ECREA WEEKLY digest ARTICLES

Studies in Communication Sciences (SComS)

Deadline: December 12, 2021

Edited by: Silke Fürst, Daniel Vogler, Isabel Sörensen, Mike S. Schäfer (University of Zurich, Department of Communication and Media Research IKMZ, Switzerland)

We are seeking contributions for a thematic section of Studies in Communication Sciences (SComS) – a peer-reviewed platinum open-access journal of communication and media research – exploring changes in communication of higher education institutions.

Higher education institutions (HEIs) are pivotal organizations in modern societies (Schäfer & Fähnrich, 2020). In past decades, the higher education sector has expanded considerably in many countries, with rapid increases in research output, growing student enrollment, and newly founded colleges and universities. New public management reforms and a growing need for societal legitimation have led many HEIs to prioritize communication, i.e., to establish communication offices, pursue branding, marketing, and reputation management, and to professionalize their communication efforts on traditional channels, websites, and social media (Davies & Horst, 2016; Elken, Stensaker, & Dedze, 2018; Marcinkowski, Kohring, Fürst, & Friedrichsmeier, 2014; Raupp & Osterheider, 2019; Schwetje, Hauser, Böschen, & Leßmöllmann, 2020; Vogler & Schäfer, 2020). This has resulted in competition for public visibility, involving researchers, HEI leadership, and professional communicators at central levels, research centers, and departments (Crettaz von Roten & Entradas, 2018; Entradas et al., 2020; Friedrichsmeier & Fürst, 2012; Koivumäki & Wilkinson, 2020; McKinnon, Black, Bobillier, Hood, & Parker, 2019; Rödder, 2020; Watermeyer & Lewis, 2018). This competition could fuel the mediatization of scientific organizations (Peters, Heinrichs, Jung, Kallfass, & Petersen, 2008; Scheu, Volpers, Summ, & Blöbaum, 2014) and poses new risks and challenges, from unintended and potentially dysfunctional effects to scandals and crises (Fähnrich, Danyi, & Nothhaft, 2015; Schwarz & Büker, 2019). However, scant research has been conducted on how communication in, from, and about HEIs has developed over time and changed as a result of transformations in higher education and the media landscape. The Covid-19 pandemic has also had an impact on higher education communication that has yet to be explored. Moreover, several studies have focused on practices and structures of communication offices, whereas little attention has been paid to members of the administrative board (rectorate) and their changing perceptions and strategies regarding the public communication and representation of their particular organizations.

While communication offices at HEIs have expanded, journalism has suffered from reductions in staff and resources, resulting in an increasing imbalance between science journalism and university public relations (Göpfert, 2007; Guenther, 2019; Vogler & Schäfer, 2020). Researchers argue that this development poses a risk that fact-based, independent, and critical reporting on science could decline while the dissemination of strategic, affirmative, and sometimes even misleading information could increase (Bauer & Howard, 2009; Göpfert, 2007; Weingart, 2017; Wormer, 2017), thereby jeopardizing trust in science and HEIs in the mid-to-long term (Weingart & Joubert, 2019). However, we know little about these interrelations, about the quality and ethics of HEIs’ communication as well as about news coverage and public perceptions of HEIs and their changes over the past years and decades.

Existing studies indicate a growing diversity of communication formats and media channels addressing various stakeholders, including the proliferation of events and media releases as well as the increasing use of online channels (Lo, Huang, & Peters, 2019; Metag & Schäfer, 2017; Raupp & Osterheider, 2019; Vogler, 2020). While communication on social media allows for direct and visible interactions with stakeholders, more research on its actual importance and influence is needed. First results show that many universities use social media but fall short of utilizing them fully and only tend to engage in minimal dialogue with stakeholders (Entradas et al., 2020; McAllister, 2012; Metag & Schäfer, 2017; VanDyke & Lee, 2020). However, the role of social media communication – and online channels in general – may have undergone transformations in recent years and in relation to the effects of the Covid-19 pandemic.

We invite the submission of empirical analyses and theoretical / conceptual contributions from scholars of organizational communication, communication management, strategic communication, science communication and journalism, higher education studies, organizational sociology, sociology of science, and other related fields and disciplines. We welcome submissions related (but not limited) to the following areas and topics:

• Changes in the resources, practices, strategies, and influences of communication offices at HEIs
• The professionalization of HEI communication and communicators, e.g., with respect to professional training, evaluations of communication processes and practices or in terms of ethical standards and reflections
• Changing representations of HEIs in media / public / online discourses
• The uses, perceptions, and effects of HEI communication and coverage among various target groups / stakeholders
• The transformation of relationships between different actors involved in HEI communication, e.g., communication professionals, rectorates of HEIs, policy makers, scientists, journalists, students, citizens
• Changes in HEI communication resulting from digitization
• The shifting importance of crisis communication and Covid-19-related changes in HEIs’ communication
• Communication in, from, and about HEIs in light of the mediatization of science
• The evolving role of public visibility for the legitimation of HEIs

Submission guidelines​

SComS welcomes submissions in English, German, French, or Italian. However, English is the preferred language of this Thematic Section. Manuscripts should be a maximum of 9000 words in length (including the abstract and all references, tables, figures, footnotes, appendices). In addition, authors may submit supplementary material that will be published as an online supplement. Authors are invited to submit original papers that are not under consideration for publication elsewhere. Articles shall be submitted using the APA reference style, 6th edition. The manuscript itself must be free of any information or references that might reveal the identity of the authors and their institution to allow double-blind peer review. Manuscripts should be submitted via the SComS platform: https://www.hope.uzh.ch/scoms/about/submissions. We ask authors to carefully prepare submissions according to all rules given in the SComS Submission Guidelines.

The expected publication date of the Thematic Section is November 2022. However, early submissions that successfully pass the review process will also be immediately published online first. Contributions that receive positive reviews but are not accepted for the Thematic Section may be considered for publication in a subsequent SComS issue within the General Section. Papers are published under the Creative Commons license CC BY-NC-ND 4.0. Authors retain the copyright and full publishing rights without restrictions.

