ABSTRACT
This chapter is about several cases in which I have invoked intuition in decisions within the academic context as a college-level instructor and unit department head. The case examples span across the research-based categories of when intuition is more appropriately used (Burke and Miller, 1999), including: (a) explicit cues are lacking; (b) precedents for action are absent; (c) time is of the essence; and (d) rational analyses need to be checked.
