Academic literature on the topic 'Academic leadership communication advice'
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Journal articles on the topic "Academic leadership communication advice"
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Bharwani, Aleem, Theresa Kline, Margaret Patterson, and Peter Craighead. "Barriers and enablers to academic health leadership." Leadership in Health Services 30, no. 1 (2017): 16–28. http://dx.doi.org/10.1108/lhs-05-2016-0023.
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Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews (n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation’s culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.
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Le, Binh P. "Choosing to lead." Library Management 37, no. 1/2 (2016): 81–90. http://dx.doi.org/10.1108/lm-05-2015-0029.
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Purpose – Asian Americans (AAs) are underrepresented in leadership roles in academic libraries in the USA. Instead of exploring the factors contributing to their under-representation, the purpose of this paper is to focus on exploring the major factors that have helped AA academic librarians, albeit small in number, to attain, maintain, and advance further into leadership positions in academic libraries. Design/methodology/approach – A survey was conducted to garner responses from AAs who have held or currently hold senior leadership positions in American academic libraries. In total, 12 participants participated in the study: five women and seven men. The participants included three retired deans/directors/university librarians; seven deans/directors/university librarians; one associate dean/associate director/associate university librarian; and one assistant dean/assistant director/assistant university librarian. The participants represented a multiplicity of institutions, including community colleges, Ivy League institutions, and small as well as large private and public universities. Findings – The results of the survey revealed several important success characteristics of AA academic library leaders, including wanting to serve, willing to assume leadership roles, taking non-AA traditional career path, seeking visibility, and developing communication skills. Originality/value – This is the first and most comprehensive study on AA academic library leaders in the USA. Its goals are to: fill a gap in the literature on AAs and academic library leadership; raise awareness about the challenges facing AAs in their efforts to attain leadership positions in US academic libraries; and highlight some characteristics of successful AA academic library leaders that aspiring AA academic leaders will want to develop.
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Gabrilove, Janice L., Cara D. Ventura, Layla Fattah, et al. "2517 Learning to LEAD: Leadership emerging in academic departments." Journal of Clinical and Translational Science 2, S1 (2018): 58. http://dx.doi.org/10.1017/cts.2018.216.
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OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. Modeled after the successful LEAD (Leadership in Emerging Academic Departments) program at University of Texas Southwestern (UTSW), ConduITS LEAD Program is designed to: (1) provide personal and professional development opportunities for participants; (2) promote organizational change through applied leadership skills; (3) provide a platform for integrating multiple disciplines and fostering interprofessional relationships among investigators and clinicians. METHODS/STUDY POPULATION: The 1-year structured LEAD program curriculum includes monthly interactive seminars covering: personal and situational leadership; unconscious bias; communication and influence; navigating personal conflict; negotiation and networking; selecting and managing the right team; teamwork; financing the academic mission, budgets and business plan development; strategic planning and vision; presentation skills. To foster the development of leadership skills participants engage in Hogan Assessments, individual and peer mentoring from an executive coach and self-directed learning activities and assignments. Completion of an individual Capstone leadership project empowers learners to enact practice change through the implementation of leadership concepts in practice. RESULTS/ANTICIPATED RESULTS: In collaboration with the Office of Academic Enrichment & Development (OADE), the first competitive RFA was issued in November of 2016. In total, 63 applications were received including: gender: 29 M: 34 F; URM: 10; Degrees: M.D. (40); Ph.D. (11); M.D./Ph.D. (6); M.D./M.P.H. (3); M.D./M.S.C.R. (2); PharmD (1); Departments: 19; Institutes/Centers: 12; MSHS: 3 sites. Through a competitive and rigorous application process, 24 junior faculty with evidence of leadership potential and trajectory were chosen to participate. The current cohort of LEAD participants joined in February 2017, and will complete the program in January 2018. Using qualitative and quantitative survey methodology, participants will be evaluated for self-reported change to attitudes, belief, skills and development of new relationships and collaborations. Submitted Capstone projects were mainly focused on implementing situational and personal leadership concepts to practice, with one additionally focused on the use of behavioral interviewing techniques to optimize team building and teamwork. At the time of abstract submission 30% of the cohort has implemented their Capstone project in practice. Participants will be followed-up in 6 months’ time to evaluate the impact of the LEAD program on their practice. Following a second RFA, 24/52 candidates have been selected as our next cohort, and will start in February 2018. DISCUSSION/SIGNIFICANCE OF IMPACT: Leadership is known to be a core component of team science, and the ability to implement leadership into practice may advance personal and professional change. This program addresses the need to empower Junior Faculty to engage in leadership in practice. In addition, this program is able to provide added value to extend the reach of the OADE, promote new individual collaborations and facilitate additional leadership training efforts at our Institution. Future collaborative studies will focus on common outcomes as well as institutional differences between these 2 CTSA institutions.
