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.

An analysis of surveys ( N = 143) and interviews ( n = 34) with human resources and talent development professionals suggest respondents desired corporate trainers who were competent communicators—who could deliver content effectively in an engaging manner. Nonacademic trainers and subject-matter experts (SMEs) were often perceived as less adept at presenting complex material than academics who were considered SMEs in their fields and in the practice of teaching. Based on these findings, we recommend communication academics who desire to train in organizational settings market their expertise in instructional communication to training managers and SMEs seeking professional development.