I Want to Thank You for Contacting Me and Write Today to Apply for the Position of Director of the Zimmerman School of Advertising and Mass Communication at USF

BRIAN LAMB SCHOOL OF COMMUNICATION

August 2, 2016

Members of the Search Committee Zimmerman School of Advertising and Mass Communication University of South Florida 4202 E. Fowler Avenue, Tampa, FL 33620, USA Job ID# 10688

Members of the Search Committee:

I want to thank you for contacting me and write today to apply for the position of Director of the Zimmerman School of Advertising and Mass Communication at USF. I want you to know that I am not “on the market” and am frankly a bit surprised to be involved in this process. As you likely know I was brought in as an external consultant to assess the academic program in February 2016 so I have a sense of the program and its facets.

By way of background, I recently completed 11 years as head of the Brian Lamb School of Communication (BLSC) at Purdue University and returned from my first sabbatical in many years. I am presently serving as the unit chair for our mass communication division. As you may be aware the program I headed at Purdue is well regarded and the graduate program is rated in the “Top 10” in the nation in several research areas. My colleagues are social scientists, attorneys, journalists, former agency executives, a former US Ambassador and even a former co-host of “Nick at Nite”. We are a diverse program and a place that privileges and rewards “engaged teaching and research”.

The BLSC currently has approximately 700 undergraduate majors and over 500 graduate students (including those enrolled in our online MS program) from 18 different countries with degree programs ranging from strategic communication to information security and innovative programs that include a combined BA/MS degree program with Purdue’s Krannert School of Management. We have more undergraduate international students than all other liberal arts programs combined. The program has 33 full-time tenure-track or clinical faculty members, half a dozen continuing lecturers, many part-time lecturers and over 100 graduate teaching and research assistants. Our basic course alone enrolls over 6000 undergraduate students per year. During my term as head of the program we increased our external funding from an average of under $300,000 to an average of almost $2.5 million dollars per year.

In the last few years of my term I guided our transition from a department in the College of Liberal Arts to a “named” school of communication. This transition has been challenging but the results are visible. We received strong support in fundraising efforts, created a nationally prominent advisory board, undertook several strategic planning processes, started a summer program in Washington DC in collaboration with C- SPAN, developed joint degree programs and engaged in innovative initiatives. We strongly believe in immersive student programs and this belief is at the core of our new school. As founding head of the Brian

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Beering Hall of Liberal Arts and Education, Room 2114  100 N. University Street  West Lafayette, IN 47907-2098 (765) 494-3429  Fax: (765) 496-1394

Lamb School of Communication I’ve had an opportunity to work with the CEOs and COO’s of major media companies and to talk frankly about how we can collaborate in the future. Our plans extend beyond our program and we have engaged other colleges at Purdue in what I think are some very exciting cooperative initiatives.

I’m a firm believer in the impact of significant “immersive events” for students. For a number of years I’ve worked with colleagues domestically and abroad on significant projects. I realize the challenge of big efforts but the payoff for our students is great. At Purdue, teams of Lamb School students participate in “life changing” opportunities, from covering the recent Iowa caucuses, to spending four months in Beijing working with the Beijing Olympic Committee, to collaborating with the C-SPAN and the U of California system in our “Washington Program”. These events provide a platform to bring what they learn in the classroom to bear on everyday problems.

At Purdue I’ve been a strong supporter of efforts to further diversify and internationalize our programs, our students and our faculty and this is something I value. Since I arrived, our program has focused its efforts on the development of selective high quality, intensive, partnerships with domestic and world-class universities in Asia and Europe. Our latest partnerships are with the Copenhagen Business School and National University of Singapore where we are engaged in a new inter-institutional initiative that will educate and support the next generation of communication professions in the global NGO community.

I’ve also been intimately involved in Purdue’s interdisciplinary “certificate program in entrepreneurship and innovation” and most recently was tasked with the creation of Purdue’s first university-wide certificate program in “social entrepreneurship”. I strongly believe in the value of blending classroom and studio approaches to teaching and in cultivating efforts that engage students in real-world immersive activities.

While most of my academic life has been spent in a College of Arts and Sciences environment, I have also served as Director of Graduate Studies for a College of Communications and as the Associate Dean of Academic Affairs in a School of Business where I coordinated hiring, budgeting and campus affairs for a well-regarded business school with direct responsibility for two US and one European campus. I have experience with multiple models. I have experience with accreditation process for business schools via the AACSB and some experience with the ACEJMC process having served on two “combined” international pre-visit committees.

