Just Ask: Using Faculty Input to Inform Communication Strategies
Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention e...
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| Veröffentlicht in: | To improve the academy 2014-09, Vol.33 (1), p.37-56 |
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| container_title | To improve the academy |
| container_volume | 33 |
| creator | Hoffmann‐Longtin, Krista Palmer, Megan M. Welch, Julie L. Walvoord, Emily C. Dankoski, Mary E. |
| description | Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty. |
| doi_str_mv | 10.1002/tia2.20002 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 2334-4822 |
| ispartof | To improve the academy, 2014-09, Vol.33 (1), p.37-56 |
| issn | 2334-4822 2334-4822 |
| language | eng |
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| source | Access via Wiley Online Library; Free E- Journals |
| subjects | Communication Communication Strategies Faculty Development Faculty Engagement Organizational Communication Program Effectiveness Teacher Attitudes Teacher Participation Web Design |
| title | Just Ask: Using Faculty Input to Inform Communication Strategies |
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