The current popularity of such phrases as "information age" and "information society" suggests thatlinks between information, communication, and: behavior have become closer and more complex in a technology-dominated culture. Social scientists have adopted an integrated approach to these concepts, opening up new theoretical perspectives on the media, social psychology, personal relationships, group process, international diplomacy, and consumer behavior. Between Communication and Information maps out a richly interdisciplinary approach to this development, offering innovative research and advancing our understanding of integrative frameworks.

This fourth volume in the series reflects recently established lines of research as well as the continuing interest in basic areas of communications theory and practice. In Part I contributors explore the junction between communication and information from various theoretical perspectives, delving into the multilayered relationship between the two phenomena. Cross-disciplinary approaches in the fields of etymology and library science are presented in the second section. Part III. brings together case studies that examine the interaction of information and communication at individual and group levels; information exchanges between doctors and patients, children and computers, journalists and electronic news sources are analyzed in depth. The concluding segment focuses on large social contexts in which the interaction of communication and information affects the evolution of institutions and culture.

Between Information and Communication both extends and challenges current thinking on the mutually supporting interplay of information and human behavior. It will be of interest to sociologists, media analysts, and communication specialists.

This volume brings together diverse and divergent essays on communication as viewed by outstanding scholars in various disciplines. The authors review the mainstream of each approach to communication, sketch the dimensions of that concern, and discuss the problems and potential for future progress.Contents: Lee Thayer, "Communication: Sine Qua Non of the Behavioral Sciences"; Hubert Frings, "Zoology"; Alfred G. Smith, "Anthropology"; Richard W. Budd, "General Semantics"; Brent D. Ruben, "General System Theory"; Joseph M.R. Del-gado, "Neurophysiology"; Herbert Blumer, "Symbolic Interaction"; and Peter L. Berger, "Sociology of Knowledge."

This third volume of Information and Behavior shows broad continuities with previous volumes in this series, but it also represents an important evolution. In emphasizing theoretical advances in mediation, information, and communication processes, this volume has unifying themes at the cutting edge of communication research, linking communication with areas as far-ranging as cognitive psychology, intellectual history, social psychology, policy, and macroeconomics. A sampling of the contents indicates both continuities and discontinuities of communication research embodied in this volume. Contributions include Joseph Turow, "Mass Communication as Concept"; Gary Grumpert and Robert Cathcart, "A Theory of Mediation;" Leah Lievrouw and T. Andrew Finn, "Common Dimensions of Communication"; Joshua Meyrowitz, "Mediated and Unmediated Behavior"; Kathleen Reardon, "Teaching Children About AIDS"; Sari Thomas, "The Death of Intellectual History and the Birth of the Transient Past"; Sheizaf Rafaeli, "Interacting with Media." The second part of the work, emphasizing research and policy in specific information societies and regions, includes an opening essay by Everett M. Rogers, and follow-up studies by Judith K. Larsen on "Silicon Valley"; Quentin W. Lindsey on "The North Carolina Research Triangle"; Luis Fonseca, "High Technology in Brazil"; Ruyzo Ogasawara, "High Technology in Japan"; and Mitchell Moss, "Telecommunications and Financial Centers." The final two portions of the book cover social theory and cultural processes. They include articles by Jerry Salvaggio and Richard Nelson, "Models for Developing Telecommunications and Information Industries"; Everett M. Rogers and James Dearing, "University-Industry Technology Transfer"; Frederick Williams, "The Communications Revolution Revisited"; Rolf Wigand, "Recurring Questions about the Information Society"; Lee Thayer, "Tropes and Things"; Gordon L. Miller, "The Energy of Intelligence"; David Carr, "Thinking in Museums;" Benjamin J. Bates, "Information as an Economic Good"; Jorge Schement and Daniel Stout, "A Time-Line of Information Technology."

The current popularity of such phrases as "information age" and 'information society" suggests thatlinks between information,communication, and: behavior have become closer and more complex in a technology-dominated culture. Social scientists have adopted an integrated approach to these concepts, opening up new theoretical perspectives on the media, social psychology, personal relationships, group process, international diplomacy, and consumer behavior. Between Communication and Information maps out a richly interdisciplinary approach to this development, offering innovative research and advancing our understanding of integrative frameworks.This fourth volume in the series reflects recently established lines of research as well as the continuing interest in basic areas of communications theory and practice. In Part I contributors explore the junction between communication and information from various theoretical perspectives, delving into the multilayered relationship between the two phenomena. Cross-disciplinary approaches in the fields of etymology and library science are presented in the second section. Part III. brings together case studies that examine the interaction of information and communication at individual and group levels; information exchanges between doctors and patients, children and computers, journalists and electronic news sources are analyzed in depth. The concluding segment focuses on large social contexts in which the interaction of communication and information affects the evolution of institutions and culture.Between Information and Communication both extends and challenges current thinking on the mutually supporting interplay of information and human behavior. It will be of interest to sociologists, media analysts, and communication specialists.

