This paper examines ethical issues specific to research into virtual communities. Drawing on an empirical case with online forums of education experts, we identify the following key issues: publicity versus privacy of the community; the definition of human subjects research; participant recruitment; informed consent; and ethical questions associated with observing virtual communities, and with reporting and disseminating research results. We maintain that different research cultures in different countries can present challenges when studying global forums. Acknowledging the ephemeral characteristics of Internet contexts, this paper argues that ethical considerations should be more case-based, instead of relying on one model for all solutions. We suggest that local ethics committees or institutional review boards could, with their expert knowledge of ethics, provide valuable support for researchers operating in the complex and dynamic terrain of Internet research, as well as in fields and research settings where an ethical review is not a standard part of the research process.
Purpose -This paper aims to focus on how corporate and regional identity and image build a framework for stakeholder dialogue in higher education institutions. Design/methodology/approach -The paper draws on literature related to corporate identity and image. The approach is qualitative and the data consist of strategic documents and 23 focused interviews conducted with university and stakeholder representatives in three Finnish cities. Findings -The paper outlines how corporate and regional identities are perceived by university managers and universities' local stakeholders. It claims that the identity and image of the university and the region concerned are among the central determinants of stakeholder interaction. Practical implications -The paper shows that identity and image are central phenomena to manage communication in higher education institutions. It emphasises that when merging institutions, valuable assets such as the history with local stakeholders may be at risk. Originality/value -There is information on how university identity and image are formed through research merits and education, but very little knowledge on how they are formed through the so-called third strand, regional service. The paper sheds light on this question.
In this article, we present a study focusing on the learning experiences of business students in an organizational and marketing communication course. The pedagogical approaches of a flipped classroom, collaborative inquiry, and communication in the disciplines guided the planning of the course. A mixed-methods approach was used. The key findings include positive student evaluations of the pedagogies utilized. Moreover, a wide variety of learning outcomes was reported, particularly in the fields of crisis communication and workplace communication. The pedagogies utilized enabled a comprehensive model for teaching communication and contributed to relevant learning experiences and skill development for the 21st century.
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