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Background: The COVID-19 pandemic resulted in rapid changes to head and neck cancer (HNC) services. Multidisciplinary team (MDT) face-to-face appointments were converted to telehealth appointments (telephone and video-call) to reduce the risk of COVID-19 transmission. The literature exploring HNC patient experience of these appointment types is limited. Aims: To explore patient experience of telehealth appointments at one UK centre during the COVID-19 pandemic, as well as the variables that may influence patient preference for virtual or face-to-face appointments. Methods & Procedures: A survey-based study design was used, with closed questions and open text options to capture the views of the participants. Quantitative data were analysed using descriptive statistics. Open text data was used to add depth to the findings. Outcomes & Results: A total of 23 participant surveys were returned. Six categories were identified: Usability; Information receiving & giving; Satisfaction; Emotions and comfort; Rapport; and Travel time and cost. Overall, participants gave positive responses to each category and indicated that telehealth appointments met their needs. Areas for clinical consideration are highlighted. Variables such as age, travel distance from hospital site, fear of COVID-19 and information technology (IT) access did not appear to influence patient preference for appointment type. Conclusions & Implications: Going forward, telehealth may be considered for use in combination with face-to-face appointments in the HNC pathway. Areas for further development include a 'telehealth screening tool' that may help to identify those patients most appropriate for these appointment types, or who require support to access them.

In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.

Background: Despite the growing interest in knowledge brokering as an approach to mobilising knowledge for societal benefit, research has only recently begun investigating the consequences of knowledge brokers' actions. In particular, while it is known that failure can provide a valuable learning experience for individuals and organisations alike, very few studies have explored failure in knowledge brokering. Aims and objectives: With the aim of informing how knowledge brokers can navigate common professional challenges, this article discusses a spectrum of reasons for failure in the professional practice of knowledge brokering. Methods: Data for this article comes from a developmental evaluation of a network of knowledge brokers, focusing specifically on a set of semi-structured interviews (N = 20). Findings: The overarching themes identified in this study are organised according to the three constructs that knowledge brokers act upon in the i-PARIHS framework: innovation, recipients, and context. Knowledge brokers experienced different types of failure across these constructs, ranging from violations of prescribed practices and processes to exploratory testing. Discussion and conclusions: Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail "intelligently." Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when and how their efforts have failed.

Whilst the practitioner field around current student communications has developed in recent years, most published research still focuses either on prospective students, theoretical benefits of student communications or usage of individual channels of communication. This paper contributes to policy and practice by providing the first UK-wide look at current students' communications preferences and behaviours through a meta-analysis of 17 student communications surveys (total students surveyed 20,134). Results show that students expect their universities to utilise a range of channels (including email, social media and student portals) -- i.e. an integrated marketing theory approach. Most students feel that they receive the right level of information; however, overall satisfaction with communications has decreased in recent years. This paper provides recommendations for practice, as well as a template to improve consistency in future institutional student communications evaluations.

This article offers a view on the emerging practice of managing external relations of the modern university, and the role of science communication in this. With a representative sample of research universities in four countries, we seek to broaden our understanding of the "science communication (SC) function" and its niche within the modern university. We distinguish science communication from corporate communication functions and examine how they distribute across organisational levels. We find that communication functions can be represented along a spectrum of (de)centralisation: public relations and marketing activities are more likely carried out at the central level (central offices), and public affairs and SC activities are more likely carried out at decentral levels (e.g. in specific offices and/or research institutes, departments). This study shows that little attention is paid to science communication at central structures, suggesting that it is not a practice that aligns easily with university corporate communication, yet SC might find its niche increasingly in decentral locations of activity.

Comics and cartoons are valued in twenty-first century popular culture and are increasingly used as 'Applied Comics' to help communicate key messages and information in society. However, there is less evidence of cartoons and comics being used to communicate with and engage library users in learning, information literacy (IL) and research support. This paper explores case studies of how several different projects have utilised comics as a medium to deliver key messages about library services to support teaching and research at Cambridge University Libraries. The paper examines the use of comics and cartoons in a library context framed in a theory of comics and visual learning. The reception and output of the comics and cartoons with different audiences at Cambridge University Libraries is explored and the paper proposes that further research could be done to examine the potential of comics in communication and IL.

