Institutions of open and distance learning present a number of special challenges for academics. Development loads and teaching effectiveness are increasing, while traditional demands for research productivity have become a new and/ or increased pressure. The size, complexity, and structure of the networked learning environment at most institutions of open and distance learning have been known to contribute to feelings of isolation and loneliness leading to disengagement experienced by many new and not so new academics. It is possible if we do not address the disconnectedness experienced by many open and distance academics and tutors that detachment to our institutions will occur, resulting in an increased migration to either collaborate with, or work in, other institutions.Retaining faculty members is not only important for the stability and health of open and distance organizations, but retention – and recruitment – are also issues that institutions of open and distance learning need to be concerned about. The large numbers of senior faculty appointed in the mid 1970s are moving into retirement and/ or later-life careers. It has been estimated that 40 percent of university faculty will retire within the next 10 years. Recruitment and retention of academics is a pressing concern for all universities – but particularly for open and distance universities. The current detached environment may result in a serious employment problem down the road as other traditional universities begin an intensive competition for the best academics. And while these problems exist to some extent at all universities, there is probably no other type of university where building a sense of community is needed.