Consulting by Faculty Members

Aging and the Quality of Faculty Job Performance

“…It includes all forms of governance activity (committees, typically, and hence really a managerial activity rather than a service), work with civic agencies, contributions to professional societies by serving on accreditation teams, and the like, and consulting in and out of higher education with or without pay. Although we know a little about the amount of effort given to these activities for various age groups-senior faculty spend more time on committees (Ladd & Lipset, 1975;Mortimer, 1969) than do their junior counterparts; paid consulting rises over the first half of the career and then declines, like some of the publication curves, with which it correlates positively (Boyer & Lewis, 1984;Lanning & Blackburn, 1979;Patton, 1980)-we have no indicators of service performance. Being on a departmental committee is expected behavior.…”

The Usefulness of Consulting as a Teaching Tool

“…Boyer and Lewis (1984) noted in the introducand government studies that documented faculty productivity and consulting practices found that faculty who consult are at least as active in their faculty roles on campus as their non-consulting peers. Patton (1980) found that faculty members involved in private consulting tended to spend more time in graduate instruction while holding the same number of office hours as their colleagues, and d i d not find a negative effect of ' ..*faculty consulting has been consulting on Dublishine and " under appreciated, with too much focus on only the visible research. Reline (1989) found consulting was less a time-scarcity problem and more a role-balancing problem, a n d that more sulting did not costs to the institution at the expense of the substantial benefits to the individual, to students, and to the institution ...' time vent conlead to-less time svent i n other tion to their study that professional consulting is often regarded as shirking other university responsibilities at the students' or institution's expense, so that even if students may be the benefactors of faculty consulting, this fact is often hard to sell to colleagues who see the time spent consulting as time wasted in regard to teaching and research.…”

“…Even though administrators and academicians recognize the benefits that consulting can bring to teaching and give it lip service, the bottom line is it is important to develop research projects from consulting work in order for consulting to be considered a worthwhile use of faculty time (Coulson, 1990;Pease, 1993;Boyer & Lewis, 1984;Patton, 1980). Without going into the "which is more important, teaching or research?"…”

“…The recurring theme in the literature about faculty consulting is that consulting brings a number of benefits to the individual, students, and the institution, has a positive impact on teaching and research, but does not figure directly in the traditional reward system of academe. Even though administrators and academicians recognize the benefits that consulting can bring to teaching and give it lip service, the bottom line is it is important to develop research projects from consulting work in order for consulting to be considered a worthwhile use of faculty time (Coulson, 1990;Pease, 1993;Boyer & Lewis, 1984;Patton, 1980).…”

The condition of the professoriate: The variables and the data bases

“…of Professors," 1981;"Faculty Members' Earnings," 1981). Patton (1980) and Patton and Marver (1979) have also examined faculty consulting practices. There are a number of concerns in this arena.…”