I know it’s a challenge to bring together faculty and units with disparate views of the world, things are never easy. Our personal and disciplinary blinders are rigid and a shared vision can prove elusive. In our field, there is also the continuing challenge of balancing professional and academic missions. The programs I led at Virginia Tech and Purdue ranged in size and scope and included significant media production components as well as large PR/ADV programs. That said, we managed to find a balance that benefitted students although this balance required continuous tweaking and most importantly open and honest conversation and trust among colleagues.

The Zimmerman gift has done wonders to raise the visibility of the school and has already begun to create the conditions for a “destination major” for USF. I believe that the faculty and students I met at USF are dedicated and the program can compete with any other in the state or region. That said, I think that the sights should be set higher. In my view, the Zimmerman School is critical in USF’s efforts to build a global reputation for excellence. I think that the school will need to make further efforts to be the “go to” program in the state for media education but I also think the Bay area offers a real opportunity to encourage entrepreneurship in many forms and in my view to become a center for excellence in innovative entrepreneurial activities that integrate the media, business and tech communities.

I look forward to hearing about efforts to revise the undergraduate curriculum. I have only a vague impression of the directions this work has been taking so I hope I have a chance to learn more. I do know that balancing undergraduate and graduate programs is challenging and can take several forms. However I also believe that it’s possible to simultaneously offer excellent undergraduate and graduate education. In fact, in the very best of circumstances these program support each other. Excellence is possible but it requires investment, hard work and a vision.

At the core of elite programs in our field is a high quality doctoral program. These programs are more often than not “focused” and reflect and contribute to the strength of their institutions. They need not be large but they need to be well funded, challenging and their graduates well prepared. While we are fortunate and Com doctoral students are “in demand” compared to other disciplines, we need to be crystal clear about the contributions of any new doctoral programs.

As I noted previously, I am “not on the market” and not an applicant for any other job. Purdue is a great place with great resources and opportunities, but the Zimmerman School and USF have real potential… and for me personal appeal. USF has values that resonate with me. I value a combination of theory and practice. I also appreciate the challenge you face at a public university in leveraging the resources of a diverse, emerging metropolitan area. I pride myself in working with others to develop opportunities that move students and faculty out of their comfort zones. I have a passion for building and supporting distinctive programs that benefit students, faculty and the community. I think I’ve a track record of encouraging, creating and finding support for individuals and initiatives that add value and I think these are values that would support USF’s continued efforts to establish itself as a premier institution.

Finally, I should note again that for me this process is very personal. Writing this letter was not easy. I’m a USF alum and Tampa native. While I grew up in Ft. Lauderdale, I spent part of many summers in Palma Ceia and relatives attended Plant High. Frankly, I never thought I’d consider a return to Tampa (I actually like winter weather) and was really surprised by “the pull”.

If I can provide any further information, please let me know.

I have uploaded a recent copy of my resume. You will also find a set of references, teaching philosophy, a couple of examples of educational efforts I’m spearheading, a sampling or articles and book projects as outlined in the job requirements. If however, other materials are needed I will be happy to accommodate requests.

Howard E. Sypher Professor and Founding Head Brian Lamb School of Communication Purdue University West Lafayette, IN 47907 USA [email protected] Mobile: 765-586-8728

HOWARD ELLIOTT SYPHER

OFFICE: Brian Lamb School of Communication 2267 Beering Hall West Lafayette, IN 47907 Mobile: 765-586-8728 E-mail: [email protected] Fax: 765-496-1394

EDUCATION

Ph.D. (1979) University of Michigan, Ann Arbor Department of Communication Major Areas: Social Cognition and Communication; Research Methods; Communication in Organizations. Dissertation: The comparative validity of three measures of cognitive complexity.

M.A. (1976) Western Kentucky University, Bowling Green, Kentucky Department of Communication Major Areas: Small group and interpersonal communication Thesis: Task productivity of continuing and zero-history groups in two communication networks.

