sector, leaving lecturers in a precarious position.
So, what can lecturers do? Many older academics continue to demand better pay through strikes, but these efforts have not yielded results. Some have sold their cars or taken on low-paying jobs, yet the government remains unresponsive. The younger generation, however, has adopted a different approach.
They understand that relying on a single income source is no longer viable, especially in a country like Nigeria, where inflation is rising rapidly. Instead of waiting for change, they are exploring alternative ways to earn money. Many are working remotely, offering consultancy services, or starting businesses. Some have even ventured into technology, creating passive income streams through fintech and coding.
Entrepreneurship has become a lifeline for many lecturers. From farming to online tutoring, they are finding new ways to generate income. While some may argue that this takes away from their primary responsibilities, it’s a reality that must be accepted.
The concept of a “side hustle” has evolved over time. Originally associated with informal work, it has now become a legitimate way to supplement income. Students and young professionals are taking part in various side gigs, from selling products to offering services. Even wealthy students have been known to sell items to make extra cash.
Not everyone can be an entrepreneur, but the truth is that academic wages will never be sufficient in the current economic climate. Lecturers must adapt, acquire new skills, and find alternative sources of income. Simply complaining or writing editorials won’t solve the problem.
Nigerian lecturers need to embrace this new reality. They must be proactive, innovative, and willing to explore opportunities beyond the classroom. It’s time to move past old methods and find sustainable solutions for the future.