The concept of quality in higher education is by no means a new one. By one set of definitions or another, colleges and universities throughout the world have always held the pursuit of excellence as their primary goal. Why then has the quality approach, developed and popularized in industry, and how increasingly applied in health care and government, receiving so much attention in higher education at this moment? What does this perspective add to the approaches to excellence with which they have long embraced?

These are the two primary questions that this book seeks to address. Chapters and contributors include: "The New Productivity" by Peter F. Drucker; "World War n and the Quality Movement" by J. M. Juran; "The Quality Approach to Higher Education: Context of Concepts for Change" by Brent Ruben; "The Big Questions in Higher Education Today" by L. Edwin Coate; "An American Approach to Quality" by Marilyn R. Zuckerman and Lewis J. Hatala; "Quality hi Higher Education: Critical Issues in Definition and Assessment" by Brent Ruben; and "Ten Areas for Future Research in Total Quality Management" by A. Blanton Godfrey. The volume is graced with an opening essay by Francis L. Lawrence, president of Rutgers University.

Higher education is in the public spotlight today due to the many challenges it now faces: rising tuition costs; frustration about a tight job market for graduates; calls for increased faculty productivity; concerns about political correctness; and criticisms regarding the use of grant and research funds, among others. "Quality in Higher Education "is a particularly timely book that will greatly benefit educators, university administrators, students, and sociologists, and all those who are interested in higher education today.

This book offers formal and informal leaders at all levels of their institution theory-informed and practical guidance on implementing and sustaining change through collaborative leadership. The framework and concepts presented are applicable at the department, program, campus, or system level to guide minor, incremental, or transformative change. Achieving a shared organizational vision can be a daunting challenge, given the multiple missions of higher education, varied and often conflicting stakeholder viewpoints, siloed organizational structures, traditions of shared governance, and a highly educated workforce bringing together colleagues with diverse disciplinary perspectives. Achieving these aims requires taking into account the organization's systems and values and the needs and aspirations of corresponding stakeholders across the enterprise. Ruben provides a guide for achieving and sustaining these goals in an engaged and collaborative manner. Employing the author's widely used Excellence in Higher Education (EHE) framework, this book offers principles and practices relative to change, collaboration, and organizational vision that can greatly enhance the prospects for effective outcomes, highlighting three key themes: Understanding and leveraging the dynamics of change. Leading collaboratively, and meaningfully engaging one's colleagues. Adopting and pursuing a shared vision of organizational purpose and aspirations. The book is intended for faculty and staff who want to advance the effectiveness and impact of their program, department, and institution, and to do so in a way that creates a shared vision to sustain these benefits into the future. It serves as a text for the growing number of leadership development programs, and for courses with a focus on higher education leadership.

This book offers formal and informal leaders at all levels of their institution theory-informed and practical guidance on implementing and sustaining change through collaborative leadership. The framework and concepts presented are applicable at the department, program, campus, or system level to guide minor, incremental, or transformative change. Achieving a shared organizational vision can be a daunting challenge, given the multiple missions of higher education, varied and often conflicting stakeholder viewpoints, siloed organizational structures, traditions of shared governance, and a highly educated workforce bringing together colleagues with diverse disciplinary perspectives. Achieving these aims requires taking into account the organization's systems and values and the needs and aspirations of corresponding stakeholders across the enterprise. Ruben provides a guide for achieving and sustaining these goals in an engaged and collaborative manner. Employing the author's widely used Excellence in Higher Education (EHE) framework, this book offers principles and practices relative to change, collaboration, and organizational vision that can greatly enhance the prospects for effective outcomes, highlighting three key themes: Understanding and leveraging the dynamics of change. Leading collaboratively, and meaningfully engaging one's colleagues. Adopting and pursuing a shared vision of organizational purpose and aspirations. The book is intended for faculty and staff who want to advance the effectiveness and impact of their program, department, and institution, and to do so in a way that creates a shared vision to sustain these benefits into the future. It serves as a text for the growing number of leadership development programs, and for courses with a focus on higher education leadership.