B.A. (1974) University of South Florida, Tampa, Florida Department of Political Science Major Area: International Relations

EXPERIENCE

Teaching/Administrative

2014-Present Professor Mass Communication – Unit Chair (2016-present) Brian Lamb School of Communication – Purdue University College of Liberal Arts

2002-2014 Professor – Founding Head Brian Lamb School of Communication - Purdue University College of Liberal Arts

• Principal budget authority for all department funds. 2

• Responsible for all faculty recruiting, lecturer, GTA/GRA, and grant expenditures. • Responsible for all instructional evaluation. • Direct responsibility for undergraduate and graduate programs. • Liaison for Eli Lilly Global Medical Communications Group. • Manage professional staff of five, 36 tenure-track/clinical faculty, 8 lecturers, 85 Graduate Teaching Assistants, 16 GRAs, & post-doctoral fellows; Approximately 900 undergraduate majors; 120 graduate students.

2011-2014 Courtesy Professor East China Normal University – Shanghai, China. Research Fellow

2014 (Dec.) Visiting Faculty Dept. of New Media and Com, National University of Singapore.

2013 (Fall) Visiting Faculty U of Iowa (Tippe School of Business – Italy campus)

2013 (Spring) Visiting Scholar Florida State University

2005 Faculty Fellow Purdue Regenstrief Center for Healthcare Engineering

2001-2002 Professor – Head Dept. of Communication Studies - Virginia Tech College of Arts and Sciences

2001 -2002 Professor Science and Technology Studies - Virginia Tech

1999-2001 Associate Dean/Courtesy Professor School of Business – U of Kansas

• Principal budget authority for all school monies including state and private funds (75 full-time faculty; 32 staff members). • Prepared and implemented annual school-wide budget. • Responsible for all faculty recruiting (tenure-track hires in Finance and Information Systems in 1999-2000) Lecturer/GTA/RA expenditures. • Responsible for all instructional evaluation. • Direct responsibility for all school academic programs (undergraduate, graduate, MS, MBA, PhD, etc.) and Centers (Technology Management, CIBER, Entrepreneurship, etc.) Lawrence, Overland Park and Asolo, Italy campuses. • Developed E-commerce seminar series for the school. • Liaison to Cap Gemini, Ernst and Young Center for Excellence in the Digital Marketplace.

1989-2000 Professor - Chair (91-99) Dept. of Communication Studies - U of Kansas

• Principal budget authority for department of 25 tenure-track faculty & 50 instructors and/or Graduate Teaching Assistants (700 majors/pre-majors & 100+ graduate students). • Developed and initiated new professional MA program at the KU Edwards Campus in Overland Park, Kansas. • Developed full-time undergraduate study abroad program with School of Business and School of Journalism in Paderno, Italy (45 miles north of Venice). • Successfully hired 12 new tenure-track faculty members while department chair (FTE faculty increased by 25%). • Department increased external funding (grants) by approximately five-million dollars. • Department faculty awarded eight W.T. Kemper Teaching Fellowships (more than any other unit in the College and more than any school at U of Kansas). • Increased GTA stipends by 80%.

1989-92 Associate Professor U of Kansas – Lawrence, KS.

1984-86 Director of Graduate College of Communications, U of Studies (Journalism, Kentucky, Lexington, KY Communication, Telecommunication)

1984-88 Associate Professor Department of Communication, U of 1980-84 Assistant Professor Kentucky, Lexington, KY

1987 Distinguished Chisholm Institute of Tech. (now Monash U) Visiting Fellow Melbourne, Australia

1979-80 Assistant Professor Department of Communication, U of Hartford

1979-80 Associate Director Institute for Social Research, Comm. Research Div. U of Hartford

PROFESSIONAL MEMBERSHIPS

National Communication Assoc. American Psychological Society International Communication Assoc. Southern Communication. Assoc. AAAS Computer Professionals for Social AEJMC Responsibility

PROFESSIONAL PARTICIPATION

International/National

International Lectures: Katholieke Universiteit Leuven, Belgium; Fudan University, Shanghai, China; Nanjing University, Nanjing, China; Shanghai Jiao Tong University, Shanghai, China; Tsinghua University, Beijing China; East China Normal University, Shanghai, China; Beijing Foreign Language University, Beijing China; Catholic University, Lima, Peru; Chisholm Institute of Technology, Melbourne, Australia; Tokyo Keizai University, Tokyo, Japan; Institute Technologuico Y De Estudios Superiores De Monterrey, Monterrey, Mexico; Macquarie University, Sydney, Australia; University of Melbourne, Melbourne, Australia; Kuring-gai College of Advanced Education, Sydney, Australia; Lincoln Institute of Health Sciences, Melbourne, Australia; Pretoria University, South Africa; Northwest University, South Africa; University of Johannesburg, South Africa; University of Jyvaskyla, Jyvaskyla, Finland.

