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The purpose of this paper is to gain consensus regarding the clinical priorities and tasks required in supporting communication needs in those living with semantic dementia and their families, by specialist speech and language therapists (SLTs), working in clinical practice within dementia care settings in the UK.

A nominal group technique was used, followed by further exploration and refinement of issues using a modified Delphi technique with a group of six SLTs who specialised in dementia care and who had experience of working with individuals with semantic dementia and their families.

The findings in the study demonstrate a broader scope of practice than is evident within the research literature with this client group. Therapists identified a range of psychosocial issues for both the person with semantic dementia and their family, in particular finding ways to support activity and participation in conversation and explore barriers and facilitators within the communication environment.

This represents the first study to explore everyday practice in this rarer dementia and the information gathered here will be of use to a variety of health and social care professions interested in supporting those with semantic dementia and their families.

Purpose – The purpose of this paper is to investigate how business executives perceive and account for their use of paratextual cues as a means of managing their professional impressions in business e‐mails on their smartphone (i.e. BlackBerry, iPhone, etc.) and office computer. Design/methodology/approach – Semi‐structured, audio‐recorded telephone interviews were conducted with a representative sample of 60 business executives from various sectors in Canada. The interviews examined executives' typical ways of writing e‐mails for business purposes, both on their smartphone and office computer. All interviews were transcribed and then analyzed using a mix of quantitative and qualitative analyses. Findings – This study shows how organizational leaders vary their ways of opening and closing business e‐mails when comparing their smartphone to their office computer communication. To account for these differences, they routinely use folk categories that suggest distinctions between formal and informal relationships, internal and external communication, as well as the recipient's identity and their own. Hence, executives are aware of the social meanings inscribed in paratextual cues and even the absence of these cues is frequently used as a cue in itself. Originality/value – E‐mailing is a crucial part of contemporary corporate communications, yet few studies have examined organizational leaders' e‐mail writing practices on their smartphone in relation to their office computer. While executives might seem very task‐oriented in their communication, this study shows that their everyday e‐mail‐writing practices play an important role in the co‐construction of professional identities and relationships.

The purpose of this paper is to explore how student learning materials, such as textbooks, are becoming more oriented toward multi-modal approaches using visuality and orality. While such approaches may help students to understand and then to reproduce taught materials, the objective of this paper is to question whether they are serving to promote students’ critical literacy.

The paper assesses the character of current textbooks and other means of student support, such as online learning management systems, and assesses how well they seem able to promote the critical literacy that requires ability in “reading against” and “writing back”. The paper goes on to identify ways in which some parts of the university see orality as preliminary and subordinate to literacy-focused communication, but elsewhere, the pinnacle of students’ work is artistic or creative attainments with lesser need to write complexly literate textual works.

As a means of trying to resolve inherent tensions between differing pedagogical assumptions and methods in the university, the paper proposes ways in which Ong’s (1982, p. 36) nine communication characteristics of “orally based thought and expression” may be able to offer insights into challenges of improving students’ critical literacy.

The inherent academic tensions within the university still remain insufficiently theorized. For example, the humanities and social sciences (still) place much store on developing students’ abilities in critical writing, while disciplines such as design or creative arts are much more focused on students’ creative outputs. The paper contributes to a better understanding of such scholars talking past one another.

Scholars in different academic camps often note the discrepancies in how their relative pedagogical tasks are to be understood, but typically, it is not clear to them how they might better relate to other parts of the university. The paper aims to elucidate the nature of academic differences that often appear to exist to provide insights into possibly new ways of seeing everyday teaching and learning.

Ong’s insights into literacy and orality when viewed through a prism of tertiary teaching and learning provide a practical means whereby students and other university stakeholders can develop a better appreciation of the character of the modern university.

The novel use of Walter Ong’s model of literacy and orality provides fresh ways of seeing challenges and disputes within the academic community and suggests new ways of seeing students’ work and their teachers’ expectations of them.

This paper is explorative in its nature and aims to create a deeper understanding of corporate social responsibility (CSR) communication within stakeholder networks. In particular, the purpose of this paper is to focus on how CSR communication is organised and communicated within stakeholder networks from a semiotic perspective. More specifically, the paper looks at the CSR communication of Nordic-based multinational companies.

The research design of this study is twofold. First, eight in-depth interviews were conducted with senior managers in five Nordic-based global industrial companies in order to understand how their CSR communication is organised. Second, CSR messages from the interviewed companies’ websites and annual sustainability reports were semiotically analysed in order to understand the codes used in the CSR message in the communication to the stakeholder network.

