Filter by keyword: Bridging research, practice and teaching

Early career researchers (ECRs) are increasingly socialised in professional environments where science communication is seen as part of their academic role. ECRs respond to these expectations differently, shaped in part by social relationships within and beyond academia. This study uses ego-network interviews with 24 highly communicative STEM (Science, Technology, Engineering, Mathematics) ECRs in Germany to examine how social relationships influence the importance as well as the integration of science communication in their professional identity. Results show that recognition and support often come from private contacts and the science communication community, while workplace environments are perceived as less supportive and formative. Moreover, different formats and processes of science communication seem to be tied to distinct networks and underlying communication motives.

This paper uses New Zealand’s AF8 [Alpine Fault Magnitude 8] program, designed to build resilience and preparedness for earthquakes, as a real-world example to explore how emotional appeals can affect preparedness intentions within the emergency management sector. Drawing on template analysis of 14 artifacts from AF8’s communication material and 34 semi-structured interviews with emergency management stakeholders (the AF8 material’s primary audience), the study examines how emotional appeals are strategically employed and perceived in practice.  Findings contextualize theoretical understandings of how risk communication can balance fear and anxiety with positive emotions like fascination and confidence using tools such as vivid imagery, narrative framing, and certainty. The research offers empirical insights into how emotional appeals are used and perceived in risk communication, providing a foundation for developing future hazard communication strategies grounded in real-world application.