Communication Series Co-editor (with T. Glasser, Stanford Univ.), Guilford Press, Inc., Publishers, 1987-1998. Series of high quality advanced monographs and texts.

Selected books in print include:

Montgomery, B., & Duck, S. (Eds.), Research methods in interpersonal communication. Gudykunst, W. Research methods in communication. Sypher, B. Case studies in organizational communication. Rubin, R., Palmgreen, P., Sypher, H., & Associates. Communication research methods Lee, C-C, Voices of China Baxter, L. & Montgomery, B. Communication and relationships. Stiff, J. Persuasive Communication Applegate, J. Interpersonal communication: A return to messages. Jackson, S. Experimenting with messages Avery, R., & Eason, D.L. Critical studies in mass communication. Lee, C-C., Mass media and political transition: The Hong Kong Press. Anderson, D. Communication Theory. Ting-Toomey, S. Intercultural communication.

Co-Founder (with Mohan Dutta, National University of Singapore). “Communicators without Borders”. (A project to train the next generation of strategic communication professionals for NGOs). (2012-present)

Liaison to C-SPAN from Brian Lamb School of Communication. (2011-2014).

Advisory Board: The Text Outline Project (http://www.textop.org/) (2006-present).

Editorial Board: Human Technology (2004-present); Journal of Communication (1999-2000); Communication Research (1993-1996); International Journal of Personal Construct Psychology 5

(1988-1990); International and Intercultural Communication Annual (1984-1986); Journal of Applied Communication Research (1984-1986).

Consulting Editor or Reader: Journal of Broadcasting and Electronic Media (2001); Quarterly Journal of Speech (1989-1992); Communication Research (1988); Communication Monographs (1983, 1991-92); Communication Yearbook (1983-1984); Human Communication Research (1981-1984; 1988); Journal of Applied Communication Research (1983-1984); Personality and Social Psychology Bulletin (1984); Journal of Social and Personal Relationships (1985); Southern Speech Communication Journal (1988, 1992-93); Western Journal of Speech Communication (1989); Management Communication Quarterly, 1993.

Reviewer, Harper and Row, Publishers; Sage Publications; Guilford Press; Proposal Reviewer, National Institutes of Health, 1985; IRG, Epidemiological and Prevention Research Division, NIH, 1992.

National Communication Association (Speech Communication Association). Working Group Chairperson, NCA Digital Divide Project, 2001; Member and Founding Chairperson, Council of Doctoral Granting Programs, 1997-2001; Member, Board of Directors, 1993; SCA Representative to Section J, Psychology, American Assoc. for the Advancement of Science; Reader, SCA, Intercultural Communication Division Papers, 1987; RCT Division Nominating Committee 1981-1982; RCT Division Chair, 1991; Vice-Chair, 1990; Program Planner, 1989; Referee, SCA Seminar Series, 1982; Co-Chair, Local Arrangements Information Comm. SCA, Louisville, KY 1982.

International Communication Association. Vice-President and Division Chair, 1993-94; Division Vice-Chair, 1991-93; Vice-Chair Elect., Interpersonal Communication Division, 1990; Paper reader, 1989-1997; 99.

Program Chair (selected): Communication and the Digital Divide, NCA, Boston, MA, 2005; Telemedicine: Research Approaches, National Communication Association, Atlanta, GA, 2001; Technology Roundtable, NCA, Seattle, WA, 2000; Issues in technology and Internet use, Harvard Conference on Internet and Society, 1998. New Technology and Communication, ICA, 1997; Cognition and Mass Media, ICA, Albuquerque, NM, 1995; Rhetorical and Communication Theory division, SCA, Atlanta, GA, 1991; Interpersonal Division, ICA, Chicago, IL 1991; Interpersonal division, ICA, Dublin, Ireland, 1990; Interpersonal & Small Group division, SCA, Chicago, IL, 1990; Applied comm. research, SCA, San Francisco, CA, 1989; Constructivist communication research, ICPCP, Assisi, Italy, 1989; Research in impression formation processes, SCA, New Orleans, LA, 1988; Communication in Organizations, Australian Communication Association, Sydney, Australia, 1987; Communication, cognition, and affect, ICA, Montreal, Canada, 1987; Issues in impression management and communication, SCA, Denver, CO, 1985; Recent research on social cognition and communication, SCA, Chicago, IL, 1984; Research in comm. theory, SCA, Washington, D.C., 1983; Alternative approaches to comm. research, SCA, Minneapolis, MN, 1978.

