Description: As a part of the globalising process higher education policy has been changed substantially in many countries. Nowadays universities are increasingly governed and functioned according to the ideas and values of neo liberalism and new public management. Effectiveness, competition, innovativeness, accountability, market orientation, managerial governing and other principles alike are additionally emphasised in the practices of contemporary, "efficiency" university. At the same time there has been a rapid massification of higher education. These trends are clearly identified also in Finland. In consequence of these changes the conditions and culture of academic teaching work are changing. The conceptions of teaching, learning and studying are being redefined as well as the role of teachers and students. In our paper we concentrate on the results of our study concerning problems and dilemmas of teaching in the "efficiency" university. We are asking, how is the new higher education policy manifested in the daily work of academics? How the changes are interpreted and experienced by the university teachers themselves? Methodology: The data consists of writings written by the academics (n= 150) of Turku University. The data includes different staff categories: professors, lecturers and other teachers, senior assistants, assistants, researchers and others. The writings were analysed using qualitative content analysis. On the grounds of the ideas of the writings and previous research main themes were created which were specified during the analysing process. The investigator triangulation was used in order to assure the reliability and the validity of the theme construction. Conclusions: The new policy manifested in teachers´ daily life in the following themes: 1) "Teaching versus research": The contradiction between "teaching university" and "research university" has strengthened. To concentrate too much on the development of teaching was seen as a risk for academic career. On the other hand earning merits in the field of teaching was considered as a means to survive in the uncertain academic labour markets. However, the teachers expressed a sceptical attitude towards university pedagogy. 2)"Problematic students". The teachers experienced that students have changed. On the one hand students were seen as passive and acquiescent "pupils" and on the other as demanding "customers". Students were also seen as quite homogenous; ageless and sexless. 3) "Academic hierarchy". Many respondents identified the existence of the traditional professor domination. Exercise of academic power as well as gender and generation hierarchies were manifested in the question of teaching as a matters both duty and prerogative. 4)"Academic loneliness". Especially younger academics felt that they have been left alone with their teaching duties and they hungered for more collectivistic and collegial culture. Anyway, competition and accountability have strengthened the ethos of individuality and loneliness in academic culture.