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Howell, Lydia Pleotis, Mary Lipscomb Lyons, Ann Thor, and Valerie Dandar. "Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity." Archives of Pathology & Laboratory Medicine 139, no. 7 (2015): 936–42. http://dx.doi.org/10.5858/arpa.2014-0312-ep.
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Context There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). Objective To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). Design The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011–2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ2 analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). Results According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Conclusion Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.
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Carter, Jason R., Nancy I. Williams, and Wojtek J. Chodzko-Zajko. "Building Department Visibility and Support through Strategic Partnerships and Innovation." Kinesiology Review 5, no. 4 (2016): 244–50. http://dx.doi.org/10.1123/kr.2016-0022.
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Building departmental visibility and support is essential to the success of any kinesiology unit. This paper provides an overview of different strategies taken by three American Kinesiology Association member departments to advance their respective units. Each program was faced with unique institutional goals and structures, yet each institutional example highlights the shared theme of building strategic partnerships and cultivating a culture of entrepreneurship and innovation. Common strategies across the three institutions included a genuine understanding of university priorities and politics, chair and faculty leadership, strong internal and external communication, a willingness to lead and think creatively, and maintaining a focus on academic and educational excellence.
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Rogus-Pulia, Nicole, Ianessa Humbert, Christine Kolehmainen, and Molly Carnes. "How Gender Stereotypes May Limit Female Faculty Advancement in Communication Sciences and Disorders." American Journal of Speech-Language Pathology 27, no. 4 (2018): 1598–611. http://dx.doi.org/10.1044/2018_ajslp-17-0140.
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Purpose The field of communication sciences and disorders (CSD) faces a critical shortage of the faculty essential to train the future workforce of speech-language pathologists and audiologists. Despite a predominance of women in the field, men receive doctoral degrees, tenure status, academic leadership positions, and American Speech-Language-Hearing Association awards at disproportionately higher rates than women. The purpose of this review is to explore how implicit gender bias may contribute to female faculty advancement, including current and projected faculty workforce shortages, and to propose tangible solutions. Method The authors present proportions of men and women who receive doctoral degrees, advance to each faculty rank, receive tenure status, hold department chairs in CSD, and receive American Speech-Language-Hearing Association honors and awards. They review ways in which cultural stereotypes give rise to implicit gender bias and discuss myriad ways that implicit gender bias may influence the decisions of students considering an academic career in CSD and their career trajectories. Conclusions Cultural stereotypes about men and women lead to implicit gender bias that may have real consequences for female faculty advancement in CSD. Such implicit bias can influence career selection and outcomes within the field in multiple ways. To ensure that CSD continues to attract top talent and maintain a robust pipeline of future faculty in doctoral training programs, the field must recognize the existence of implicit gender bias and implement evidence-based strategies to minimize its potentially damaging effects on the future of the profession.
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Lee, Kyoung-Joo. "Knowledge sharing in franchise system: franchisee self-leadership, satisfaction, and compliance." International Journal of Contemporary Hospitality Management 29, no. 12 (2017): 3101–18. http://dx.doi.org/10.1108/ijchm-03-2016-0178.
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Purpose The purpose of this paper is to deepen the understanding of the predictors and outcomes of knowledge sharing in a franchise system. An integrative framework is proposed to examine the influence of franchisee self-leadership on knowledge sharing and its subsequent influence on franchisee satisfaction and compliance. Design/methodology/approach On the basis of a survey of 111 franchisees of two leading bakery franchise brands in Korea, this study confirmed data validity and tested hypotheses by adopting partial least square–structural equation modeling. Findings Regarding the predictor of knowledge sharing, this research found that franchisee self-leadership has a positive effect on knowledge sharing. As outcomes, it found that active knowledge sharing has a positive effect on franchisee satisfaction and compliance. This study also shows that knowledge sharing mediates the relationship between self-leadership and franchisee satisfaction. Practical implications This research advises franchisors to actively develop programs and communication channels for knowledge sharing with franchisees to induce high levels of compliance and satisfaction. Furthermore, as selecting potential franchisees is key to the success of franchising, this research highlights the significance of self-leadership as a crucial personal trait of franchisees. Originality/value Despite the rapidly growing academic interest in franchise knowledge sharing, sparse theoretical approaches and empirical evidence are available. To address these limitations, this research presents an integrative model and empirical evidence.
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Walling, Anne Margaret, Christopher Pietras, Kauser Ahmed, et al. "Engaging oncologists toward integrating a shared mental model for palliative oncology within a large academic oncology practice." Journal of Clinical Oncology 35, no. 31_suppl (2017): 105. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.105.