FIRST EDITION SPECIAL RECOGNITION:Winner of the 2018 Sue DeWine Distinguished Scholarly Book Award, National Communication Association, Applied Communication Division During a time of unprecedented challenges facing higher education, the need for effective leadership - for informal and formal leaders across the organization - has never been more imperative. Since publication of the first edition, the environment for higher education has become more critical and complex. Whether facing falling enrollments, questions of economics ustainability, the changing composition of the faculty and student bodies, differential retention and graduation rates, declining public confidence in the enterprise, and the rise in the use of virtual technologies - not to mention how COVID-19 and an intensified focus on long standing issues of racial and gender representation and equity have impacted institutions and challenged many long-standing assumptions - it is clear that learning on the job no longer suffices. Leadership development in higher education has become essential for advancing institutional effectiveness, which is the focus of this book. Taking into account the imperative issues of diversity, inclusion, and belonging, and the context of institutional mission and culture, this book centers on developing capacities for designing and implementing plans, strategies, and structures; connecting and engaging with colleagues and students; and communicating and collaborating with external constituencies in order to shape decisions and policies. It highlights the need to think broadly about the purposes of higher education and the dynamics of organizational excellence, and to apply these insights effectively in goal setting, planning and change leadership, outcomes assessment, addressing crises, and continuous improvement at both the level of the individual and organization. The concepts and tools in this book are equally valuable for faculty and staff leaders, whether in formal leadership roles, such as deans, chairs, or directors of institutes, committees, or task forces, or those who perform informal leadership functions within their departments, disciplines, or institutions. It can be used as a professional guide, a textbook in graduate courses, or as a resource in leadership training and development programs. Each chapter concludes with a series of case studies and guiding questions.

FIRST EDITION SPECIAL RECOGNITION:Winner of the 2018 Sue DeWine Distinguished Scholarly Book Award, National Communication Association, Applied Communication Division During a time of unprecedented challenges facing higher education, the need for effective leadership - for informal and formal leaders across the organization - has never been more imperative. Since publication of the first edition, the environment for higher education has become more critical and complex. Whether facing falling enrollments, questions of economics ustainability, the changing composition of the faculty and student bodies, differential retention and graduation rates, declining public confidence in the enterprise, and the rise in the use of virtual technologies - not to mention how COVID-19 and an intensified focus on long standing issues of racial and gender representation and equity have impacted institutions and challenged many long-standing assumptions - it is clear that learning on the job no longer suffices. Leadership development in higher education has become essential for advancing institutional effectiveness, which is the focus of this book. Taking into account the imperative issues of diversity, inclusion, and belonging, and the context of institutional mission and culture, this book centers on developing capacities for designing and implementing plans, strategies, and structures; connecting and engaging with colleagues and students; and communicating and collaborating with external constituencies in order to shape decisions and policies. It highlights the need to think broadly about the purposes of higher education and the dynamics of organizational excellence, and to apply these insights effectively in goal setting, planning and change leadership, outcomes assessment, addressing crises, and continuous improvement at both the level of the individual and organization. The concepts and tools in this book are equally valuable for faculty and staff leaders, whether in formal leadership roles, such as deans, chairs, or directors of institutes, committees, or task forces, or those who perform informal leadership functions within their departments, disciplines, or institutions. It can be used as a professional guide, a textbook in graduate courses, or as a resource in leadership training and development programs. Each chapter concludes with a series of case studies and guiding questions.

The new (eighth) edition of the Excellence in Higher Education Guide: A Framework for the Design, Assessment and Continuous Improvement of Institutions, Departments and Programs updates and extends the classic EHE series. This edition includes a broad and integrated approach to design, assessment, planning, and improvement of colleges and universities of all types, as well as individual academic, student affairs, administrative and services units. The framework included in the Guide is adaptable to institutions and units with any mission, and is consistent with the current directions within regional and programmatic accreditation. Based on the Malcolm Baldridge National Quality Award framework, this bestseller is the definitive tool for college and university administrators. The flexibility of the EHE model makes it appropriate for use with administrative or academic departments, with administrative or faculty councils or senate, and with programs, centers, or institutes. Moreover, the framework can be used by an entire college or university or with a particular department, division or campus. The EHE program includes everything you need to conduct a self-assessment workshop. The Guide provides facilitators with a solid understanding of the EHE model, providing detailed guidance in each of the seven areas: Leadership Purposes and Plans Beneficiary and Constituency Relationships Programs and Services Faculty/Staff and Workplace Metrics, Assessment and Analysis Outcomes and Achievements The eighth edition series also includes a Workbook and Scoring Manual (available in print and electronic format) and Facilitator’s Materials (available only by download). The Guide is also sold as a bundle with the Facilitator's materials.