Background: The advantages of including people with learning disabilities in research teams have been well described, but it is rare for researchers with learning disabilities to be employed at a university. This paper explores the extent to which university recruitment procedures are accessible to job applicants with learning disabilities. Methods: We present reflections on the process of recruiting a Research Assistant with a learning disability onto a university research team. The recruitment process is described from the perspectives of the employee, line manager and Human Resources representative. Findings: The recruiting manager and Human Resources representative had to make adjustments to a wide range of standard processes, including centralised online recruitment systems that were difficult to navigate, inaccessible job descriptions and difficult application forms. Finding workarounds to ensure reasonable adjustments were made was time-consuming. The employee needed significant support from within his own networks to cope with the application process and had concerns about the potential impact of fixed-term job contracts on future benefits. Despite our efforts, procedures remained difficult for the applicants to navigate. Conclusions: Employing researchers with learning disabilities is important. Fundamental changes to job application systems are required, including easy-to-understand information, alternative formats of application forms, and support available where needed. Flexibility from the Human Resources departments is key. They will need support from teams with experience working with people with learning disabilities.

Choral singing was embraced by many missionaries as a means of attracting potential converts to Christianity. A principal choral singing method in 19th century Britain, Tonic Sol-fa, was introduced by missionaries and others to the Indian subcontinent where it was used as both a pedagogical method and a music notation system. Building on the inherent musicality of the Mizo people in Assam, a fine choral singing tradition developed. Hymnbooks were published with Mizo words and Tonic Sol-fa notation. Although aspects of Tonic Sol-fa are utilized in some contemporary school music teaching methods, there is now little or no use made of the original Tonic Sol-fa method for community choral singing in Britain. Nevertheless, it is still used in some former British colonies, particularly for congregational hymn singing in Sub-Saharan Africa and the Asia-Pacific. Tonic Sol-fa has been, and remains, the mainstay of choral music making in Mizoram and neighboring areas. As such, it is a worthy inheritance from the missionary presence in India during the 19th century.

Background: Youth expeditions are regarded as beneficial and even "life-changing" experiences for young people, however the evidence on their perceived long-term impact is limited. Purpose: The purpose of this research was to examine the perceived long-term influence of expeditions in participants' lives 29 and more years after going on a 3-6 week land-based self-sufficient wilderness expedition. Methodology/Approach: This study used a retrospective two-phase sequential research design. The first phase involved a web-based survey followed by individual semi-structured interviews in the second phase. Findings/Conclusions: For the majority of the 144 web-based survey respondents (93.8%), their first BES expedition experience was "enjoyable and meaningful". Twenty-six interviews were conducted with people who had gone on their first BES expedition 29 to 66 years ago. Interviewed participants perceived seven long-lasting influences of expeditions: (1) 'Connecting with others', (2) 'Fulfilling potential' such as gaining confidence and resilience, (3) 'Development of leisure activities and outdoor knowledge/skills', (4) 'Knowing thyself', (5) 'Sharing the experience' to others, (6) 'Impact on academic and professional life', and (7) 'Connecting with nature and the world'. Implications: This study provides evidence that the influence of wilderness expedition experiences can be long-lasting and significant on participants' lives 29 and more years later.

Background: There has been little applied learning from organisations engaged in making evidence useful for decision makers. More focus has been given either to the work of individuals as knowledge brokers or to theoretical frameworks on embedding evidence. More intelligence is needed on the practice of knowledge intermediation. Aims and objectives: This paper describes the evolution of approaches by one UK Centre to promote and embed evidence in health and care services. This is not a formal evaluation, given the lack of critical distance by authors who led work at the Centre, but a reflective analysis which may be helpful for other evidence intermediary bodies. Conclusions: We analyse the founding conditions and theoretical context at the start of our activity and describe four activities we developed over time. These were filter (screening research for relevance and quality); forge (engaging stakeholders in interpreting evidence); fuse (knowledge brokering with hybrid teams); and fulfil (sustained interaction with implementation partners). We reflect on the tensions between rigour and relevance in the evidence we shared and the way in which our approaches evolved from a programme of evidence outputs to greater focus on sustained engagement and deliberative activities to make sense of evidence and reach wider audiences. Over the lifetime of the Centre, we moved from linear and relational modes towards systems type approaches to embed and mobilise evidence.

As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.

We discuss a case study on how misinformation regarding COVID-19 health outcomes can arise due to confounding. Data from the UK on mortality rates suggest that people who have some level of vaccination and contract the Delta variant of COVID are twice as likely to die than those who are unvaccinated. Age, however, a confounding variable, when accounted for, produces a more complicated picture. The mortality rates for the vaccinated are statistically lower than the unvaccinated for the older but not younger age group. We present several approaches for teaching confounding to help students better understand this underemphasized concept's cause, effects, and origins.