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105 Background: We aimed to engage oncologists to disseminate a successful pilot-tested shared mental model (SMM) for the integration of early advance care planning (ACP) and identification of palliative care (PC) needs across a health system’s oncologic practice. Methods: Our Oncology Communication Collaborative Team (OCCT) had oncology leadership support and included a multidisciplinary team representing leaders in oncology, ACP, PC, psycho-social oncology and quality. To communicate the SMM developed by our team, the OCCT developed an interactive Saturday session (1-hr didactic, 3-hr small group role-play) that focused on early ACP and the cognitive and emotional aspects of communication. Before and after the training, we asked participants to rate their ability to communicate with patients as well as their readiness, self-efficacy, and need for help to improve communication regarding prognosis, ACP, end of life care and symptom management using a previously validated survey. We computed means and compared matched pairs of pre and post surveys using a paired t-test. We also surveyed participants about whether they would recommend the course to others and planned changes to practice. Results: All but one oncologist (52/53), 3/4 invited fellows, and 12/14 oncology nurse practitioners participated and 90% of attendees completed pre and post surveys. Participants rated their communication ability higher (6.7 v. 7.6, p < 0.01) on a 10-point scale after the training. Readiness to improve communication in this domain (9.1 v. 9.2, p = 0.35) was similar before and after the training. Self-efficacy (1.5 v. 1.5, p = 0.70) and needing help to improve (1.6 v. 1.7, p = 0.37) were rated highly (1 = A lot and 4 = Not at all) but did not change with training. All but one participant reported they would recommend the course to others and free text responses about changes they planned to make to their practice based on the training included: having earlier ACP discussions, focusing on patient goals/priorities and asking open-ended questions. Conclusions: Conducting a training to disseminate a SMM of oncology and PC is feasible, valuable, and can be the first step for partnered continuous quality improvement.
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Gold, Robert S., M. Elaine Auld, Lorien C. Abroms, Joseph Smyser, Elad Yom-Tov, and John P. Allegrante. "Digital Health Communication Common Agenda 2.0: An Updated Consensus for the Public and Private Sectors to Advance Public Health." Health Education & Behavior 46, no. 2_suppl (2019): 124S—128S. http://dx.doi.org/10.1177/1090198119874086.
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Despite widespread use of the Internet and social media platforms by the public, there has been little organized exchange of information among the academic, government, and technology sectors about how digital communication technologies can be maximized to improve public health. The second Digital Health Promotion Executive Leadership Summit convened some of the world’s leading thinkers from across these sectors to revisit how communication technology and the evolving social media platforms can be utilized to improve both individual and population health. The Summit focused on digital intelligence, the spread of misinformation, online patient communities, censorship in social media, and emerging global legal frameworks. In addition, Summit participants had an opportunity to review the original “Common Agenda” that emerged and was published after the inaugural Summit and recommend updates regarding the uses of digital technology for advancing the goals of public health. This article reports the outcomes of the Summit discussions and presents the updates that were recommended by Summit participants as the Digital Health Communication Common Agenda 2.0. Several of the assertions underlying the original Common Agenda have been modified, and several new assertions have been added to reflect the recommendations. In addition, a corresponding set of principles and related actions—including a recommendation that an interagency panel of the U.S. Department of Health and Human Services be established to focus on digital health communication, with particular attention to social media—have been modified or supplemented.
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Wray, Ricardo, Nancy Weaver, Prajakta Adsul, et al. "Enhancing organizational health literacy in a rural Missouri clinic: a qualitative case study." International Journal of Health Care Quality Assurance 32, no. 5 (2019): 788–804. http://dx.doi.org/10.1108/ijhcqa-05-2018-0131.
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Purpose The purpose of this paper is to evaluate a collaborative effort between a health care organization and academic institution to strengthen organizational health literacy. Design/methodology/approach The intervention took place at a rural, federally qualified health clinic in Missouri between May 2009 and April 2011. Qualitative interviews of key informants were conducted before (n=35) and after (n=23) the intervention to examine program implementation and success in effecting organizational change. Findings Intervention activities helped establish a comprehensive understanding of health literacy. The project achieved moderate, fundamental and sustainable organizational change. The program successfully integrated health literacy practices into clinic systems and garnered leadership and organizational commitment, helped the workforce improve interpersonal communication and embedded practices making health education materials more accessible. Originality/value The study points to programmatic, conceptual and methodological challenges that must be addressed for organizations to improve health literacy practices, and suggests change management strategies to advance organizational health literacy.