This Workbook accompanies the new (eighth) edition of the Excellence in Higher Education Guide. It is generously illustrated with PowerPoint presentations for use in facilitating workshops and includes additional background on the each of the EHE categories and structured exercises that can be used by individuals or a group context to support the assessment and planning process within a particular program, department or institutions. The scoring guidelines will help you interpret results and gauge your institution's performance. The eighth edition of Excellence in Higher Education updates and extends the classic EHE series, including a broad and integrated approach to design, assessment, planning, and improvement of colleges and universities of all types, as well as individual academic, student affairs, administrative and services units. The framework included in the Guide is adaptable to institutions and units with any mission, and is consistent with the current directions within regional and programmatic accreditation.

The concept of quality in higher education is by no means a new one. By one set of definitions or another, colleges and universities throughout the world have always held the pursuit of excellence as their primary goal. Why then has the quality approach, developed and popularized in industry, and how increasingly applied in health care and government, receiving so much attention in higher education at this moment? What does this perspective add to the approaches to excellence with which they have long embraced?These are the two primary questions that this book seeks to address. Chapters and contributors include: "The New Productivity" by Peter F. Drucker; "World War n and the Quality Movement" by J. M. Juran; "The Quality Approach to Higher Education: Context of Concepts for Change" by Brent Ruben; "The Big Questions in Higher Education Today" by L. Edwin Coate; "An American Approach to Quality" by Marilyn R. Zuckerman and Lewis J. Hatala; "Quality hi Higher Education: Critical Issues in Definition and Assessment" by Brent Ruben; and "Ten Areas for Future Research in Total Quality Management" by A. Blanton Godfrey. The volume is graced with an opening essay by Francis L. Lawrence, president of Rutgers University.Higher education is in the public spotlight today due to the many challenges it now faces: rising tuition costs; frustration about a tight job market for graduates; calls for increased faculty productivity; concerns about political correctness; and criticisms regarding the use of grant and research funds, among others. Quality in Higher Education is a particularly timely book that will greatly benefit educators, university administrators, students, and sociologists, and all those who are interested in higher education today.

This Workbook is intended for student participants during the AISO assessment and planning sessions, and to be used in tandem with the Guide for Students. Each page presents an action or reflection slide from the Guide with a space below for participants to note their own ideas, outcomes of discussions, and items for action. The Workbook becomes a record of successive assessment and planning sessions, and a resource to refer back to during implementation. Purpose and Elements of the AISO Program The Assessing and Improving Student Organization (AISO) program is intended as a guide for leaders of student-led college organizations. It is designed to promote the self-assessment by both organizational leaders and their members, to help them with planning and improvement, and to assist them in responding to reviews by governing bodies and national chapters. Apart from affording their members a structure for engaging with peers in activities of mutual interest, collegiate organizations provide them with hands-on opportunities for enhancing understanding of groups and organizations, and how they operate, and for acquiring and practicing the leadership, communication and collaborative skills that are so important for personal and professional effectiveness throughout life. The program consists of three elements: a Guide for Students, a Student Workbook, and a CD-ROM for facilitators. AISO has been developed under the auspices of NACA and ACPA by two authors who are experts in organizational and leadership development, student affairs, and human resources management. This is a unique, easy to use, and effective process that reflects input from student leaders. An ACPA/NACA Publication