We look forward to receiving your submissions. If you have any questions, please do not hesitate to contact guest editor Silke Fürst (s.fuerst@ikmz.uzh.ch).

Key dates:

• Submission of full papers closes on December 12, 2021.
• The first review will be provided no later than March 15, 2022.
• The revised manuscript should be submitted by May 15, 2022.
• The second review and notification of acceptance will be provided no later than July 31, 2022.
• Final papers should be submitted by September 15, 2022.
• Publication of the Thematic Section is scheduled for November 2022.

References

Bauer, M. W., & Howard, S. (2009). The sense of crisis among science journalists. Retrieved from https://tinyurl.com/j6pnw3j5

Crettaz von Roten, F., & Entradas, M. (2018). Public engagement measurement. In P. Teixeira & J. C. Shin (Eds.), Encyclopedia of international higher education systems and institutions (pp. 1–4). Dordrecht: Springer. https://www.doi.org/10.1007/978-94-017-9553-1_600-2

Davies, S. R., & Horst, M. (2016). Science communication: Culture, identity and citizenship. London: Palgrave Macmillan. https://www.doi.org/10.1057/978-1-137-50366-4

Elken, M., Stensaker, B., & Dedze, I. (2018). The painters behind the profile: The rise and functioning of communication departments in universities. Higher Education, 76(6), 1109–1122. https://www.doi.org/10.1007/s10734-018-0258-x

Entradas, M., Bauer, M. W., O’Muircheartaigh, C., Marcinkowski, F., Okamura, A., Pellegrini, G., . . . Li, Y.-Y. (2020). Public communication by research institutes compared across countries and sciences: Building capacity for engagement or competing for visibility? PLoS ONE, 15(7), e0235191. https://doi.org/10.1371/journal.pone.0235191

Fähnrich, B., Danyi, C. J., & Nothhaft, H. (2015). The German plagiarism crisis: Defending and explaining the workings of scholarship on the front stage. Journal of Communication Management, 19(1), 20–38. https://doi.org/10.1108/JCOM-11-2013-0081

Friedrichsmeier, A., & Fürst, S. (2012). Neue Governance als Wettbewerb um Sichtbarkeit. Zur veränderten Dynamik der Öffentlichkeits- und Medienorientierung von Hochschulen [New governance as competition for visibility: On the changing dynamics of universities’ orientation towards the public and the media]. Die Hochschule, 2/2012, 46–64. Retrieved from https://tinyurl.com/sp5kwd2z

Göpfert, W. (2007). The strength of PR and the weakness of science journalism. In M. W. Bauer & M. Bucchi (Eds.), Journalism, science and society: Science communication between news and public relations (pp. 215–226). New York: Routledge. Retrieved from https://tinyurl.com/hjd57dnn

Guenther, L. (2019). Science journalism. In J. F. Nussbaum (Ed.), Oxford research encyclopedia of communication (pp. 1–27). https://doi.org/10.1093/acrefore/9780190228613.013.901

Koivumäki, K., & Wilkinson, C. (2020). Exploring the intersections: Researchers and communication professionals’ perspectives on the organizational role of science communication. Journal of Communication Management, 24(3), 207–226. https://doi.org/10.1108/JCOM-05-2019-0072

Lo, Y.-Y., Huang, C.-J., & Peters, H. P. (2019). Do organizational interests interfere with public communication of science? An explorative study of public relations of scientific organizations in Taiwan. East Asian Science, Technology and Society: An International Journal, 13(4), 557–574. https://doi.org/10.1215/18752160-8005617

Marcinkowski, F., Kohring, M., Fürst, S., & Friedrichsmeier, A. (2014). Organizational influence on scientists’ efforts to go public: An empirical investigation. Science Communication, 36(1), 56–80. https://doi.org/10.1177/1075547013494022

McAllister, S. M. (2012). How the world’s top universities provide dialogic forums for marginalized voices. Public Relations Review, 38(2), 319–327. https://doi.org/10.1016/j.pubrev.2011.12.010

McKinnon, M., Black, B., Bobillier, S., Hood, K., & Parker, M. (2019). Stakeholder relations in Australian science journalism. Public Understanding of Science, 28(5), 554–571. https://doi.org/10.1177/0963662519835745

Metag, J., & Schäfer, M. S. (2017). Hochschulen zwischen Social Media-Spezialisten und Online-Verweigerern. Eine Analyse der Online- und Social Media-Kommunikation [Universities between social media specialists and holdouts. An analysis of universities’ online communication in Germany, Austria, and Switzerland]. Studies in Communication and Media (SCM), 6(2), 160–195. https://doi.org/10.5771/2192-4007-2017-2-160

Peters, H. P., Heinrichs, H., Jung, A., Kallfass, M., & Petersen, I. (2008). Medialization of science as a prerequisite of its legitimization and political relevance. In D. Cheng, M. Claessens, T. Gascoigne, J. Metcalfe, B. Schiele, & S. Shunke (Eds.), Communicating science in social contexts: New models, new practices (pp. 71–92). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8598-7_5

Raupp, J., & Osterheider, A. (2019). Evaluation von Hochschulkommunikation [Evaluation of higher education communication]. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation [Research field higher education communication] (pp. 181–205). Wiesbaden: Springer VS. https://doi.org/10.1007%2F978-3-658-22409-7_9

Rödder, S. (2020). Organisation matters: Towards an organisational sociology of science communication. Journal of Communication Management, 24(3), 169–188. https://doi.org/10.1108/JCOM-06-2019-0093

Schäfer, M. S., & Fähnrich, B. (2020). Communicating science in organizational contexts: Toward an “organizational turn” in science communication research. Journal of Communication Management, 24(3), 137–154. https://doi.org/10.1108/JCOM-04-2020-0034

Scheu, A., Volpers, A.-M., Summ, A., & Blöbaum, B. (2014). Medialization of research policy: Anticipation of and adaptation to journalistic logic. Science Communication, 36(6), 706–734. https://doi.org/10.1177/1075547014552727