Dissertations / Theses on the topic "Academic leadership communication advice"
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Benefiel, Hannah Elizabeth. "Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231.
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Clark, Shanoiya S. "Framing Female Leadership in a Television Drama." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/868.
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Stereotypes play a vital role in the perception of gender roles in American society. This concept is illustrated through low representation of female leadership in the U.S. Women are overrepresented in roles that are communal, which causes backlash when they display agentic traits (Arnold & Loughlin, 2019). Olivia Pope, the main character in the television series Scandal, was a leader who displayed an agentic leadership style and was revered for doing so. Agentic leadership traits are competitiveness, independence, and assertiveness (Arnold & Loughlin, 2019). This study analyzes how Olivia Pope was framed and the potential impact of those frames. Using frame analysis, Olivia Pope’s character in each episode of the television series Scandalwas analyzed. The analysis revealed that Olivia Pope’s character was framed using themes such as power, reverence, fixer, conflicted, sexualized and dysfunctional family dynamics. The framing of a character as rare as Olivia Pope is significant. Though Olivia Pope’s character is based on the life of an African-American woman who owned her own crisis management firm, many viewers would have never known this type of woman existed without the development of this show. Oliva Pope is a complicated character whose role in American television is progressive and has the power to expand its viewers’ perception of leadership.
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Citron, Albert. "Hidden in Plain Sight: Development and Testing of a Model to Evaluate Political Leadership Tactics." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5918.
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This thesis analyzes the kinds of verbal and nonverbal signals elites manifest to show leadership qualities. Launching from Max Weber's conceptual framework of charisma as a power term and Harold Lasswell's study of propaganda, this study takes a multidisciplinary approach to studying political leadership with elements of communication methodology and an ontological basis in evolutionary psychology. The study's goal is to offer a framework for defining and evaluating the diverse signal patterns employed by political elites in three real-life situations. These are the Malta Summit, the 1992 Virginia Presidential Debate, and the 2012 South Carolina Republican Presidential Primary. The cases were chosen because they display a diverse set of signal variations during different types of interactions.
The three case studies are evaluated by measuring frequency and patterns of occurrence of the five different interaction constructs (indicator of interest, indicator of disinterest, demonstration of high value, demonstration of low value, and compliance testing) to explain different interaction patterns. A simple frequency distribution of the different signals during a given interaction is used to display the empirical findings and to compare patterns across the case studies. This study reveals that the presence of DLV (demonstration of low value) signals weaken an elite's position in relation to other elites and the public while the presence of DHV (demonstration of high value) signals strengthen an elite's position. It is largely the presence, absence, and frequency of these two signals that determines who conveys leadership qualities effectively regardless of leadership style. Studying the signaling patterns of political elites would allow scholars to understand better the kinds of signal patterns and signal frequencies that are used in different types of leadership styles and norm ranges for signals including for political elites belonging to different cultures and subcultures.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies
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Hixenbaugh, Sonja C. "Examining Organizational Communication Strategies that Target and Engage Nontraditional Undergraduate Students." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589925538611892.
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Thomas, Russell A. "Bernard Stiegler on a Unified Vision of Humanity and Technology in Education: An Analysis of Human/Technical Ideology in the Writings of Today's Most Influential Educational Leaders." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton155704919370421.
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Holland, Christine K. "Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/473.
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The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in their student teaching internship, and teacher education alumni currently teaching in the Jacksonville metropolitan area. Participants’ 3CI scores were used as a diagnostic tool to facilitate the recognition of factors relative to their overall intercultural competence. Three quantitative research questions were tested: Is there a statistically significant difference between matched pairs of intern’s CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) after students complete their field observation experience as compared to their pre-field observation scores? This question was not supported (t(116) = 1.07; p > .05). Do matched pairs of interns who experienced an IST enhanced internship (Ross et al., 2009) as compared to matched pairs of interns whose student teaching experience was exclusively in a domestic classroom? This question was supported (t(38) = 1.68; p < .001; d = .252). Do in-service teachers who experienced an IST enhanced internship demonstrate increased CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) as compared to in-service teachers whose student teaching experience was exclusively in a domestic classroom? This question was not supported (t(25) = .93; p > .05).
Each of the 6 subfactors was charted to portray a graphic illustration of the areas of strengths and weakness concerning classroom intercultural competence.
In the qualitative component of the present study, interview methodology facilitated gathering qualitative data from intern and in-service teachers. This provided a context for enhancing the quantitative data and for addressing the unique nature of how different individuals learn to adapt to diverse students in the classroom. One qualitative research question was tested: To what extent do qualitative data collected from interviews reflect similar areas of growth as indicated by the scales and subscales of the 3CI (Ross et al., 2009) quantitative measurement?
