This publication presents 14 departmental case studies of the preparation and support provided to part-time teachers in Scottish institutions of higher education. The case studies are grouped in four sections according to the category of part-time staff involved: practicing professionals (professional teaching assistants, lawyers, artists, and other practitioners); part-time tutors and teaching assistants; workplace supervisors; and demonstrators. An introduction to each section identifies the principles and commonalities of the support provisions detailed in the case studies from the following Scottish institutions: University of Strathclyde, the Robert Gordon University, University of Edinburgh, Queen Margaret College, and the University of St. Andrews. Case studies are drawn from the following fields: architecture and building science, law, art, mathematics and statistics, artificial intelligence, economics, government (politics), occupational therapy, health and nursing, pharmacy, biological and medical sciences, applied sciences, and geology. An article, "Departmental Preparation and Support for Part-Time Teachers: Principles of Good Practice" (David Nicol and Fred Forster) follows the case studies. Appendices include a summary of elements of good practice from the case studies; guidelines for postgraduate tutors from the University of Strathclyde, and the Code of Practice on Tutoring and Demonstrating from the University of Edinburgh. (DB)