Background: Developmental language disorder (DLD) is a condition which affects an individual's ability to use and understand language. Terminological confusion, and the use of non-evidence-based diagnostic criteria has impacted access to services for this population for several decades. Changes in terminology and diagnosis were proposed as part of a UK-based consensus study, Criteria and Terminology Applied to Language Impairments (CATALISE), in 2016 and 2017. Since the publication of the recommendations, there have been active efforts across several English-speaking countries to support uptake of these recommendations into policy and practice. Aims: The aim of the study was to explore the experiences of individuals who have been leading the dissemination of the CATALISE recommendations since their publication in 2017. The study was undertaken to inform future implementation efforts aimed at facilitating the adoption of the recommendations into policy and practice. Methods & Procedures: Researchers, practitioners and parents from nine countries were recruited to the study (n = 27). Online focus groups and semi-structured interviews were conducted using topic guides informed by the Consolidated Framework for Implementation Research. Inductive thematic analysis was undertaken. Preliminary findings were member-checked prior to completion of the analysis. Outcomes & Results: CATALISE recommendations were described as partially adopted by participants. Dissemination strategies included building a coalition, conducting educational meetings, and developing educational materials. Common barriers to implementation related to the complexity and compatibility of the recommendations, and practitioner confidence. Four themes were identified across the data set to guide future implementation efforts: (a) ride the wave, craft the narrative (b) reach across the divide, be brave (c) create space for multiple voices and, (d) support for speech and language therapists on the front line. Conclusions & Implications: Individuals with DLD and their families should be included in future implementation planning. Engaged leadership is essential to address issues of complexity, compatibility, sustainability and practitioner confidence if CATALISE recommendations are to be integrated into service workflow and processes. Implementation science can provide a useful lens to progress future research in this area.

Objective: Self-affirmation theory proposes that defensive processing prevents people from accepting health-risk messages, which may explain university students' dismissal of risk-information about binge drinking. SA-interventions may encourage non-biased processing of such information through impacting on interpersonal feelings and self-esteem. This study compared two self-affirmation manipulations on interpersonal feelings, self-esteem, message processing, message acceptance and subsequent alcohol consumption. Participants: UK university students (N = 454). Methods: Participants were randomly allocated to one of three conditions (Self-affirmation Implementation Intention, Kindness Questionnaire, Control) before reading health-risk information about binge drinking. This was followed by measures of interpersonal feelings, self-esteem, message processing, acceptance and behavioral intentions. Alcohol consumption was assessed one week later. Results: The self-affirmation manipulations had non-significant effects on all outcome variables. Conclusion: Consistent with previous research, the results indicate that self-affirmation interventions are not effective for reducing alcohol consumption in university students.

Activist research that conducts social investigation and analysis can be the key first step in organising at the grassroots and movement building. This paper critically analyses two research reports titled 'The Foreign Exchange of Hate' (Sabrang/Coalition against Genocide 2002) and 'In Bad Faith' (Awaaz South Asia Watch 2004) produced by progressive activists situated in progressive mobilisations in the North American and British South Asian diasporas. This research was amongst the earliest to systematically investigate and expose the transnational networks and activities of Hindu nationalism. Drawing on the scholarship of Aziz Choudry, I discuss key influences, goals, impacts and costs of these activist research projects. The analysis offer situated insights into the relationship between activist research and movement-building in the context of collective resistance to Hindu nationalism in Eurocentric, liberal multicultural societies.

Objective: To undertake a content analysis of human papillomavirus (HPV) vaccine communication materials available to young people. Design: Content analysis. Setting: Majority English-speaking countries. Methods: Between March and April 2020, a web engine was utilised to search for and retrieve relevant communication materials. Content analysis was used to describe how the following key issues were covered: (1) side effects, (2) safety, (3) practicalities related to receiving the HPV vaccine and (4) gender-specific information. Results: A total of 44 separate communication materials were retrieved, predominantly videos, webpages and leaflets. There was a focus on mild side effects of the vaccine (43.2%), with less frequent reference being made to moderate or serious side effects (22.7%). Reassurance concerning the safety profile of vaccine was communicated by referencing the widespread use of the HPV vaccine (31.8%). Information regarding formal criteria for entry into the vaccination programme emphasised country-specific eligibility criteria (59.1%), the setting in which vaccination was offered (38.6%) and the number of doses required (38.6%). Content intended to improve young people's experiences of receiving the HPV vaccine was less often provided (22.7%). Gender-specific content usually related to specific HPV-related diseases (52.3%) and/or the availability of cervical cancer screening programmes (52.3%). Conclusion: A variety of different communication tools were retrieved encompassing a wide variety of formats and content, reflective of different vaccination programmes and the varied priorities of organisations producing the materials. Findings will inform the co-production of a tailored educational package to improve access to information by populations of young people identified as having lower HPV vaccine uptake.