Interviews with these teachers led to the identification of significant factors related to intercultural communicative success in the multicultural classroom. Hence, research question 4 was supported.
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Golden, Megan Mary. "What’s Missing? The Gap Between Non-Academic and Academic Leadership Communication Sources." Thesis, 2019. http://hdl.handle.net/1805/20377.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>This study compares what we know through academic research about organizational leadership communication and what non-academic sources say about leadership communication. Moreover, this study seeks to understand if academic leadership communication research is effectively being translated to non-academic leadership communication advice and to what degree the advice given in the self-help books or blogs many leaders count on to enhance their leadership communication skills align with the findings from academic studies on leadership.
Based on grounded theory, a qualitative thematic content analysis was conducted. Six academic articles, two blog sites, and two self-help books about leadership communication were analyzed individually in an attempt to explore what themes emerged about leadership communication and the qualities of a leader. The five nonacademic themes found in the blogs and self-help books were take care of yourself, embrace uncertainty, know who you are, practice interdependence, and be approachable. The four academic themes were two-way communication, organizational culture, confident leadership, and transformational leadership. The final themes from nonacademic and academic sources were compared to see how they were similar and how they differed among sources.
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"Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8854.
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abstract: Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the teacher; sharing whole-class and individual student data; setting 60-day academic goals; coaching parents in `teaching' skills; distributing take-home practice materials; and networking. Quantitative data included pre- and post-intervention parent surveys, and pre- and post-intervention student scores on high frequency words and oral reading fluency. Qualitative data included field notes from APTT meetings, pre- and post-intervention teacher reflections, and teacher, parent, and student interviews. Findings from this study supported previous research that suggested most parents have high aspirations for their children's academic success. Findings also indicated parents understood their involvement was important to support academic growth. Increased quality and quantity of parent-teacher communication and interaction improved parents' ability to support student learning at home. Parents increased involvement in children's academics was related to teachers' provision of detailed information and training of parents. Qualitative results showed parents' teaching efforts contributed to students' improvement in reading. To understand this outcome, effectual congruence (EC) was offered as an explanation. EC occurred when parents and teachers agreed on an action plan for student achievement, when there was a mutual commitment to taking specific actions and when each person's role was clearly defined and implemented. EC became the process that supported achievement growth. These results demonstrated that relationships between parents and teachers are complex. Further, when teachers and parents were fully invested in collaboration it produced powerful results for students. This study provided critical information for parents, teachers, administrators and policy makers attempting to implement more effective parent involvement initiatives.<br>Dissertation/Thesis<br>Ed.D. Educational Leadership and Policy Studies 2011
Books on the topic "Academic leadership communication advice"
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Brown, J. Frank. The global business leader: Practical advice for success in a transcultural marketplace. Palgrave Macmillan, 2007.
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L, Raynes Bobbie, ed. Human relations in business: Developing interpersonal and leadership skills. Wadsworth, 2001.
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S'épanouir et réussir ses études: Des outils concrets pour le parent, l'intervenant-- et soi-même! Un Monde différent, 2010.
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Anderson, Rick. Libraries, Leadership, and Scholarly Communication: Essays by Rick Anderson. American Library Association, 2016.
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Ringler, Marjorie C. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers. Rowman & Littlefield Publishers, Incorporated, 2015.
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Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers. Rowman & Littlefield Publishers, Incorporated, 2015.
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Rohlander, David. CEO Code: Create a Great Company and Inspire People to Greatness with Practical Advice from an Experienced Executive. Red Wheel/Weiser, 2013.
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The CEO Code: Create a Great Company and Inspire People to Greatness with Practical Advice from an Experienced Executive. Weiser, 2013.
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The Global Business Leader: Practical Advice for Success in a Transcultural Marketplace (INSEAD Business Press). Palgrave Macmillan, 2007.
Find full textBook chapters on the topic "Academic leadership communication advice"
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Karpowitz, Christopher F. "DICTION and the Study of American Politics." In Advances in Linguistics and Communication Studies. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5003-9.ch024.
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A powerful tool for content analysis, DICTION allows scholars to illuminate the ideas, perspectives, and linguistic tendencies of a wide variety of political actors. At its best, a tool like DICTION allows scholars not just to describe the features of political language, but also to analyze the causes and the consequences those features in ways that advance our understanding political communication more broadly. Effective analysis involves helping academic audiences understand what the measures being used mean, how the results relate to broader theoretical constructs, and the extent to which findings reveal something important about the political world. This involves exploring both the causes and the consequences of linguistic choices, including by attending closely to how those texts are received by their intended audiences. In this chapter, the authors review ways in which DICTION has been used and might be used to better understand the role of political leadership, the meaning of democracy, and the effects of political language on the political behavior of ordinary citizens.