Schwarz, A., & Büker, J. (2019). Krisenkommunikation von Hochschulen [Crisis communication of higher education institutions]. In B. Fähnrich, J. Metag, S. Post, & M. S. Schäfer (Eds.), Forschungsfeld Hochschulkommunikation [Research field higher education communication] (pp. 271–295). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-22409-7_13

Schwetje, T., Hauser, C., Böschen, S., & Leßmöllmann, A. (2020). Communicating science in higher education and research institutions: An organization communication perspective on science communication. Journal of Communication Management, 24(3), 189–205. https://doi.org/10.1108/JCOM-06-2019-0094

VanDyke, M. S., & Lee, N. M. (2020). Science public relations: The parallel, interwoven, and contrasting trajectories of public relations and science communication theory and practice. Public Relations Review, 46(4), 1–9. https://doi.org/10.1016/j.pubrev.2020.101953

Vogler, D. (2020). Analyzing reputation of Swiss universities on Twitter–The role of stakeholders, content and sources. Corporate Communications: An International Journal, 25(3), 429–445. https://doi.org/10.1108/CCIJ-04-2019-0043

Vogler, D., & Schäfer, M. S. (2020). Growing influence of university PR on science news coverage? A longitudinal automated content analysis of university media releases and newspaper coverage in Switzerland, 2003‒2017. International Journal of Communication, 14, 3143–3164. Retrieved from https://ijoc.org/index.php/ijoc/article/viewFile/13498/3113

Watermeyer, R., & Lewis, J. (2018). Institutionalizing public engagement through research in UK universities: perceptions, predictions and paradoxes concerning the state of the art. Studies in Higher Education, 43(9), 1612–1624. https://doi.org/10.1080/03075079.2016.1272566

Weingart, P. (2017). Is there a hype problem in science? If so, how is it addressed? In K. H. Jamieson, D. Kahan, & D. A. Scheufele (Eds.), The Oxford handbook of the science of science communication (pp. 111–118). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190497620.013.12

Weingart, P., & Joubert, M. (2019). The conflation of motives of science communication — Causes, consequences, remedies. Journal of Science Communication, 18(3), 1–13. https://doi.org/10.22323/2.18030401

Wormer, H. (2017). Vom Public Understanding of Science zum Public Understanding of Journalism [From public understanding of science to public understanding of journalism]. In H. Bonfadelli, B. Fähnrich, C. Lüthje, J. Milde, M. Rhomberg, & M. S. Schäfer (Eds.), Forschungsfeld Wissenschaftskommunikation [Research field science communication] (pp. 429–451). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-12898-2_23

September 27-28, 2021

Online conference

Public Service Media (PSM) organizations across Europe and beyond are increasingly under pressure. Media use is changing rapidly, with streaming services and online platforms gaining in importance and making it harder for legacy media to hold their ground. The business model of newspaper publishers is under pressure, which, in turn, leads to disagreement about PSM’s online activities. And many policy-makers are highly critical of PSM due to a belief in the efficiency of market solutions or for political reasons. As a result, both PSM’s role in a digital environment and its funding are under scrutiny.

Increasingly, PSM organizations are using the “contribution to society” concept to demonstrate their public value. Yet scholars need to critically discuss the analytical value and the usefulness of new concepts that are circulated in industry and policy-making – the RIPE@2021 conference offers such an opportunity.

RIPE@2021 will take place as a virtual conference on Monday, September 27, 2021, in the afternoon, and Tuesday, September 28, 2021, in the morning (Central European Time). As a positive side effect of the virtual format, all interested scholars may participate free of charge.

RIPE@2021 offers:

• A keynote speech by Abraham Bernstein (University of Zurich, Director Digital Society Initiative) titled “Society Rules”.
• A keynote speech by Gilles Marchand (Director-General SRG SSR) tilted “SRG SSR Public Value Approach: Managing Our Contribution to Society – A Swiss Perspective”.
• The session “How Practitioners and Scholars Can Work Together to Demonstrate the Value of PSM” discussing the potential and pitfalls of collaboration between academics and PSM practitioners.
• A closing plenary session providing answers to some overarching conference questions.
• And dozens of paper presentations focusing on the four conference themes “Communication Needs of Changing Societies”, “New Forms of Contribution and Distinctiveness”, “Involving Citizens, Building Communities”, and “Governance, Communication and Legitimacy Management”.

There will be no live presentations at RIPE@2021. All presentations will be pre-recorded and participants can watch them before the conference starts. The live sessions will be entirely devoted to discussion. While the plenary sessions are open to all registered participants, working group sessions are restricted to paper presenters. However, all registered participants have access to all the presentations and papers.

To see the complete program and to register for the conference, please visit https://www.unifr.ch/dcm/en/ripe-2021

Thematic ​Issue in the International Journal of Communication

Deadline: October 31, 2021

Guest-edited by:

• Prof Dr Andreas Hepp, University of Bremen, ZeMKI (ahepp@uni-bremen.de)
• Prof Nathan Schneider, University of Colorado Boulder (nathan.schneider@colorado.edu)
• MA Anne Schmitz, University of Bremen, ZeMKI (a.schmitz@uni-bremen.de)

Overview

In their 1996 publication of the same name, Richard Barbrook and Andy Cameron characterized what they called the “Californian ideology” as a combination of “the free-wheeling spirit of the hippies and the entrepreneurial zeal of the yuppies” (Barbrook & Cameron 1996: 44). At its core, this Californian ideology is defined by the notion of a society characterized simultaneously by libertarian markets, alternative ideas of community and individual freedom—shaped by technology more than other social forces. Such notions were driven by networks such as those that emerged around the Whole Earth Catalog, and later, Wired magazine (Turner 2006), which communicated these ideas far beyond the American West Coast. Many of today’s platforms and digital infrastructures, which drive the current “deep mediatization” (Hepp 2020) of society, were created in the spirit of such an ideology, supported by ideas of “global scalability” of once found "technical solutions”.

