Examining academic-consulting in Canada : conditions for successful academic-consulting engagements

Abstract

Academics are becoming increasingly involved in academic-consulting, whereby they engage in consulting projects outside of their regular academic duties. However, little research has been done to determine the implications and barriers to success for such engagements. This unique research provides new knowledge on the area of academic-consulting by providing a practical review of the success conditions for academic-consulting. Quantitative and qualitative research methods were employed to gather experiential data from 20 Canadian survey and interview participants, all of who had experience with academic-consulting. Based on the results of the exploratory research, there are four key implications that must be considered before engaging in academic-consulting: motivations, university culture and policies, academic experience in consulting and project specific conditions. In conclusion, it was determined that all of these conditions must be considered by not only the academic involved, but by all stakeholders of the engagement. Furthermore, it is concluded that although academics have certain predispositions and environmental factors that affect their success, like any other consultant, the success of an academic-consultant depends on their ability to effectively consult.