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Swami, Bonu Narayana, Tobedza Gobona, and Joe Joseph Tsimako. "Academic Leadership." In Innovation and Shifting Perspectives in Management Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1019-2.ch001.
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Academic Leadership involves managing people in higher education and also elsewhere. Academic leaders could emerge due to their committed and continued pursuit in research; quality assurance; strategies adopted; marketing abilities; contributing education to wider community; developing new programmes and timely reviewing them. The research is aimed at reviewing the literature that exists in this field and to find out the degree or state of academic leadership that exists within the University of Botswana (UB) and how far UB academic leadership has impacted on its vision and mission statement. Primary data was collected through administering a questionnaire within UB on selected five strata of graduate students, academic staff, lower, middle and top management. Respondents were happy with the Academic Leadership in the areas of motivation, professionalism, sense of belonging, building consensus and communication skills.
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Jing, Meiying, and Xiang Yao. "Academic Leaders in Leading Chinese Universities." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7441-5.ch002.
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The Double First-Class Initiative is now underway in a number of Chinese universities, of which about 36 are designated as level-A first-class universities of China. What kind of academic leaders do these universities have? In order to answer this question, the chapter firstly defines who can be classified as academic leaders at institutional level and their characteristics; secondly, it generalizes the common features of academic leaders in these universities such as education and academic research background, overseas study or research experience, work experience, and so on; thirdly, it analyzes the government policies and institutional strategies related to academic leaders so as to identify benchmark criteria (if in existence) regarding academic leaders in China's first-class universities. It also examines the extent to which these criteria or official requirements coincide with academic leaders' common features and puts forward policy advice on relevant issues.
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Kozinets, Robert V. "Flow My Bits, the Professor Screened." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0917-2.ch004.
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Academics have always been in the business of producing and promoting ideas. The configuration of their identities or brands can play a central role in the successful realization of this ambition. This chapter uses the participative stance in netnography to discuss academic personal branding, but also interweaves advice, core principles, and a series of short inductive case studies about personal academic brands and fields. Featuring cases like those of Plato, Timothy Leary, John Lilly, and others, the chapter outlines a theory of personal academic branding, relating core identities to academic branding practices and purposes. In particular, this chapter suggests the relationship between thinking innovative thoughts, representing them to various audiences, and having one's idea shared and built upon by a network of interested others. Core to the successful realization of this endeavor are the following nine elements: unconventionality, creativity, internal and external audiences, segmentation, core constituents, co-branding, simplicity, uniqueness, and catchiness.
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Delgado-Vázquez, Ángel M. "Teaching Digital Competence and Scholarly Communication." In Advances in Library and Information Science. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch007.
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The objective of the Research Support Services of the Universidad Pablo de Olavide Learning and Research Resource Center is to contribute to the improvement of the research processes as well as to maximize the results obtained and their evaluation. To this end, it offers bibliographic information and reference services, advice on the processes of publication, and evaluation, both individual and collective; standardization and digital academic identity; and, of course, training in all these areas within the context of the intensive use of digital media. For some years now, the LRRC's training of researchers has focused on the use of digital media as a part of the research process and has also integrated into the research staff training plan of the university that manages the corresponding service with which the LRRC collaborates very actively.
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Loor Rosales, Joffre Bernardo, Francisco Daniel Orellana Mesías, Solangi Lisbeth Ortiz Elizalde, Bladimir Heriberto Jaramillo Escobar, and Naomi Melissa Moncayo Cobos. "Generation of Digital Content Management Through Academic Entervention in EPS Organizations." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4930-8.ch011.
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The research takes cases from the project called visual corporate identity of the popular and solidarity economy (VIPSE), which is being carried out at the University of Guayaquil. The objective of the research is to analyze the type of generated digital content that was taken into account for the brand positioning. It was developed from brand management by representatives, digital communication progress, and content generation; this methodology was applied to each association with students in their degree work; this set of guidelines in the generation of digital content is the result of an effective academic intervention. The type of research is qualitative, comparing data from various static and dynamic content, graphical composition analysis charts, developing expert interviews on content management and creation. The impact of the project has resulted in 11 organizations participating in the branding and generation of digital content.
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Golubski, Pamela M. "Virtual Compared to Traditional Academic Advising Satisfaction Rates of First-Year College Students." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch051.
