Recent Australian and New Zealand studies on college student workload are reviewed. Most of the studies have viewed workload questions in the broader context of arrangements for teaching, learning, and assessment. A Monash University, Australia, study assessed the total amount of work done by students, the distribution of study time between structured and unstructured work, and students' opinion about the amount and distribution of work. Additional Australian studies include a University of Queensland study that evaluated the relationship between student load in a subject and the credit point value of the subject. A Canterbury University, New Zealand, study calculated the mean hours of work completed by students and identified courses contributing to workload problems, while a Waikato University, New Zealand, survey established the range of assessment workloads operating for individual university students. Additionally, the student associations at the University of Otago and the University of Victoria, New Zealand, surveyed students concerning workload problems and the use of in-term assessment. Other studies are reviewed, and findings are listed that indicate wide variations in workload. Workload study questions and additional issues pertaining to workload are also identified. (SW)