The new (eighth) edition of the Excellence in Higher Education Guide: A Framework for the Design, Assessment and Continuous Improvement of Institutions, Departments and Programs updates and extends the classic EHE series. This edition includes a broad and integrated approach to design, assessment, planning, and improvement of colleges and universities of all types, as well as individual academic, student affairs, administrative and services units. The framework included in the Guide is adaptable to institutions and units with any mission, and is consistent with the current directions within regional and programmatic accreditation. Based on the Malcolm Baldridge National Quality Award framework, this bestseller is the definitive tool for college and university administrators. The flexibility of the EHE model makes it appropriate for use with administrative or academic departments, with administrative or faculty councils or senate, and with programs, centers, or institutes. Moreover, the framework can be used by an entire college or university or with a particular department, division or campus. The EHE program includes everything you need to conduct a self-assessment workshop. The Guide provides facilitators with a solid understanding of the EHE model, providing detailed guidance in each of the seven areas: Leadership Purposes and Plans Beneficiary and Constituency Relationships Programs and Services Faculty/Staff and Workplace Metrics, Assessment and Analysis Outcomes and Achievements The eighth edition series also includes a Workbook and Scoring Manual (available in print and electronic format) and Facilitator's Materials (available only by download). The Guide is also sold as a bundle with the Facilitator's materials.

Can you identify five political leaders whose ideas you don't share but for whom you still have respect? Or multiple media channels and news outlets you tend to disagree with but still listen to? In an age of heightened and polarized ideologies and viewpoints, it is becoming increasingly important to engage in critical self-reflection about the dynamics of social influence in our personal and professional lives, and the responsibility we each bear as agents of social influence in local and global groups, teams, organizations, and communities. Ruben and Gigliotti challenge readers to bring a more nuanced understanding of communication and social influence to the decisions they make as aspiring leaders and followers. Throughout the book, the authors explore vexing questions, such as how some leaders in the workplace, community, or national political scene succeed in amassing large amounts of dedicated followers, and yet seemingly fail to exhibit the characteristics and competencies described by most experts in leadership? Or why certain social influence efforts seem to connect immediately and quite automatically with some audiences, while possibilities for influence with other constituencies may only develop over a longer period-or not at all? By exploring the convergence of leadership and communication, Ruben and Gigliotti evaluate the ways in which the perspectives, messages, and behaviors of a sender/leader and receiver/follower can resonate and the impact of this resonance on the responses and reactions of people around them. Designed for leadership and communication students, scholars, and practitioners, Leadership, Communication, and Social Influence: A Theory of Resonance, Activation, and Cultivation offers a timely exploration into the evolution of leadership, communication, and social influence, and sheds light on how we can all become more responsible leaders, followers, and citizens.

Regardless of one's formal leadership title, academic major, or desired career path, leadership and communication are critical for success. Leadership: Communication and Social Influence in Personal and Professional Contexts invites the reader to develop a more comprehensive understanding of leadership and the dynamics that occur between leaders and followers through communication. This book provides a point of entry into the study of leadership theory and practice and can be useful as readers interrogate what leadership means, why it matters, and the ways that one can improve his or her effectiveness as a leader-all of which involve a deeper, more nuanced, and greater appreciation for communication. Leadership: Communication and Social Influence in Personal and Professional Contexts by Ralph Gigliotti, Brent Ruben, and Christine Goldthwaite: Presents key considerations for thinking through one's understanding of and approach to leadership. Analyzes possible leadership situations one may encounter in groups, teams, organizations, and communities Provides a variety of strategies, tools, and models for applied leadership practice that are rooted in communication theory.

A knowledge of human behaviour helps us understand ourselves, our actions, our motives, our feelings, and our aspirations… Communication and Human Behavior portrays a broad and colorful landscape of the field, outlines the history of communication study, and focuses on communication as a basic life process that is necessary to our lives as individuals and to our relationships, groups, organisations, cultures, and societies. Communication and Human Behavior by Brent Ruben and Lea Stewart: integrates up-to-date examples and research findings throughout, including persuasion, interpersonal relationships, organisational communication and leadership, 21st century careers, useful information about Middle Eastern culture, contemporary social media use, and more. examines the role of communication in multiple contexts of human life, including individual relationships, groups, organisations, cultural/intercultural frameworks, and public and mass communication. is expansive yet integrated, rigorous yet readable, and fuses theory and practice.

This volume brings together diverse and divergent essays on communication as viewed by outstanding scholars in various disciplines. The authors review the mainstream of each approach to communication, sketch the dimensions of that concern, and discuss the problems and potential for future progress.

Contents: Lee Thayer, "Communication: "Sine Qua Non "of the Behavioral Sciences"; Hubert Frings, "Zoology"; Alfred G. Smith, "Anthropology"; Richard W. Budd, "General Semantics"; Brent D. Ruben, "General System Theory"; Joseph M.R. Del-gado, "Neurophysiology"; Herbert Blumer, "Symbolic Interaction"; and Peter L. Berger, "Sociology of Knowledge."