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This study compared virtual/online to traditional/in person academic advising in terms of student satisfaction ratings. Students were exposed to two advising methods at different times during their first year in college. Upon experiencing an advising method, students completed an online survey that rated their satisfaction in the areas of scheduling/registration, communication, support services/majors, and overall satisfaction. The findings offered some insight into how effective virtual academic advising might be as an alternative to traditional, face-to-face methods. The results of this study indicated that students were slightly more satisfied with traditional advising across 16 questions encompassing four categories. When the survey responses were aggregated and mean responses compared in each category, t-tests results found that scheduling/registration, communication, and overall satisfaction resulted in significant differences between the mean satisfaction ratings between academic advising methods, with traditional being preferred. While the support services and majors category, resulted in no differences existing between virtual and traditional advising methods.
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Kaino, Luckson M., Choshi D. Kasanda, and David Mtetwa. "Information and Communication Technology (ICT) Research Output and Utilization in Selected Southern African Universities." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch012.
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This chapter analyzes the contribution of academic research outputs in ICTs towards the improvement of economic and social development of communities in Botswana, Namibia, and Zimbabwe. The findings reported emanate from a study that examined ICT projects undertaken at the universities of these countries and how the projects benefited the communities to realize the Millennium Development Goals (MDGs). The findings indicate that studies in ICTs were used as either an object or instrument of inquiry, and a number of challenges were associated with the dissemination and utilization of research outputs. In addition, the MDGs were not deliberately factored in the ICT research agenda, and their treatment was by accident rather than design. The authors recommend that in order for research outputs to address the MDGs, the universities should put in place explicit policies that emphasize production of knowledge relevant to community, and dissemination and utilization strategy policies for research outputs.
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Kukulska-Hulme, Agnes. "Foundation Concepts." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0006.
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• Why is communication a risky undertaking? • When do computer users find themselves at a loss for words? • Why does it matter that words go together in pairs? • Are there words that are never spoken? • Can someone know a great deal about a word without understanding it? . . . This chapter begins to shed some light on fundamental issues connected to language. It explores the above questions and introduces some conceptual distinctions that will help in understanding the more specific, applied notions considered in parts II and III. The core concepts are communication, function, and meaning, and these are explained along with other important related terms. Grammar is discussed in a communicative perspective, and language is set in the context of other modes of communication and in relation to reality (a philosophical issue, tackled here strictly from an applied language angle). Most of us know that the language we speak, English, for example, is not really one language but many—due to regional variations, for instance. Most people are also aware of qualitative differences: “good” and “bad” English. This value judgment is the basis of what can be described as a prescriptive attitude to language. “Correct” spelling, punctuation, and grammar immediately spring to mind. The prescriptive view has it that there are certain standards and conventions to be maintained, in order to protect or preserve the language or for the sake of good communication. Accuracy, consistency, and avoidance of jargon are often quoted as qualities of English that enhance communication. Advice on how to achieve these qualities can be found in “guides to style and usage,” such as Gowers (1954). Cameron (1996) is a recent academic work that discusses the issue of “correct” language in a balanced way. Although advocating “correct” usage, some of the style guides stress the fact that they are against pedantry or language dictatorship. This more liberal approach to language correctness is a relatively recent development. Simon Jenkins notes that: “Guidance that might once have been mandatory is often now permissive”.
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Westphal, James, and Sun Hyun Park. "Symbolic Management of Process." In Symbolic Management. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198792055.003.0003.
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In this chapter we examine the symbolic management of social processes in firm leadership and governance. We explain how firm leaders engage in verbal impression management about their strategic advice network, and how such communication is decoupled from their actual advice-seeking behavior. We go on to describe how firms gain legitimacy by adopting participative strategic decision-making programs that ostensibly use cutting-edge information technology to solicit input, despite decoupling the programs from actual strategic decision making. We then consider how and when firms manage impressions about the diversity and inclusiveness of firm leadership, and how such rhetoric may also be decoupled from actual decision-making processes. We conclude that the symbolic management of social and organizational processes in firm leadership is among the most efficient and effective means of increasing the legitimacy of firm governance and strategy.
Conference papers on the topic "Academic leadership communication advice"
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Semenova, Anastasia, and Elena Chizhevskaya. "Leadership in higher education: social and communication aspects of the university image." In 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icseal-18.2018.31.
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Grebenkina, Irina, Svetlana Grebenkina, and Alla Blagodir. "Leading Information and Communication Transport Infrastructure in the Context of Digital Economics." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.050.
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Latygina, Alla, Yulia Yuvkovets’ka, and Iryna Tonkonoh. "International Communication and Leadership as a Part of Ukrainian Integration to the European Union." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.074.
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Sanchidrian Pardo, Rosa, Pilar Yubero Hermoso, and Begoña Torrente Barredo. "TED talk as a simulation tool in a higher education for the learning process and improvement students´ motivation : an academic practice with students of the degree in business intelligence and a prospective." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10218.
