A survey of 394 Ontario (Canada) community college faculty found that 34% were involved in paid consulting arrangements in at least one project during a specified one-year period. Variation occurred by academic division and gender. Basic questions about this phenomenon are raised, and further research is recommended. (Author/MSE)

The academic financial reward structure is examined and found to have little conscious design. A redesign is advocated to represent a financial incentive system linked with academic goals and supporting an environment rich in academic freedom, teaching, research, and service in society. (MSE)

Most faculty earn some supplemental income beyond their base salary, but the average amount is not large. A study found the amount of supplemental income is positively correlated with research productivity, unrelated to institutional and departmental involvement, and negatively related to time spent and relative interest in teaching. (Author/MLW)

As professors of higher education become consultants, they must consider how consulting relationships develop, and the kinds and nature of the relationships. Six types of relationships are described and eight guidelines for creating and maintaining a professional relationship are presented. (MSE)

Comparisons of 1969 and 1975 Carnegie Council surveys on faculty involvement in consulting activities outside the university show that the situation has not changed much, although the debate on the appropriateness of such activity has increased. The issues of payment, measurement of activity, and policy are considered. (MSE)

Australian public universities have responded to market forces in faculty appointment, deregulation of faculty outside earnings, exploitation of intellectual property, creation of entrepreneurial structures, promotion criteria, research vs. teaching priorities, measurement of teaching efficiency, course offerings, meeting the overseas market, and…

Data from the 1993 National Study of Postsecondary Faculty are analyzed for patterns in part-time faculty characteristics in vocationally oriented and liberal arts-oriented two- and four-year colleges, by discipline group. Characteristics examined include qualifications, job satisfaction, economic condition (income, additional employment), reasons…