Regional

Member, Committee of Twelve, Southern Speech Communication Association (SSCA), 1982- 1983.

Communication Theory Division Chair, 1986; Division Vice-Chair, 1985; Division Vice-Chair Elect, 1984; Chair (1986), Member (1988-89), Editor search committee, Southern Communication Journal; Chair, Nominating Committee, Communication Theory Division, SSCA, 1982-1983.

Program Chair for: Innovations in research methods, SSCA, Louisville, KY, 1989; Doctoral education in the south: Cooperation or competition, SSCA, Louisville, KY, 1989: New communication technologies, SSCA/CSSA, St. Louis, MO, 1987; Spotlight on relationships: Bochner, Delia & Fitzpatrick, SSCA, Winston-Salem, NC, 1985; Social cognition and communication, SSCA, Orlando, FL, 1983; Competitive papers in intercultural communication, Eastern Communication Association (ECA), Ocean City, MD, 1980; Research in applied communication, SSCA, Biloxi, MS, 1979.

University/College

Purdue University

Director – Social Entrepreneurship Track – Certificate Program In Entrepreneurship and Innovation (2016); Purdue Coordinator, CIC Department Executive Officers Program; Advisory Board, Center for International Business Education and Research (CIBER) (2005-2013); Advisory Board, Confucius Institute (2007-2012); Advisory Board, Entrepreneurship and Innovation Certificate Program, Discovery Park (2008-present); Advisory Board, Center for Education and Research in Information Assurance and Security (2003-2013); Advisory Board, Homeland Security Institute (2003-2005); Member, CyberInfrastructure Task Force (2003- 2004); Associate, Energy Center (2004-present); Associate, e-Enterprise Center (2004-present); Associate, Discovery Learning Center (2004-2007); Launch Team Member, Regenstrief Center for Health Care Engineering (2004-2007); Organizing Committee Member, Regenstrief Health Care Opportunities Workshop (2004); School of Liberal Arts Senate (2004-2005); College of Liberal Arts Promotion and Tenure Area Committee (2003-present); Chair, Health & Kinesiology Dept. Head Search Committee (2005).

Virginia Tech

College of Arts and Sciences, Personnel Committee (2001-03); International program committee (2001-02).

University of Kansas

Member, Provost's Task Force for planning new School of Information Science and Technology (2000); Department Chair (1991-1999); Member, Software Development Advisory Committee, KU-Edwards Campus (1999-2000); Chair, Interdisciplinary Leadership Minor Committee (2000- 7

2001); Chair, Dean's IT Advisory Committee (1997-1999); Chair, IDS Director Search Committee (1999); Member, Chancellor's 2001 Task Force (1997); Member, Univ. Committee, Promotion & Tenure, 1998-2001; Chair, CLAS Appointments, Promotion and Tenure Committee (1993-94; 1995-96); Chair, CLAS Social Science subcommittee, Promotion and Tenure Committee (1993, 1995); Member, College Promotion and Tenure Committee (1992- 1996); Member, Journalism Dean Search Committee, (1996-97); Member, Chair Search Committees, Psychology and Public Administration (1993-1995); Chair, Search Committee (1989-90; 2000); Chair, Methodology Comp Committee (1989-90); Graduate Committee (1989- 90).

University of Kentucky

Member, Social Science Area Research Equipment Panel (1987); Member, Chancellor's ad hoc merit appeals committee (1987); Member, UK Task Force on Social and Economic Impacts of Toyota (1986-1988); Member, University Traveling Scholars Selection Committee (1985-1986); Member, University Faculty Senate (1983-1985); Member, University academic planning and priorities committee (1983-1985); Chair; Member, Social science area fellowship panel (1985- 1988); Member, Marketing Department Educational Unit Review committee (1985); Member, University task force on academic research (1984-85); Full member (1984-1988); Associate member, Graduate Faculty (1981-1984). Member, Graduate Program Committee; Graduate Admissions Committee; College of Communications (1981-1986).