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The main mission of this project is to improve the professional skills of first year students and to measure their motivation, focus on self-learning and professionalism. For that, the professor uses The TED methodology as a great tool to develop these essential competences and introduces the student as the protagonist of the self- learning process. The TED tool was created to disseminate scientific results of great researchers. It has now become a system of scientific and social dissemination, used to improve formal and informal learning. Also, one of the skills that Spanish people need to work on is their communication skills and these kinds of projects are based on the effective communication competences and others that increase the motivation of students to self-learn and ask about newly acquired knowledge. This educational innovation project tries to use these tools to improve the professional and academic skills and reinforce the human dimension of students and the factor to motivate them to study and learn. It has been evaluated and with the advice of a mentor (subject teacher). The project has been evaluated using a quantitative and qualitative method and the conclusions are interesting because the students recommend it and indicates that their has been an improvement on skills, motivation, values and knowledge.
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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.
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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Chipman, Gregory D., and Thomas F. Fuller. "Vertically Integrated Projects: Improving the Overall University Competition Experience." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50432.
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Beginning in 2009, Vertically Integrated Projects (VIP) courses have been implemented at Georgia Tech. These VIP classes allow undergraduate students to receive academic credit for participating on teams that further faculty research efforts. The teams are multidisciplinary, vertically-integrated, and long-term. Participation on these teams has been shown to help students develop an understanding of project timelines, and effective project communication, while gaining other applicable real-world experience. EcoCAR 3 is the latest in a series of Advanced Vehicle Technology Competitions (AVTCs) sponsored by the Department of Energy since 1988. At Georgia Tech, the EcoCAR 3 team has been structured using the VIP program to improve the all-around experience of faculty members and the graduate and undergraduate students. Based on Georgia Tech’s previous experience in EcoCAR 1, the team leadership hoped to increase participation of undergraduate students, improve collaboration between students and faculty members, and raise retention levels. The team has shown improvements in each of these categories through implementation of the VIP program. Some of the primary challenges that the team experienced during the first year of competition are also presented here, along with plans for further improvement in future years of the competition.
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Alfonso-Solar, David, Carlos Vargas-Salgado, Carla Montagud, and José Miguel Corberán. "Improvement of transversal professional skills through cooperative work and group dynamics in the UPV Master's Degree in Energy Technologies for Sustainable Development (MUTEDS)." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10134.
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This article presents an updating of the structure, methodology and evaluation results after 4 years of teaching (courses 2015-2016, 2016-2017, 2017-18 and 2018-19) of a subject entitled Applied energy technology - Project course belonging to MUTEDS (Master's Degree in Energy Technology for Sustainable Development) at the Universitat Politècnica de València). The presented subject is mainly focused on improvement of professional skills as multidisciplinary teamwork and leadership, lifelong learning, competitiveness, planning and managing of time and effective communication in English. To work these competences students have to do, in 8 sessions, the exercise of creating a company (including name and logo) where there are 4 -6 students randomly selected and with different roles, this company evaluates technical-economical-environmental feasibility of an energy project (related with energy efficiency and renewable sources in and specific location) during 8 technical session (in which roles change in each session), and present the project proposal in a public competitive event where the students vote the best work according to their point of view. In parallel, competences and academic quality of the reports are evaluated by the professors.
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Chipman, Gregory D., and Thomas F. Fuller. "Adapting Vertically Integrated Projects to University Team Competitions." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71354.
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Beginning in 2009 Vertically Integrated Projects (VIP) courses have been implemented at Georgia Tech. These VIP classes allow undergraduate students to receive academic credit for participating on teams that further faculty research efforts. The teams are: multidisciplinary, vertically-integrated, and long-term. Participation on these teams has been shown to help students gain understanding of project timelines, effective project communication, and other applicable real-world experience. EcoCAR 3 is the latest in a series of Advanced Vehicle Technology Competitions (AVTCs) sponsored by the Department of Energy since 1988. At Georgia Tech, the EcoCAR 3 team has been structured using the VIP program to improve the all-around experience of faculty members and the graduate and undergraduate students. Based on Georgia Tech’s experience in the first three years in EcoCAR 3, we have learned lessons that we are implementing on our team to improve the educational experience of the students working on the project. One of these lessons is the value of strong undergraduate leadership on competition teams and in project based learning. The benefits have included a more evenly distributed workload, increased mentorship of new undergraduate students, and improved team capability to successfully meet deadlines while still educating undergraduate team members.
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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.
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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
Reports on the topic "Academic leadership communication advice"
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.
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The main recommendations of the panel report can be summarised under four key headings: High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on. Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors. Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month. Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.