At the same time, there were groups early on that seem to be opposed to such ideas. Examples of this are the Hacker, Open Source, or Civic Hacking movements, which are interested in critically questioning tendencies of commercialization. Such groups exert their influence by developing alternative “sociotechnical imaginaries” (Jasanoff & Sang-Hyun 2015) about possible futures – thus creating a space of possibility. However, if one also looks at emerging communities today such as the Maker, Quantified Self, or Biohacking movements, it becomes evident that many “alternative” imaginaries are closely interwoven with the Californian ideology. On closer inspection, the boundaries do not appear to be so easily drawn; there are manifold connections, fractures, affinities, and differences in the various communities.

Against this background, the aim of this special issue is to look at different technology-oriented communities and to ask what “alternative imaginaries” of a deeply mediatized society they develop as well as what their possible impact on future developments might be.

Submissions should address questions like these:

• What imaginaries of possible futures are tech communities developing?
• In which areas are they experimenting and which future developments are they opening up?
• Where is a Californian ideology reproduced in the practices and discourses of these communities?
• How does the departure to other models and concepts of technological development succeed?

Formatting and Requirements

To be considered for this collection, a paper should range between 6,000 and 8,900 words (all-inclusive, which includes the abstract, keywords, images with captions, footnotes, references, and appendices, if any) must be submitted by October 31, 2021 to the editors and adhere to the following formal requirements:

• Formatting according to the most recent version of the APA style-guide (including in-text citations and references).
• Any endnotes should be converted to footnotes.
• Papers must include the author(s) name(s), title, affiliation and email-address. (Your paper will subsequently be anonymized for double-blind peer review.)
• All articles should include an abstract of 150 words.
• All spelling must be rendered in American English. To change British or Commonwealth spellings to their American equivalents, please see the Merriam-Webster Unabridged Dictionary.
• See “Author Guidelines/Submission Preparation Checklist” at https://ijoc.org/index.php/ijoc/about/submissions#authorGuidelines

Any papers that do not follow these guidelines will not be submitted for peer review.

The International Journal of Communication is an open access journal (ijoc.org). All articles will be available online at the point of publication. The anticipated publication timeframe for this Special Issue is October 2022.

Contact Information

All submissions should be uploaded to https://cloud.medlab.host/s/pt43t39ZrHtXcnD by October 31, 2021. Late submissions will not be included for consideration.

University of the Arts London

Vacancy ID: 6903

College/Service: London College of Communication

Main location: LCC - Elephant and Castle, London UK

Job type: Full time

Unit: School of Media

Job term: Permanent

DBS check required?: No

Closing date: 20 June 2021 23:55

Scheduled interview date: 19 July 2021

Salary: £46,423 to £55,932 per annum

The role

We are looking to recruit an established academic in the field of Public Relations. You will join our team of academics and practitioners working on our BA and MA Public Relations courses in the Communications and Media programme. The role requires specialism in Public Relations, including PR planning processes, research methods (qualitative and quantitative), promotional PR, consumer behaviour, branding, and digital marketing.

You will proactively contribute to pedagogic and curriculum development that stimulate thought and practice that challenge the canon of public relations with the aim of promoting diversity and inclusivity.

You will have substantial teaching experience in Higher Education and have a proven track record of delivering high quality student experience, including curriculum delivery, development and assessment. You will take responsibility for leading, teaching and learning on relevant units, as well as supervising final projects and dissertations.

You will bring an advanced knowledge of your subject area and be able to apply this to broader processes of change through innovative pedagogy, knowledge exchange and/or research.

Why choose us?

London College of Communication is a pioneering world leader in creative communications education. With the communications sector constantly evolving at a rapid speed, we work at the cutting edge of new thinking and developments to prepare our students for successful careers in the creative industries of the future. Our course provision reflects the breadth of expertise housed within the most diverse creative agency including: journalism, advertising, PR and publishing; photography; film, television and sound; communications and media; graphic communication; spatial communication; design cultures; and interactive and visual communication.

Your profile

Before completing an application form, candidates should please download the candidate information pack and the job description/person specification for the role and read the full list of requirements and selection criteria before applying as this will be the criteria on which your application will be assessed.

Requirements of the role:

• Experience of teaching & assessment in a higher education environment
• Considers and promotes equality, diversity and inclusivity in all aspects of teaching, assessment and scholarly practice
• Collaborates and works effectively within team and across different professional groups
• Evidence of research, knowledge exchange and/or practice that contributes to the advancement of public relations and is relevant to the goals of the Programme, College and University
• Plans, prioritises and manages resources effectively to achieve objectives
• PhD or Higher level research degree and/or equivalent publications

UAL is committed to addressing the under-representation of staff from Black and Minority Ethnic communities, using our student profile as a reference point. During the Academic Futures recruitment campaign of 2021, we will therefore be offering application consultations to prospective candidates from this under-represented group.

If you identify as a Black or Minority Ethnic candidate and would like to book an application consultation, please fill in this short form Academic Futures Consultation Expression of Interest.

Posting date – Thursday, 27 May 2021

Closing date – Sunday, 20 June 2021

Should you have any queries, please contact the Recruitment Team via email lcc.jobs@lcc.arts.ac.uk

UAL is committed to creating diverse and inclusive environments for all staff and students to work and learn – a university where we can be ourselves and reach our full potential. We offer a range of family friendly, inclusive employment policies, flexible working arrangements and Staff Support Networks. We welcome applicants from diverse backgrounds, including race, disability, age, sex, gender identity, sexual orientation, religion and belief, marriage and civil partnership, pregnancy and maternity, and caring responsibility.

Candidates are advised to submit applications early.