A considerable proportion of quantitative research remains unpublished once completed. Little research has documented non-dissemination and dissemination bias in qualitative research. This study aimed to generate evidence on the extent of non-dissemination in qualitative research. We followed a cohort of qualitative studies presented as conference abstracts to ascertain their subsequent publication status. We searched for subsequent full publication in MEDLINE, in the Cumulative Index to Nursing & Allied Health Literature and in Google Scholar. We matched abstracts to subsequent publications according to authors, method of data collection and phenomenon of interest. Fisher's exact test was calculated to examine associations between study characteristics and publication. Factors potentially associated with time to publication were evaluated with Cox regression analysis. For 91 of 270 included abstracts (33.70%; 95% CI 28.09%-39.68%), no full publication was identified. Factors that were found to be associated with subsequent full publication were oral presentation (OR 4.62; 95% CI 2.43-8.94) and university affiliation (OR 1.96; 95% CI 1.05-3.66). Compared to oral presentations, studies presented as posters took longer time to reach full publication (hazard ratio 0.35, 95% CI 0.21-0.58). This study shows that it was not possible to retrieve a full publication for over one-third of abstracts. Our findings suggest that where this non-dissemination is systematic, it may lead to distortions of the qualitative evidence-base for decision-making through dissemination bias. Our findings are congruent with those of other studies. Further research might investigate non-dissemination of qualitative studies in other disciplines to consolidate our findings.

As the prevalence of conflict and fragility continue to rise around the world, research is increasingly heralded as a solution. However, current ethical guidelines for working in areas suffering from institutional and social fragility, insecurity or violent conflict have been heavily critiqued as highly abstract; focussed only on data collection; detached from the realities of academia in the Global South; and potentially extractive. This article seeks to respond to that assessment by spotlighting some of the most prevalent challenges researchers face in the pursuit of ethical working practices. It explores the material and epistemic injustices that often shape and underpin research structures and relationships in these contexts. The paper draws on the authors' experiences of research in conflict-affected and fragile contexts over the last fifteen years and on workshop discussions with researchers based in fragile and conflict-affected contexts conducted in Amman, Bogotá and Dhaka in 2019-2020. The paper works from the premise that achieving ethical research in fragile spaces is not dependent solely on activity at the site of research, but also on decisions made across the entire ecosystem of a research project. It therefore interrogates the full research landscape, from funding models, to research design (including research topics, partnerships, methods, participant selection, and researcher positionality), to dissemination plans and ethical gatekeeping. The paper critically reflects on inequities in the processes of knowledge production about conflict and fragility and the key ethical challenges that researchers encounter. It highlights the need for further guidance, support and accountability to ensure ethical research practices.

Background: Two UK academic centres were commissioned to provide a responsive rapid evidence synthesis service. The service covered topics identified by the National Institute for Health Research Health Services & Delivery Research (NIHR HSDR) programme as priorities for the National Health Service or to inform research commissioning. Aims and objectives: To describe and evaluate the review teams' interactions with the evidence users the programme aimed to serve, primarily NHS clinicians, commissioners and managers. We particularly aim to highlight the barriers and facilitators to the impact that this type of programme may have on the uptake and use of research evidence by decision makers. Methods: Narrative review of stakeholder interactions at different stages of the review process--prioritisation and defining scope; dealing with unexpected results; dissemination of findings; and measuring impact, illustrated by examples from the first three years of the service (2014-17). Conclusions: Timely production of high-quality outputs was facilitated by--initial mapping and scoping of the available published evidence; early engagement with stakeholders to optimise their involvement within limited time and resources; and willingness to consider creative solutions and different ways of working to overcome problems encountered in specific projects.