The result of the research consists of a communication platform for CSR communication in stakeholder networks and a list of specific semiotic codes applied to CSR messages targeting various actors in a company’s stakeholder network. The developed CSR communication platform together with the specific CSR codes have practical value for managers aiming to develop the company’s CSR communication in a stakeholder network context.

The study contributes to the scarce literature on CSR communication in business management. It particularly highlights the need to consider a more in-depth, semiotic approach, when developing and studying CSR communication in a stakeholder network context.

The term strategic communication has become firmly established in recent years. The emergence of the term was associated with the hope of finding a more fitting description for overlapping communication processes, since existing approaches can hardly fulfill these expectations. To date, the research has been dominated by communication-focused and, in particular, organization-focused approaches that show little interest in the alternative perspective. An integrating perspective can overcome the wall that exists between the communication level and the organizational level.

The integrating communication and organizational theory framework is developed on the basis of Niklas Luhmann’s “Theory of Social Systems” (TSS), which can be attributed to the “Communication Constitutes Organization” (CCO) perspective. This perspective seems appropriate because its communication theory integrates the sender and addressee perspectives, and its extended organization theory can be used to describe in detail the organizational structures of strategic communication.

The communication theoretical framework states that one of the functions of strategic communication is to reduce complexity to a single follow-up option. From the sender’s perspective, strategic communication can be defined as an attempt to encourage acceptance of a follow-up option proposed out of self-interest. The organizational theory framework that both builds on this and is linked to it first shows the diversity of strategic organizational communications before explaining their formal and informal structures.

This paper is the first to offer a comprehensive framework that integrates concrete strategic communication activities as well as the (in)formal organizational structures that lead to their emergence. On the one hand, this enables a more differentiated description of all relevant aspects of communication theory (e.g. tonality, clarity vs. ambiguity and technical dissemination medium). On the other, the organizational theoretical framework offers a systematization that can be used to describe various formal and informal structures comparatively. Above all, this kind of inclusive, integrating framework is the prerequisite for research that relates the diverse concrete strategic communication activities to an organization’s formal and informal rules and thus understands them as (primarily) the result of organizational decisions.

The relationship between collective memory and the built environment is a complex relationship. Though the concept of memory is fragile, the maintenance and continuation of urban memory are essential to maintain groups' identities and to support the sense of place and place attachment between community members and the architectural settings they use and/or reside in. Preserving the physical aspects of buildings, spaces and settings that are linked with memory, is important to preserve the memory, however, the mere preservation does not guarantee the continuation of memory. The maintenance and continuation of memory is a process that depends on several factors, where the preservation of the physical aspects is only one among several. This paper aims at a better understanding of the intricate relationship between collective memory and the built environment, focusing on the processes of formation, stimulation and consolidation of memory. The paper sheds the lights on historic houses that are embedded with significant meanings and memories to their social contexts. It claims that historic houses can easily shift from ‘potential cultural memory' to ‘actual cultural memory' that could act as pillars of memory to their surrounding community, if the conservation process is done comprehensively, that is to include not only the physical and spatial aspects of memory but also to tackle the social dimensions of memory as well. The paper is organized into three sections: the first investigates the memory formation process, focusing on the social and the spatial dimension of memory, then the second investigates the possible channels to memory stimulation and consolidation, and finally, as a case study, the third section investigates the memory of two historic houses in Cairo, Egypt. The review of the works undertaken in the two houses highlights the difference and the distance between the concept of restoration and the essence of conservation. Findings yielded that, urban memory is an important aspect of cultural heritage that should to be captured and preserved for current and future generations, an aspect that is missing in local conservation approaches. Moreover, to be maintained, urban memory needs physical, social and moral props.

This paper aims to explore the impact of excessive smartphone use on students’ academic performance. In today’s digitalized world, smartphones have become a vital device in human lives and have taken control over every aspect of day-to-day activities.

After a thorough literature review, the factors associated with smartphone use that impact student performance were identified, and a conceptual framework was developed. Further, a survey was conducted by contacting 264 students pursuing higher education in India to test the model. Structural equation modeling was adopted to test the hypotheses.

Results indicate that there is no direct impact of excessive mobile phone use on student performance. However, it can be observed that excessive mobile phone use impacts student performance indirectly mediated by technoference.

This study was conducted among students pursuing higher education in cosmopolitan cities with representation from India. Future studies can test the model among students in tier two cities and rural areas and primary and high school students for more insights.

This study has suggestions for college management to promote a hybrid learning model and prohibit using smartphones in classrooms and academic areas.

This study is among the earliest to explore the impact of technoference in an academic environment.