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The 2013 Central European floods were not only one of the most severe natural disasters in Austria in the last decades, but also constituted a landmark in crisis communication. For the first time, social media and online newspapers were important news channels, creating a need for new crisis communication strategies. Based on 20 semi-structured interviews and an analysis of online data, we reconstruct in this chapter the online communication of different stakeholders such as the authorities, rescue organisations and journalists during this emergency situation. The study shows that the use of social media was a weak point in official crisis communication. Through detailed analyses of information flows and the requirements of different stakeholders, the study reveals new challenges and possibilities for crisis communication in the digital age.

Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a university-based or a PK-12 school or school district-based individual who “innovates the systems or practices to enhance the learning of all of those involved in the partnership (NASUP, n.d.).” This article describes the boundary-spanning activities and perspectives of recipients of the NASUP Boundary Spanner Award during its first two years that it was awarded (2023 and 2024).

The article includes autobiographical and biographical accounts about the recipients of the NASUP Exemplary PK-20 Boundary Spanner Award.

While there are no empirical findings, recipients of the NASUP Exemplary PK-20 Boundary Spanner Award shared their backgrounds, reasons for serving as a Boundary Spanner, and the impact of their work.

This article provides firsthand accounts of the experiences and activities of individuals who serve as Boundary Spanners to support teaching and learning.

This paper presents a reflection in memory and tribute to the work and life of Professor Barbara Czarniawska (1948–2024).

We invited those colleagues whom we knew to be close to Barbara to submit reflections about her contributions to academia alongside their memories of her as a person. We present these reflections in the order we received them, and they have only been edited for minor grammatical and punctuation issues to preserve the voice of the contributing authors.

The reflections in this paper represent different translations of Barbara’s academic and theoretical contributions. However, she also contributed to people. While we can count the number of papers, books and book chapters she published, we must also count the number of co-authors, Ph.D. supervisions, visiting professorships and conference plenaries she touched. This (ac)counting tells the story of Barbara reaching out to work and interact with people, especially students and early career researchers. She touched their lives, and the publications are an artefact of a human being, not an academic stuck in an ivory tower.

A paper in Barbara Czarniawska’s honour where some of her closest colleagues can leave translations of her work through a narrative reflection, seems to be a fitting tribute.

This research paper aims to provide information about certified learning apps for biological education and gave an ordered list of all learning apps currently used by Austrian biology teachers in the classroom, which should serve as an overview for all biology teachers. In addition, the (currently little known) certification process of learning apps (seal of quality for educational applications) is described.

Online questionnaire for all biology teachers throughout Austria, on the one hand to find out the apps, and on the other hand to research how Austrian teachers find suitable apps. The data were evaluated using descriptive statistics.

A total of84 different learning apps are currently used by biology teachers in Austria. There are two certified lernapps in Austria, both are used. The most common app in biology lessons is “Anton”. The teachers find the information about apps throughout their own research or through colleagues. There are regional and school-specific differences in regards of usage and knowledge about seal of quality. It needs its own teacher training (TT) via suitable learning apps, because problems (data protection, advertising) are sometimes not taken into account during use.

Limitations of this paper are that some of the teachers indicated the apps from other subjects (mathematics) to use this learning app, although this is not possible for biology lessons. Data protection was stated to the best of the authors’ knowledge by the authors, if the authors were not sure it says “unsure”. The participants are mainly women, but this corresponds to the gender ratio, which is typical of the Austrian teaching profession.

The overview of the apps, compiled by this Austria-wide research, can be taken over into the biology lessons of all teachers. In addition, on the basis of this study, a TT at the University of Education 2023 in Linz was created. In addition, the (currently little known) certification process of learning apps is described.

The TT and the overview of the learning apps used serve as guidelines for teachers as to which apps they can use in biology lessons without hesitation. Above all, the aspect of the follow-up of digital media/apps will be emphasized. Data backup, inappropriate advertising must be processed in class or completely omitted. Biology teachers need the right training (TT) and appropriate materials and tools (apps) to reduce problems (cybercrimes).

Currently, there is no prepared list of suitable (certified and uncertified) learning apps for biology lessons. There are isolated recommendations and individual apps, but the selection criteria and backgrounds of the authors are not clear. This list shows which apps (how often) are used by which teachers. In addition, the (currently little known) certification process of learning apps is described.

Traditional studies in the sociology of science have highlighted the self-organized character of the academic community. This article focuses on recent interrelated changes that alter that distinctive governance structure and its related patterns of competition and cooperation. The changes that we identify here are contractualization and large-scale cooperative research. We use different data sources to exemplify these new patterns and discuss the illustrative role of research clusters in German academia. Research clusters as funded by the German Research Foundation (DFG) are both a highly prestigious scarce good in the competition for reputation and resources and a means of fostering cooperation. Our analysis of this German example reveals that this new institutional configuration of universities as organizations, academic researchers, and the state has a profound effect on organizational practices. We discuss the implications of our empirical findings with regard to collegiality in academia. Ultimately, we anticipate a further weakening of collegial bonds, not only because universities and the state have become more active in shaping the nature of academic competition and cooperation but also because of the increasing strategic and individualistic orientation of academic researchers. In the final section, we summarize our findings and address the need for further research and an international comparative perspective.

This paper investigates how two characteristics of language, abstractness vs concreteness and narrativity, influence user engagement in communication exercises on innovation targeted to the general audience. The proposed conceptual model suggests that innovation fits well with more abstract language because of the association of innovation with imagination and distal construal. Moreover, communication of innovation may benefit from greater adherence to the narrativity arc, that is, early staging, increasing plot progression and climax optimal point. These effects are moderated by content variety and emotional tone, respectively.

Based on a Latent Dirichlet allocation (LDA) application on a sample of 3225 TED Talks transcripts, the authors identify 287 TED Talks on innovation, and then applied econometric analyses to test the hypotheses on the effects of abstractness vs concreteness and narrativity on engagement, and on the moderation effects of content variety and emotional tone.

The authors found that abstractness (vs concreteness) and narrativity have positive effects on engagement. These two effects are stronger with higher content variety and more positive emotional tone, respectively.

This paper extends the literature on communication of innovation, linguistics and text analysis by evaluating the roles of abstractness vs concreteness and narrativity in shaping appreciation of innovation.

This paper reports conceptual and empirical analyses on innovation dissemination through a popular medium – TED Talks – and applies modern text analysis algorithms to test hypotheses on the effects of two pivotal dimensions of language on user engagement.