The historical development of higher education has been a direct adaptation of the academic profession (Altbach et al., 2011). There is a long history among universities that has created many traditions. Of these traditions, the academic profession has played a vital role (Altbach et al., 2011). Shaping virtually every movement in higher education, from instruction to research to institutional governance, staffing has become a critical issue (American Federation of Teachers, 2007). Lail (2009) suggests that quality teaching affects the quality of its teaching staff. To reflect our nation's social and political history, A Historical Outline of American Higher Education plays a significant role in telling the story of higher education's legal and administrative challenges. The U.S. tradition in higher education has always promoted a strong commitment to undergraduate education, regardless of whether it took place in the eighteenth, nineteenth, twentieth, or twenty-first centuries (Thelin, 2003). At the beginning of the 21st century, higher education has become a competitive enterprise. In many countries students have to compete for scarce university places, and in all countries admission to the most prestigious universities has become more difficult. Universities compete for status and ranking and, in general, for funding from government or private sources. While competition has always been a force in academia and can help produce excellence, it can also contribute to a decline in the sense of academic community, mission, and traditional values ​​(Altbach et. al, 2009). Higher education is increasingly seen as an important driver of economic development. Colonial to 1758 Founded as America's first college, Harvard intended to educate the most educated people. to any number of potential problems. There is a wide range of issues that need to be addressed in higher education and society today (Park, 1979). There are faculty who are new to higher education who encounter work overloads and develop stress due to the high demands placed on the profession. Faculty in this present moment have a responsibility to support and pave the way for faculty who will join in the future. Austin (2002) determined that the most important contribution any faculty member can make is preparing their colleagues for the future challenges that await them. Institutional organization can become a requirement for hiring new teachers. Paying attention to past experiences and the suggestions that many have to offer can be a great place to start (Austin, 2002).