Business and Professional Communication Quarterly Sep 2025

Articulating Academic Consulting as a Pathway for Faculty Development and Career Satisfaction

Rose Helens-Hart Fort Hays State University ; Jenna Haugen University of North Carolina at Chapel Hill

Abstract

We conducted 10 focus groups with 32 academic consultants to identify three intrinsic rewards categories for academic consulting: meaningful work, professional development, and enhanced teaching. Based on these findings, we propose a typology of academic consulting, teaching-driven consulting, and a multifaceted framework of academic consultant career identity. Our framework provides rhetorical resources for faculty, staff, and administrators to discuss academic consulting identities, tie aspects of identity to preferred rewards categories, and advocate for consulting resources and support.

Journal
Business and Professional Communication Quarterly
Published
2025-09-12
DOI
10.1177/23294906251364521
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Topics
rhetorical criticism teacher development professional writing qualitative research
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References (22) · 1 in this index

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