Job description and personal specification

6 - LCC G6 SL Public Relations_Communications and Media_JDPS April 2021_3.docx – 48KB

Converted File 6 - LCC G6 SL Public Relations_Communications and Media_JDPS April 2021_3.docx.pdf – 87KB

Additional Attachment

Candidate Information Pack - FINAL May 2021.pdf – 1081KB

University of the Arts London

Vacancy ID: 6906

College/Service: London College of Communication

Main location: LCC - Elephant and Castle, London UK

Job type: Full time

Unit: School of Media

Job term: Permanent

DBS check required?: No

Closing date: 20 June 2021 23:55

Scheduled interview date: 9 July 2021

Salary: £46,423 to £55,932 per annum

Apply here: https://ual.tal.net/vx/lang-en-GB/mobile-0/appcentre-1/brand-1/xf-2ce0e13d6456/candidate/so/pm/6/pl/1/opp/6906-Senior-Lecturer-in-Creative-Digital-Practice-Communications-and-Media/en-GB

The role

We have an exciting opportunity to join the Media School at London College of Communication. We are looking to recruit an established educator in creative digital practice. You will join our team of academics and practitioners working in the Communications and Media programme at LCC. The programme consists of courses in Advertising, Media Communications, Contemporary Media Cultures, Public Relations. We are expanding our creative digital practice and your role will be pivotal in helping us to achieve this.

The role requires a specific focus on creative digital practice. Current specialism may include but is not limited to: digital and social media, digital content production, digital research methods, digital ecosystems, creative industries, creativity, audio-visual expression, and/or digital storytelling.

You will bring an advanced knowledge of your subject area and be able to apply this through innovative pedagogy, knowledge exchange and/or research. You will hold a qualification in a relevant discipline at least to postgraduate level or have a substantial track record in industry alongside substantial teaching experience in Higher Education with a proven track record of delivering high quality student experience. You will have a strong commitment to the advancement of your field and to stimulate thought and practice and promotes diversity and inclusivity.

Why choose us?

London College of Communication is a pioneering world leader in creative communications education. With the communications sector constantly evolving at a rapid speed, we work at the cutting edge of new thinking and developments to prepare our students for successful careers in the creative industries of the future. Our course provision reflects the breadth of expertise housed within the most diverse creative agency including: journalism, advertising, PR and publishing; photography; film, television and sound; communications and media; graphic communication; and interactive and visual communication.

Your profile

Before completing an application form, candidates should please download the candidate information pack and the job description/person specification for the role and read the full list of requirements and selection criteria before applying as this will be the criteria on which your application will be assessed.

Requirements of the role:

• Experience of teaching & assessment in a higher education environment
• Considers and promotes equality, diversity and inclusivity in all aspects of teaching, assessment and scholarly practice
• Evidence of research, knowledge exchange and/ or professional practice that contributes to the advancement of creative digital practice and is relevant to the goals of the Programme, College and University
• Evidence of pedagogic leadership for curriculum development and growth on subject specialism
• PhD or Higher level research degree and/or equivalent professional experience

UAL is committed to addressing the under-representation of staff from Black and Minority Ethnic communities, using our student profile as a reference point. During the Academic Futures recruitment campaign of 2021, we will therefore be offering application consultations to prospective candidates from this under-represented group.

If you identify as a Black or Minority Ethnic candidate and would like to book an application consultation, please fill in this short form Academic Futures Consultation Expression of Interest.

Posting date – Thursday, 27 May 2021.

Closing date – Sunday, 20 June 2021.

Should you have any queries, please contact the Recruitment Team via email lcc.jobs@lcc.arts.ac.uk

UAL is committed to creating diverse and inclusive environments for all staff and students to work and learn – a university where we can be ourselves and reach our full potential. We offer a range of family friendly, inclusive employment policies, flexible working arrangements and Staff Support Networks. We welcome applicants from diverse backgrounds, including race, disability, age, sex, gender identity, sexual orientation, religion and belief, marriage and civil partnership, pregnancy and maternity, and caring responsibility.

Candidates are advised to submit applications early.

Job description and personal specification

5 -_LCC G6 SL Creative Digital Practice_Communications and Media_JDPS April 2021_3 (1) update 280521.docx – 48KB

Converted File 5 -_LCC G6 SL Creative Digital Practice_Communications and Media_JDPS April 2021_3 (1) update 280521.docx.pdf – 87KB

Additional Attachment

Candidate Information Pack - FINAL May 2021.pdf – 1081KB

University of the Arts London

Vacancy ID: 6902

College/Service: London College of Communication

Main location: LCC - Elephant and Castle, London UK

Job type: Full time

Unit" School of Media

Job term: Permanent

DBS check required?: No

Closing date: 20 June 2021 23:55

Scheduled interview date: 20 July 2021

Salary: £46,423 to £55,932 per annum

Apply here: https://ual.tal.net/vx/lang-en-GB/mobile-0/appcentre-1/brand-1/xf-2ce0e13d6456/candidate/so/pm/6/pl/1/opp/6902-Senior-Lecturer-in-Communications-and-Media-Media-Communications/en-GB

The role

We are looking to recruit an established academic in the field of communications and media. You will join our team of academics and practitioners working on BA (Hons) Media Communications and the Communications and Media programme. The role requires a specific focus on digital media communications, including (but not limited to): digital cultures; networked technologies; participatory cultures; established, innovative and digital research methods; media theory, including media regulation and power structures; race, diversity and inclusion.

You will have substantial teaching experience in Higher Education and have a proven track record of delivering high quality student experience through curriculum delivery, development and assessment. You will take responsibility for leading, teaching and learning on relevant units as well as supervising final major projects and dissertations. You will have experience of providing academic and pastoral support to students, of monitoring student progress and maintaining appropriate records.

Why choose us?

London College of Communication is a pioneering world leader in creative communications education. With the communications sector constantly evolving at a rapid speed, we work at the cutting edge of new thinking and developments to prepare our students for successful careers in the creative industries of the future. Our course provision reflects the breadth of expertise housed within the most diverse creative agency including: journalism, advertising, PR and publishing; photography; film, television and sound; communications and media; graphic communication; spatial communication; design cultures; and interactive and visual communication.

Your profile

Before completing an application form, candidates should please download the candidate information pack and the job description/person specification for the role and read the full list of requirements and selection criteria before applying as this will be the criteria on which your application will be assessed.

