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The objective of this study was to analyse the effects of major determinants on VCT adoption intention among higher educational leaders. Also, this study aims to investigate how perceived risk and perceived benefits influence the educational leaders, VCT actual use intention.

The authors used the online survey method to collect the 440 responses through purposive sampling procedure. Structural equation modelling (SEM) technique and Multi Group Analysis procedure were used to test the proposed model and moderating effects.

The findings revealed that all the four determinants (PE, EE, SI and FC) based on UTAUT model have positive and significant effects on intention to use VCT. Besides this there is a significant and positive effect of intention to use VCT on actual usage of VCT by the educational leaders. The moderating effect of perceived risk and perceived benefits on actual usage of virtual communication also found significant.

This paper makes its contribution to the literature related to virtual communication technology adoption by including two moderator variables (perceived risk and benefits) that are expected to affect educational leaders' actual usage of VCT. The results can also help researchers and practitioners better understanding the factors that influence higher educational leaders to adopt VCT.

This study proposed a model incorporating the perceived risk and perceived benefits in the UTAUT model to predict the actual use of VCT. The study endeavours to investigate the moderating effects of perceived risk and perceived benefits between ITUVCT and AUVCT in Indian educational context.

The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students.

Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students.

The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills.

Limitations include the use of a convenience sample in only a country.

Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA.

The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

The purpose of this paper is to examine how communication professionals enact an educational role aimed at improving organisational communication through communication training. Furthermore, this article analyses what this implementation means for the role of the communication professionals.

Qualitative interviews were conducted with seven communication professionals and ten managers in two organisations. The organisations were selected due to their involvement in developing and implementing communication training programmes. The interviews were then transcribed and analysed inductively.

This study demonstrates how communication professionals are expanding their professional role to become trainers in communication. The managers who participated reported increased awareness of the communication departments and the support they can provide. The communication departments became more visible in the organisations.

The study is qualitative and limited to two organisations. The managers' perspectives suggest that when communication professionals act as internal trainers, their role within an organisation is strengthened.

The results of this study indicate that in-house communication professionals enable managers to improve their communication, boosting their ability to implement simultaneous large-scale training and rendering the communication department more visible and available throughout the organisation.

This study adds to the existing discussion regarding the new roles of communication professionals in organisations by presenting two cases in which communication professionals are successfully functioning as internal communication trainers. The findings can help both researchers and practitioners gain insights into the future role of the communication profession.

The purpose of this paper is to make a strong case for investing in information and communication technologies (ICT) for building up of quality human resource capital for economic upliftment of India. An attempt has been made to explore the possibilities of online learning (OL)/e‐learning towards building up of quality human resources in higher education for a developing nation like India. A comprehensive environmental scanning of various e‐learning experiments, tools, projects to facilitate e‐learning or various institutional level efforts has been carried out. The paper also seeks to highlight the options available with traditional institutes for deploying ICT and for implementing e‐learning.

The paper is a descriptive account of the contemporary situation in India with regard to education especially e‐learning and draws on a variety of secondary sources both published and unpublished.

Argues that the development of e‐learning has been limited and reasons out why. The challenges of traditional face‐to‐face education vis‐à‐vis e‐learning in India are enlisted and suggestions for management of the e‐learning process by institutes which intend to venture into e‐learning are enumerated. The paper advocates the urgency for the traditional institutions to put an impetus on investment in ICT for providing e‐instruction for delivery of knowledge by riding the information super highway.

Presents a review of literature developed from secondary sources.

Models of e‐learning that exclude any face‐to‐face contact may have limited prospects, but blended learning offers significant potential both on and off campus and should be pursued if the benefits of e‐learning are to be fully realized.

This paper provides a useful overview of a scenario of OL/e‐learning in India's higher education; and, from this summary of the present situation, goes on to suggest possible ways to transform the “digital divide” into “digital opportunities”.

This study is aimed at revisiting the supply chain (SC) of a company, highlighting how communication supports SC management, emphasising how SC relationship-based processes are fostered by communication flows, and exploring how SC performance may be enhanced through coordinated management of interpersonal and internet-mediated communication forms.

The study follows a two-step qualitative methodological approach encompassing the building of a preliminary conceptual mapping, and preliminary testing, integration and revision of the conceptual mapping.

The findings highlight communication's primary role in identity management and image building of the SC, and its supporting role enhancing strategic and operational SC processes. Communication seems to act as a “cultural glue”, a “trade-off and compensation”, a “knowledge creation and dissemination”, a “relationship development and maintenance”, and an “alignment and integration” activity along the SC, fostering knowledge, managerial, relational and competitive SC performance dimensions.

The combination of SC and corporate communication academic knowledge with field SC managerial expertise allows the proposal of a preliminary conceptual framework illustrating the potential links among SC processes, communication and SC performance. The study provides also a set of research propositions to guide both future research and managerial practice in communication management along the SC.

This study offers a first exploratory “communicational view” of the SC, which beyond analysing communication in the corporate locus of the typical communication function explores the value of communication that is embedded in manufacturing processes and routines at the basis of corporate performance by developing a cross-functional communication approach.

This study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three consecutive academic years.

Students who had recently taken undergraduate program admission indicated how useful communication channels were in providing the information about university studying. Seven communication channels were examined: open/information day, admission talk, campus visit, education fair, admission website, social media and summer activities. The students were asked to complete an online survey at the beginning of an academic year. In the survey, they were asked to indicate the usefulness of each of the communication channels using a five-point Likert scale with the descriptors: 1 = not useful, 2 = slightly useful, 3 = somewhat useful, 4 = useful, 5 = very useful. If students did not have any usage experience with a communication channel, they were asked to choose “no experience.” There were 1798, 1735 and 1961 students at a university in Hong Kong participating in the study in academic years 2019/20, 2020/21 and 2021/22, respectively.

The pandemic has transformed the landscape of the university's ways of marketing channels to communicate with prospective students. The top useful channel of information for students during the pandemic was admission website, followed by social media and then open/information day. Before the pandemic, open/information day was the most useful channel of information for students and then admission website; the least useful one was social media channel. Significant differences were revealed in the usefulness rating on open/information day and social media channel among the three academic years.

The findings facilitate educational managers to determine the appropriate marketing and recruitment strategies for connecting with prospective students under dynamic context in the era of new normal. They helped identify where to focus the marketing efforts to achieve the most impact in particular under budget constraints.

Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.

This study found that 10 of 16 measures of interpersonal communication showed statistical significance between male and female administrators in a university environment. Using the FIRO‐B questionnaire, females preferred to initiate more inclusion and affection in interpersonal activities; also, they wanted other people to include them and to be friendly to them in inter‐personal relationships. Beyond the comparison of males and females, however, it is evident that all scores (both male and female) exist within the mid‐range categories. Thus, it is concluded that interpersonal communication capacity is lacking throughout the sample, and definite actions are needed to increase interpersonal communication effectiveness in organisations.