Higher education institutions have been identified as inequitable for historically marginalised student and staff populations. Student-staff partnership has recently emerged as one approach to redressing such inequities. To what extent are institutional partnership schemes considering or achieving this goal? Using two phases of qualitative data collection, we explored the perceptions of staff administering student-staff partnership schemes regarding the inclusion of diversity across eight UK higher education institutions. Results highlight conceptual and practical challenges for and strategies to striving for equity in student-staff partnership initiatives. These results are discussed by drawing on the identities of the research team to highlight intersectional approaches to inclusion in partnership.

This study explores the impact of professional doctorates in the workplace in the specific context of the criminal justice sector, through a qualitative study of practitioners who have graduated from professional doctorates in criminal justice and security risk management. A thematic analysis of semi-structured interviews with 25 graduates was undertaken to identify the nature and extent of impact on their workplaces. The study suggests that professional doctorates may potentially have a significant impact on the workplace, but the actual extent is shaped by three interrelated factors: the motivations of students, the role of their employer and the nature of the programme in which they are enrolled. The article concludes with a discussion of the implications for how institutions could design and deliver professional doctorate programmes in order to extend workplace impact.

Interdisciplinary working plays an important role in achieving impact outside academia. One barrier to interdisciplinary working is the lack of mechanisms to assess contributions from outside the primary discipline. Positioning our research in debates about knowledge translation, we analyse the ability of narrative cases to assess the interdisciplinary contribution of one academic discipline, Human Resource Development (HRD), to impact. We take the example of the cases used to assess impact in the UK's 2014 Research Excellence Framework evaluation (REF 2014). While the narrative cases revealed the complexity of knowledge translation and the role of HRD practice in it, their authorship by a single discipline imposed a linear structure and prevented interdisciplinary contributions from HRD academics from being recognised in the formal assessment. To facilitate the assessment of interdisciplinary contributions to academic impact, we propose remodelling the knowledge translation process as a net of cases rather than a single chain.

Nudging is increasingly used in public health interventions in Western societies to produced health-promoting behavior changes; however, there is lack of clarity as to what constitutes a nudge, scant knowledge of the effectiveness of nudging techniques in public health lifestyle interventions and a number of ethical and value-based concerns. The aim of this review is to address these research lacunae and identify the characteristics of nudges in empirical research on public health interventions intended to induce healthy lifestyle changes, including whether they are effective. We conducted systematic searches for relevant articles published between January 2008 and April 2019 in three databases, PubMed, CINAHL and PsycINFO, and combined this with a metasynthesis to construct interpretative explanations. A total of 66 original studies met the inclusion criteria. The findings of the systematic review showed that most nudging interventions involved diet/nutrition, most were carried out as single experiments, and the majority had the intended effects. Specific nudging techniques were identified with respect to the broader nudging categories of accessibility, presentation, using messages and pictures, technology-supported information, financial incentives, affecting the senses, and cognitive loading; several studies included more than one nudging technique. Although many nudging techniques had the intended effects, it is unclear whether they would work outside the study setting. The synthesis revealed that the studies lacked critical reflection on the assumptions about health that were implicit in nudging interventions, the cultural acceptability of nudges, the context-free assumptions of nudging theory, and the implications of these aspects for the public health context.

Considerations for conducting ethical research with human participants in languages other than English are addressed to some extent in regulatory and guiding statements for researchers, but in ways that are minimal or vague. In this article, I examine guiding documents for research ethics from four countries: the UK, Canada, Australia and the USA, with a view to analysing how the issue of research in other languages is addressed. Specific attention is paid to four key aspects of research as it relates to language. The first is informed consent. This includes a discussion of how written forms may not be the most appropriate method to ensure consent is informed. The second aspect of language is that of translation and interpretation, including budgetary implications for research. Third, the use of intermediaries such as (but not limited to) translators and local contacts is considered. Finally, considerations for knowledge mobilisation and dissemination of findings are explored. The article concludes with recommendations for researchers, graduate supervisors and research ethics boards.

Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken.

The present paper is a case study based on a first year BA Hons Education Studies module that explores a number of important questions about the relationship between technology, knowledge and society and begins to think about how our ideas about each of these contribute to an understanding of what education means. Following a Foucauldian perspective on discourse, truth and power, we look with our students at science--and science education--to explore the production of knowledge in a context where many initiatives promote scientific literacy for children and young people as an important factor in their educational upbringing. The paper argues that it is important to reflect with students on these forms of knowledge production and dissemination and so to avoid seeing and teaching science purely from a consumerist perspective; rather we embrace and develop the idea of science education as a discourse that shapes our understanding of the world and ourselves.