Requirements of the role:

• Experience of teaching & assessment in a higher education environment
• Considers and promotes equality, diversity and inclusivity in all aspects of teaching, assessment and scholarly practice
• Collaborates and works effectively within team and across different professional groups
• Evidence of research, knowledge exchange and/or practice that contributes to the advancement of the field and is relevant to the goals of the Programme, College and University
• Plans, prioritises and manages resources effectively to achieve objectives
• PhD or Higher level research degree and/or equivalent professional experience

UAL is committed to addressing the under-representation of staff from Black and Minority Ethnic communities, using our student profile as a reference point. During the Academic Futures recruitment campaign of 2021, we will therefore be offering application consultations to prospective candidates from this under-represented group.

If you identify as a Black or Minority Ethnic candidate and would like to book an application consultation, please fill in this short form Academic Futures Consultation Expression of Interest.

Posting date – Thursday, 27 May 2021.

Closing date – Sunday, 20 June 2021.

Should you have any queries, please contact the Recruitment Team via email lcc.jobs@lcc.arts.ac.uk

UAL is committed to creating diverse and inclusive environments for all staff and students to work and learn – a university where we can be ourselves and reach our full potential. We offer a range of family friendly, inclusive employment policies, flexible working arrangements and Staff Support Networks. We welcome applicants from diverse backgrounds, including race, disability, age, sex, gender identity, sexual orientation, religion and belief, marriage and civil partnership, pregnancy and maternity, and caring responsibility.

Candidates are advised to submit applications early.

Job description and personal specification

4 - LCC G6 SL Media Communications_Communications and Media_JDPS April 2021_TG_ZS[1].docx – 48KB

Converted File 4 - LCC G6 SL Media Communications_Communications and Media_JDPS April 2021_TG_ZS[1].docx.pdf – 101KB

Additional Attachment

Candidate Information Pack - FINAL May 2021.pdf – 1081KB

October 28-29, 2021

Online Conference

Deadline: July 16, 2021

Menzies Australia Institute (King’s College London)

distantshoresconf.wordpress.com

/ @distshoresconf

INVITED SPEAKERS

Bruce Beresford (film director)

Jonathan Rayner (University of Sheffield)

Allison Craven (James Cook University)

CALL FOR PAPERS

Timed to coincide with the 50th anniversary of both /Wake in Fright/ (Kotcheff, 1971) and /Walkabout/ (Roeg, 1971) appearing in London cinemas on the same weekend, this two-day online conference seeks to explore the range of international and transnational perspectives that helped shape the Australian New Wave of the 1970s and 80s.

Coming after a prolonged period of production ‘drought’, the Australian New Wave has typically been framed via the rhetoric of cultural nationalism, and celebrated for its articulation of a range of ideas, histories, and narratives about the Australian nation. Although there have been occasional efforts to address the New Australian Cinema’s place within global networks – either directly (Lewis, 1987; Macfarlane and Mayer, 1992) or as minor components of recent transnational re-examinations (Danks and Verevis, 2010; Khoo, Smaill and Yue, 2013; Davis, Gibson and Moore, 2014; Danks, Gaunson and Kunze, 2018) – the dominance of parochial approaches have often served to obscure the many international dimensions that drove Australian film production in the 1970s and ‘80s, from international funding models and co-productions, to imported stars and the significance of international circulation and reception.

As Tom O’Regan remarked in his landmark work Australian National Cinema: ‘If national cinemas are implicated internationally, Australian cinema has been remarkably implicated.’ (1996, 51). Building on those implications, this conference seeks to address the inherently international and transnational nature of the Australian New Wave, and we welcome proposals that draw upon a wide range of historical and/or methodological approaches to Australian cinema and film culture between 1965 and 1985.

Topics may include, but are not limited to:

• National cinema and settler colonialism
• International circulation and/or reception
• Global film festivals and the New Wave
• Ozploitation and global exploitation cinemas
• Genre, commercialism and international influence
• Australia and global art cinema
• International financing and co-productions
• The role of foreign-owned production companies
• Relationships with international state-funding models (e.g. Canada)
• ‘Runaway’ productions and location filmmaking
• Imported stars and international stardom
• Filmmakers returning from overseas to work in the local industry
• The international careers of Australian filmmakers
• International filmmakers in Australia
• Local and global film cultures

Proposals for individual papers (15-20 minutes) are welcome, and should include an abstract outlining your paper (max. 300 words), and a short author biography (100 words). The organisers are also planning an edited collection based on the conference themes, so please indicate if you would be interested in contributing.

Deadline for submission of proposals: Friday 16 July 2021

Please send proposals (or any queries) to the conference team via: distantshoresconference@gmail.com

CONFERENCE ORGANISERS

Dr Stephen Morgan (Menzies Australia Institute, King’s College London)

Liam Bell (PhD candidate, University of Sheffield)

Isabella Macleod (PhD candidate, University of Queensland)

Deadline: July 1, 2021

Communications and media scholars are warmly invited to submit papers for an edited volume/special issue under the working title: "Europeanisation through the European Universities Initiative: Identity and Higher Education Perspectives".

Context: The European Universities Initiative (EUI), launched by the European Commission in 2018 within the Erasmus+ programme to promote further integration in the European Higher Education sector, can be taken as a new object of study in the European political and higher education landscape (Gunn, 2020). The initial pilot phase encourages universities in the first 41 selected "alliances" to aim for a level of cooperation which goes beyond existing actions within the Erasmus+ programme, in order to develop "European campuses" and a shared sense of belonging between partner universities. As such, the initiative raises questions for political scientists, and law scholars interested in the European Union and its institutions, in Higher Education policy, for sociologists and communication scholars working on questions of European identity and intercultural communication, for education scholars and linguists studying the impact of student mobility and multilingual education on learning outcomes.