University of Hartford

Member, Graduate Faculty, University of Hartford (1979-1980).

Department

Chair, Placement Committee; Chair, Information Committee; Member, Dept. Chair Search Committee.

Other

Board Member, Italy Consortium Study Abroad Program (CIMBA) Asolo, Italy. (2011-present)

Advisory Board Member, Vision International. An export support company, Tsinghua Research Park, Beijing, China.

Advisory Board Member, Vitalseek. An E-Health company, Kansas City, MO.

Co-organizer (with L. Donohew) of National Institute on Drug Abuse sponsored conference ($31,000 grant) on "Persuasion and drug abuse prevention". April 20-22, 1989, Lexington, KY.

Co-producer and moderator, Four U of Kentucky Television programs (Kentucky: Image and Reality; Toyota and Kentucky; Toyota and Kentucky: An update; Water and water quality: An assessment) 1986-87. 8

Contributing columnist, Lexington Herald-Leader, 1986, 1987. The Age, (Melbourne, Australia) 1987.

Member, Kentucky Educational Television Instructional Television Research Panel.

Co-Organizer, (with R.L. Donohew & E.T. Higgins) The Kentucky Conference on Communication Social Cognition and Affect. U of Kentucky, Lexington, KY Spring 1986.

Chair, Kentucky-American Water Company's Citizen's Advisory Council, 1984-86. (First advisory council for a public utility in Kentucky).

Participant, Inter-University Consortium for Political and Social Research, ISR, U of Michigan, 1977; 1979.

GRANTS/CONTRACT RESEARCH EXPERIENCE (selected)

Principal, Startup funds for new Social Entrepreneurship and Innovation track in Purdue’s Entrepreneurship and Innovation Certificate Program. CLA INNOVATE Grant. Fall 2015. $32,800.

Principal Investigator. Purdue Research Fund (PRF) Grant. Fall 2013. Funded: $14,000.

Co-Investigator (with Cui Baoguo Tsinghua University) Chinese National Government grant to undertake survey on “Cultural Industries in China” (2012-2013). Funded: 980,000 RMB.

Co-Investigator (with S. Connaughton and W. Hong). Support for PUCI instructional program in collaboration with Shanghai Jiao Tong University (2011-2012). Funded: $48,000.

Principal Investigator, International Programs SAIL Grants (2009; 2012). To establish research/exchange programs with Tsinghua University (2012) and Copenhagen Business School (2009). Funded: $15,000; $12,500.

Principal Investigator, Instructional Technology Grants (207-2012) To establish mobile new media lab and facilitate upgrade to HD in video studio. Funded: $445,000.

Co-Investigator (with S. Witz and others), Regenstrief Foundation. Renewal of support for Regenstrief Center for Healthcare Engineering. (2007). Funded $1,000,000.

Principal Investigator, PRF Research Grants (2005 and 2007) Funded for $13,500 and $14,000.

Co-Principal Investigator (with E. Bertino, E. Spafford), National Science Foundation, ITR Grant (Funded $900,000) “Digital Identity and Privacy” (2004-2008).

Principal Investigator, Purdue Research Foundation Grant (2004-2005), “Digital Identity, Privacy and Trust” (Funded: $28,000). 9

Principal Investigator/Faculty Fellow, Regenstrief Center for Healthcare Engineering (RCHE) Grant, Expansion of Telemedicine Services at Regional Hospital (2005 salary support for H Sypher, $70,000).

Principal Investigator, Instructional Technology Grants ($220,000) to support TabletPC initiative, computer lab upgrade project, and digital video studio project, 2002-2005. (see: http://www.microsoft.com/presspass/press/2003/sep03/09-16PreinstallPortablePR.mspx)

Principal Investigator, Eli Lilly Co. grants ($25,000) to support program development in communication and joint Lilly-Purdue-Florida A&M summer program in medical communication, 2004-2005 (see: http://www.cla.purdue.edu/academic/comm/pdf_doc_etc/Purdue_FAMU%20poster_summit.pdf)

Principal Investigator, (2005) CIU Italy Study Abroad Program Grant ($10,000).

Principal Investigator, Contract for telemedicine product and software assessment with Telemedicine Today, 1999-2000 ($7,500).