Since the Apollo missions, human spaceflight has been advocated as a means of promoting positive attitudes towards science. In 2015, Principia launched Britain's first government-funded astronaut to the International Space Station, a core objective being education and inspiring young people. In this study, we examined how spaceflight education policy was enacted during the Principia mission, found out the ways in which young people encountered space, and how these encounters shaped their attitudes. Semi-structured interviews were conducted with 102 children and analysed through the construction of an actor-network. Young people encountered space through formal education in school as well as through non-formal encounters with family, friends, media and social media. Social media influences were associated with forming positive attitudes, whereas friends and teachers were associated with both positive and negative attitudes. The human dimension of spaceflight was important in young people encountering space but was not sufficient to stimulate sustained interest in space: children and young people wanted to know more about the science of human spaceflight. Young people confused science with science fiction. In some schools, young people became 'spaced out' by saturation of the curriculum with space. The findings have implications for policymakers and practitioners. The scientific stories associated with human spaceflight need greater attention. Social media could be used to greater effect in communicating science directly to young people. Non-formal education initiatives must be designed to align with teachers' objectives, and there needs to be recognition and reward of teachers' time and contributions.

Information communication and technology (ICT) has been used in various fields. The use of teleconference for teaching and learning activities is currently not a new topic in global world. In Indonesia, through IMHERE Program from Directorate of Higher Education, some universities have been connected with a network of teleconference as a medium of disseminate knowledge. However, when compare to university, the use of teleconference is not yet well-known in schools in Indonesia. This paper aims at presenting the experiences on the use of Teleconference as a medium of teaching secondary school pupils new information on different subjects they discovered in international learning environment. This activity is carried out by Indonesian students who study abroad e.g. students who study in Germany, Japan, Canada, Australia and USA. This paper will also analyse the feedback from the beneficiaries of the teleconference program, to gather opinion about the prospect, challenges in the administration, organisation, and the pedagogy implication of the use of information communication and technology in schools in Indonesia. The author will also give suggestions or recommendations on the best strategies of improving the use of information technology in schools. This is important to further promote and establish the e-Global-learning-system in Indonesia.

The use of podcasting has attracted the attention of teachers because it is content-rich and is of wide general interest. Users can listen to podcasts via the Internet or download them on to a portable music player. Some also offer video or animation to make the contents more interesting and easier to understand. Accordingly, podcasts that tend to focus on the use of vocabulary can be very effective in language learning. They help learners hear how to pronounce their words clearly and use them appropriately. In addition to the benefit of its multimodal facilities, the main advantage of podcasting lies in the variety and the control it provides. Many podcasts provide an authentic context including those which are vocationally orientated. In other words, learners can access podcasts linked to their field of study or interest. Therefore, this research project explores how podcasts in an ESL (English for specific purposes) environment can be used with foreign language learners. It then discusses learners' perspectives of podcasts related to certain subjects. Finally, it proposes a number of suggestions for practical strategies and techniques for teaching English through podcasting.

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people's participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls' grammar school, led by students aged 12-18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.

Today's academic staff and students are faced with increasing challenges including respective delivery and development of essential subject-specific content, research and diverse transferable skills for future employment. To meet these needs, we piloted an academic and Media Relations delivery partnership focussing on developing science communication skills to our undergraduate medical science students. This case study reports that the introduction of a science media workshop, combined with a short 250-word, low-stakes, summative press release coursework, proved to be an efficient and effective approach. The assessment required reading and understanding 'unknown' primary research findings and submission via the University Media Relations template for 'real-world' needs. Co-developed grading criteria allowed for rapid marking and feedback, and the academic-Media Relations marks correlated closely. Student feedback indicated that this authentic exercise was valued, being 'different' and 'enjoyable' for introducing key skills for research critique whilst also highlighting science media as a vocational route.

Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations' roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy-science logic.

As marketisation, stratification and performance measurement besiege Higher Education, managing change becomes a critical leadership and administrative skill. Managing the student experience and organisational reputation take on renewed significance. Yet whilst much attention is paid to quality assurance and validation processes as Higher Education seeks to develop programmes that address stakeholder demands, little work has been done that looks at course closure. It is suggested that fresh perspectives drawn from change communications scholarship, can provide practical value to university leadership teams. In particular, by recognising course closure as a form of trauma, then universities might be better placed to communicate with and support students on closing courses.