This call for papers will bring together, in an edited volume or special issue, research which considers the EUI in the light of different forms of Europeanization with which it may be associated (Radaelli, 2003). In one of its core approaches higher education cooperation is positioned in context of political imperatives aiming at promoting 'ever closer union' (Bache, 2006).

In terms of the Europeanization of Higher Education, from an institutional perspective, this may include questions of European-level and national Higher Education policy and the evolving legal framework, but also the way the initiative is being implemented during the pilot phase and the forms of cooperation set up by the universities involved, especially through external incentives (funding) and social learning (Vucasovic, 2013). The Europeanizing potential of the initiative in bringing about or reinforcing the conditions of an "imagined community" of European students and staff is a complementary line of study, including both top-down and bottom-up approaches, in the light of the existing body of literature dealing with European and national identities (Cram, 2009; Frame, 2016; Skey & Antonsich, 2017).

Contents: The editors see the forthcoming volume as making an early contribution to scholarship on the EUI in multi-theoretical, multi-dimensional and multi-factor analysis. They welcome conceptual or empirical-based studies on or around the following themes:

Approaching the EUI as an object of scientific study: conceptual and methodological frameworks - The EUI in the light of Europeanisation theories: integration / disintegration - The EUI in the context of EU public diplomacy and decision-making

• Europeanizing identities through the EUI
• The EUI from a legal perspective
• The EUI in context of the European Higher Education Area (EHEA).

The political dimension

• The evolving context of the EHEA and the emergence of the EUI
• EU stakeholders' politics, policies and discourse on the EUI: from calls to implementation
• European University Networks (EUNs) between European and national governance: political stakes and tensions experienced around the EUI.

Emerging forms of collaboration within EUNs: case-study-based approaches

• Organisational perspectives: tensions experienced and solutions found
• Advanced institutional and staff integration within EUNs - Student involvement and emerging forms of cooperation
• Governance structures adopted within EUNs - The challenges of multilingualism and inclusiveness
• Digitalization and forms of virtual cooperation in the context of the Covid-19 pandemic
• Everyday Europeanhood - building European identities through practice
• EUNs as learning environments - Networking and competition between EUNs.

Future perspectives for the EUI

• Common higher education strategies: towards a European Degree?
• Synergies between the EHEA and the European Research Area (ERA): funding the global missions of EUNs
• The legal status of EUNs: ensuring continuity, enlargement and the future of the EUI
• Mobility and sustainability in the context of the Green Deal
• Quality assurance, harmonisation, micro-accreditation.

Paper proposals in English, of around 800 words including a short bibliography, should be sent by email to the editors, Barbara Curyło (bcurylo[at]uni.opole.pl) and Alex Frame (alexander.frame[at]u-bourgogne.fr), by 1st July 2021. Please contact us also if you wish to receive a pdf version of this cfp.

A seminar for authors will be organised on 12th November 2021, in order to discuss first versions of the papers submitted and to work on the structure and key themes and concepts of the edited volume. No payment will be required from authors for either the publication or the seminar. The editors wish to also use the seminar to formalise a research network around the EUI as a scientific object, with a view to building a consortium for a future research funding proposal.

Calendar:

Deadline for abstract submission: 1st July 2021

Feedback from editors: 15th July 2021

Texts (4000-6000 words) submitted for circulation prior to authors' seminar:

15th October 2021

Authors' seminar: 12th November 2021

Full texts submitted for publication: 3rd January 2022

Feedback to authors: 1st April 2022

Final versions of texts: 1st June 2022

Publication: December 2022

York St John, School of the Arts

Location: York

Salary: £33,797 to £39,152 per annum pro rata

Hours: 14.8

Closing Date: Wednesday 16 June 2021 at midnight

Interview Date: Thursday 08 July 2021

Reference: 070-21

Part time, permanent

Location: York

Salary is £33,797 to £39,152 per annum (£13,518 to £15,660 pro rata)

York St John is an ambitious, modern university at the heart of historic York and there has never been a more exciting time to join us.

As one of the fastest growing universities in the U.K over recent years, we have a new strategy for the next decade, emphasising our commitment to widening opportunity through the power of education and contributing our talents to creating a fairer world, and a more prosperous region. We are putting inspirational learning and impactful research at the heart of this strategy, recognising our academic expertise as our greatest asset.

This role sits within the School of the Arts – a creative community of students and teachers – and within the team of nine specialist academic and four specialist technical staff delivering our media production course suite.

Our BA (Hons) Journalism course is BJTC-accredited and taught by current and former industry professionals.

You will be joining an experienced team at a key development stage for journalism at YSJU, with proposals to expand the number and range of journalism courses offered and to develop community-engaged journalism partnerships.

This is an ideal role for a current or very recent broadcast journalist looking to move into academia.

We are looking for a highly-skilled journalist with current or recent (within last 18months) experience of working within radio or TV news.

We are particularly looking for someone with experience of radio journalism, factual podcasting, and/or audio features.

You should also be able to demonstrate experience in around building content for digital audiences and have a genuine interest in developing your experience and expertise around learning and teaching.

You must have experience of teaching or of working with young people and/or supporting the professional development of young journalists.

You must also have:

• An Honours degree.
• Post-graduate qualification in journalism or post-graduate research qualification desirable but not essential.
• Research or professional portfolio of journalism

Contact for informal candidate queries Tracy Willits, Senior Lecturer within media production team: t.willits@yorksj.ac.uk

In addition to a competitive salary, YSJ employees enjoy access to a superb range of benefits including –

• Generous annual leave entitlement (plus additional leave days during our Christmas closure period)
• Pension scheme
• Health cash plan
• Training and development
• Discounts at a range of local companies, including shops, cafes and restaurants.

The University is committed to promoting a diverse and inclusive community – a place where we can all be ourselves. We offer a range of family friendly, inclusive employment policies, flexible working arrangements, staff networks and a multi-faith space to support staff from different background

As part of our commitment to providing an inclusive working environment, consideration is given to all requests for job share or flexible working arrangements.

Please note that CVs are not accepted in place of the application form.

Interviews are currently taking place remotely via Microsoft Teams. Further guidance will be provided to candidates who progress to interview stage.