Principal Investigator, Benchmarking Communication, Telecom Italia, 1995 ($20,000).

Consultant, Weststat and Centers for Disease Control (Atlanta) on development of new communication division for CDC (1993-95).

Co-Principal Investigator (with B. D. Sypher & J. Applegate), Assessment Training and Evaluation Research, Corning Glass Works, (1987-1988).

Co-Principal Investigator (with J. Hougland, Sociology, U of Kentucky). "Social impact of Toyota: Phase II. (completed July 1987; funded by Toyota Foundation).

Co-Principal Investigator (with J. Hougland, Sociology, U of Kentucky). "Social Impact of Toyota" General Population Survey. Telephone survey (conducted by UK SRC) of 1,500 Central Kentucky residents regarding impacts of new Toyota Installation on housing, employment, quality of life, etc. (Completed July 1986).

Visiting Faculty, USA AMC. Evaluation research involving logistic status reviews and LSA system (Summer, 1985). GRF, Social Science Division, 1999. Time use in organizational and family life: An exploratory study.

1996-2000 - Awards for the development of web site educational/research resources from Government of Canada, Pacific Bell, Education World, USA Today, etc. (web sites cited and reproduced in six books in U.S., Australia and Europe).

University Development Grant. (UKRD, Proposal # IP86-047) Funded for $4,900.00 during Fall, 1985.

Consultant, U.S. Department of Agriculture. Computer consulting on statistical software utilization (micro and mainframe) for large databases and micro-mainframe interfacing (1984).

Co-Principal Investigator (with B.D. Sypher, U of Kentucky, & T. Housel, U of Southern California) an evaluation of the formal communication system, International Business Machines, Information Products Division. Study involved a stratified random sample of 1,245 employees in the survey component with an 81% response rate and 78 employees in the preliminary focus group stage. (Completed July 1984).

Co-Principal Investigator (with C.H. Miller, U of Kentucky) A survey of Lexington/Fayette County residents' "Goals for Lexington" (completed December, 1983). Study involved a random sample of 700 Lexington/Fayette residents (funded by the Urban County Government and the Lexington Forum).

Co-Principal Investigator (with R. M. Brady, U of Arkansas) and organizational assessment of a large volunteer organization (completed August, 1981). Scales drawn from the Michigan organizational Assessment Package and questionnaire measures of communication climate were utilized in this study of 500 volunteers in the organization, with a 75% response rate.

Consultant, Office of Governmental Services, Personnel Department, Commonwealth of Kentucky (1981-1982).

SPECIAL ACTIVITIES AND HONORS

Keynote address. Advances in the field: How do our programs contribute to global issue discussions? Anniversary celebration for the School of Media and Design, Shanghai Jiao Tong University, Shanghai, China. December 2012.

Keynote address. Platforms and Apps: Building a foundation for our programs. 10th Anniversary of School of Journalism and Communication. Tsinghua University, Beijing, China. October 2011.

Keynote address. Building global programs in journalism and communication. Conference on Leadership in Communication Theory and Education. East China Normal University. December 2011. Shanghai, China.

Keynote Lecturer (2009). Building and Managing Partnerships in a Global Research Environment. University of Oklahoma, Norman, OK.

Seed for Success Award, Vice President for Research, Purdue University. Spring 2007 (Award given to faculty members who are PI or Co-PI on grants of over $1,000,000).

Keynote Speaker and panelist, (2005) Trends in Human Technology, University of Jyvaskyla.

Lecturer (2004) Chinese Academy of Social Sciences, Beijing, China.

Invited Panelist and session chair (2004) Tsinghua Forum on Journalism and Communication Education. Tsinghua University, Beijing, China.

Keynote Speaker, Virtual University of Finland, University of Jyvaskyla, Spring 2001.

Outstanding Educator Award, Order of Omega, 1999.

H.O.P.E. Award Finalist, 1997; H.O.P.E. Award nominee, 1991. (Outstanding Professor Award given by Senior Class).

Keynote Speaker, International Symposium on Communication, Institute Technologuico Y De Estudios Superiores De Monterrey, Monterrey, Mexico, 1984.

NCA Golden Anniversary Monograph Award (Received for best article published in a communication journal) 1982.

William Sattler Memorial Grant. Department of Communication, University of Michigan, Ann Arbor, MI, 1977-1979.