Please note that this vacancy may close early if a large volume of applications are received to ensure that we can meet the above timescales. Any applications currently in progress at this time will be notified and given the opportunity to complete their application prior to closure.

Closing Date - Wednesday 16 June 2021 at midnight

Provisional Interview Date - Thursday 08 July 2021

Further details: Job Description Further Information

Gender/sexuality/italy 9:I, 2022 (special Themed Issue)

Deadline: July 15, 2021

Guest Editors: Giovanna Maina (University of Turin), Sergio Rigoletto (University of Oregon), Federico Zecca (University of Bari)

Email:

giovanna.maina@unito.it ;

srigolet@uoregon.edu ;

federico.zecca@uniba.it

No payment from the authors will be required.

This themed section seeks to examine pornography as a nexus of practices, knowledges, institutions, and economies primarily concerned with bodily pleasure. It considers pornography as a rich cultural field: a terrain on which is staged an ongoing struggle over the politics of representation, the social legitimacy, and the cultural visibility of desires, bodies and intimacies. Pornography has long been the object of censorship, surveillance and intense political critique. Once principally associated with exploitative sexual practices and methods of distribution, as well as a source for oppressive conceptualizations of gender roles, it has now become a central sphere of intervention for queer and feminist activists, and for radical political work. Within pornography, consumption practices often intersect with participatory spheres of culture production and community-making dynamics. This intersection tests the thin line between social practice, representation and fantasy within which porn operates as a cultural and media domain.

In Italy, pornography first emerged as a noteworthy cultural phenomenon in the mid-1970s, with the proliferation of adult magazines and the first hard-core films by directors like Joe D’Amato. In the 1980s, Italian media (print, cinema, and intermittently even television) were flooded with sexually explicit images, the production and circulation of pornographic materials paralleling and sometimes exceeding the exploits of North-European countries such as France or Germany. During this time, a significant process of deregulation and legitimization of sexually explicit materials transformed what had largely been seen as a predominantly Catholic country prone to censorship into a libertarian paradise for pornographers and their publics. From the 1980s onwards, this process contributed to the blurring of the boundaries between porn cultural production and mainstream culture, with eminent representatives of the Italian porn industry who were able to cross over to mass entertainment and even politics (e.g., Ilona Staller, aka Cicciolina, was elected member of the Italian Parliament between 1987 and 1991).

Over the last 30 years, no other country seems to have embraced porn icons (e.g., Rocco Siffredi, Moana Pozzi, Jessica Rizzo, and Valentina Nappi) so enthusiastically within its mainstream cultural fabrics. This peculiar relation between pornography and the mainstream represents one of the major objects of inquiry that this special issue proposes to consider.

Currently, the Italian porn industry has been engulfed and somehow erased by the processes of global conglomeration and delocalization that have reshaped porn production world-wide in the digital age – significantly, important ‘national’ players like Rocco Siffredi and Mario Salieri have offshored their operations to Eastern Europe. In other words, much of what we may call ‘Italian porn’ is now inextricably linked to the distinctive global networks of cultural production, distribution and consumption within which pornography operates.

Nevertheless, the idea of a nationally-specific porn imaginary still seems to occupy a peculiar position in the globalization of pornography, one that self-consciously marks its imagined national boundaries, while also shedding light on their permeability. What does Italian porn culture look like then? Can ‘Italian’ function as a term that ‘localizes’ the global production and circulation of porn? What would this local perspective open up? And, finally, what would this eccentric cultural field say about Italian culture and about its relation to globalization and global media?

We invite proposals that explore, but are not restricted to, the following topics:

• The history of Italian pornography: from classic stag films to the ‘double versions’ and adult magazines of the 1970s, from the glorious video era of the 1980s and 1990s to the digital revolution and beyond
• Circulation and consumption of pornography in Italy, from illegality to the advent of web 2.0
• Italian performers, directors, producers
• Dissident and alternative pornographies, feminist/queer/anti-racist experimentations, the relation between pornography and activism
• Italian ‘cross-over’ porn stars (Cicciolina, Moana, Selen, Rocco Siffredi, Eva Henger, etc.) and their relationship with the Italian ‘mainstream’ entertainment industry, and with Italian culture, society and politics more in general
• Italian porn stars in US and European production, past and present
• The national industry: past productions practices and studios (e.g., Diva Futura), and present delocalization to Eastern Europe
• Nationally-specific trends, genres, styles, tropes
• Regional varieties and subgenres (e.g. Concetta Licata, Mario Salieri, 1994)
• Gender, age and dis/ability in Italian porn
• Sexualization of race and ethnicity in Italian porn
•  ‘Italian porn’ as a (commercial and aesthetic) brand
• The notion of ‘Italian’ as an exotic signifier when related to the perception and the branding of specific stars, performers, and directors
• ‘Italian’ as a marker of ‘otherness’ and exoticism when related to specific series or products (e.g., Gape in Italy, Omar Galanti, 2013, Evil Angel)
• ‘Italian’ as a category in pornographic aggregators (pornhub, youporn, xvideos, etc.)
• Grassroots practices in Italian pornography and ‘local’ pro-am micro-celebrities
• Intersections between pornography and ‘legitimate’ Italian cinema
• Critical discourses on pornography circulating in the Italian public sphere

Deadline for proposals: July 15, 2021

Send your proposals to:

giovanna.maina@unito.it

srigolet@uoregon.edu

federico.zecca@uniba.it

The proposal should include a 500-word abstract, bibliography (max 5 sources), and bio for each contributor.

The Guest Editors will evaluate the proposals and submit them to the Advisory Board. If the proposal passes these steps, the Guest-Editors will send a g/s/i formal request to the contributors.

Deadline for article submission: January 31, 2022.

The articles will be sent to reviewers for a process of double blind peer review, according to the g/s/i policies for guest edited volumes (see http://www.gendersexualityitaly.com/…es/ ). Comments and feedback will be returned to authors in Spring 2022, for final editing.