COURSES TAUGHT

Social Entrepreneurship, Innovation and Communication Graduate Seminar in Communication, Technology and Innovation Intercultural Communication Global Entrepreneurship (U of Iowa Business School - CIMBA Italy) Introduction to Entrepreneurship Graduate Seminar in New Communication Technology Organizational Communication Communication in Multinational Organizations (U of Kansas Business School - Italy) Communication in Global Organizations (Purdue, SJTU-CI Shanghai/Beijing China) Managerial Communication Graduate Seminar in Interpersonal Communication (Monash U, Australia) Computer-Mediated Communication Communication Theory & Practice Graduate Seminar in Com Theory Persuasion & Attitude Change Graduate Seminar in Org. Communication Research Methods in Communication Graduate Seminar in Com. Research Methods Graduate Seminar in Information Processing Graduate Seminar Impact Communication Technology (CIMBA Italy)

PUBLICATIONS

Books

Sypher, H.E. (in progress) Pulling Wire: A story of entrepreneurs in the cable and telecommunications industry. (In discussions with publisher)

Donohew, R.L., Sypher, H.E., & Higgins, E.T. (Eds.), (2014). Communication, Social Cognition and affect. International Psychology Press, NY: NY. (reissue of earlier volume with minor revisions for international market).

Rubin, R. B., Palmgreen, P., Sypher, H.E., & Associates (Eds.), (1994). Communication research measures: A sourcebook. New York, NY: Guilford.

Rubin, R. B., Palmgreen, P., Sypher, H.E., & Associates (Eds.), (2009) Communication Research Measures: A Sourcebook [Reissued in Paperback as part of the Routledge Communication Series]. New York, NY: Routledge.

Donohew, L.D., Sypher, H.E., & Bukowski, W. (Eds.), (1991). Persuasion and drug abuse prevention. Hillsdale, NJ: Erlbaum.

Donohew, R.L., Sypher, H.E., & Higgins, E.T. (Eds.), (1988). Communication, Social Cognition and affect. Hillsdale, NJ: Erlbaum. (reviewed in Contemporary Psychology.)

Sypher, H.E., & Applegate, J.L. (Eds.), (1984). Communication by children and adults: Social cognitive and strategic processes. Beverly Hills, CA: Sage (Reviewed in Contemporary Psychology, February, 1986).

Journal Special Issues

Sypher, H.E., & Donohew, R.L. (Fall, 1991). Health Communication. "Persuasive communication and drug abuse prevention".

Sypher, H.E., & Higgins, E. T. (June, 1989). Communication Research. "Social cognition and communication".

Sypher, H.E., & Donohew, R.L. (Jan/Feb., 1988). American Behavioral Scientist. "Communication and affect".

Articles/Book Chapter

Sypher, H.E. (2012). Platforms and Apps: Building a foundation for programs. In A. Shi (Ed.) Essays in Celebration of the 10th Anniversary of School of Journalism and Communication. Tsinghua University Press.

Backlund, P., Bach, B., Procopio, C., Johnston, D., Mello, B., & Sypher, H. (2011). NCA Program Review Standards: Background, Application, and Data. Communication Education. 60, 3, 279-295.

Whitten, P. Mylod, D., Gavran, G. & Sypher, H.E. (2008) Does IT make a difference? Hospital Patients Report of Satisfaction with “America’s Most Wired” hospitals. Communications of the ACM. 51, 4, 96-102.

Bunz, U., & Sypher, H.E. (2004). Electronic Research: Using computer and Internet technologies for information seeking and data collection. In Bidgoli, H., Eom, S, & Prestage, A. (Eds.) The Encyclopedia of Information Systems. New York: The Academic Press.

Stuart, W.D., Russo, T.R., Sypher, H.E., Simons, T.E., & Hallberg, L.K. (2001). Influences of sources of communication on adoption of a communication technology. Proceedings of the IFIP WG8.6 Working Conference on Diffusion of Software Process and Product Innovations. Banff, Canada.

Sypher, H.E. & Collins, W.B. (2000). Communication and the virtual community. In G. Shepherd and E. Rothenbuehler (Eds.). Communication and Community. Hillsdale, NJ: Lawrence Erlbaum Associates.

Lim, J., & Sypher, H.E. (1999). A review of standalone telemedicine software. Telemedicine Today, 7, 5, 22-28.

Sypher, H.E., & Collins, W.B. (1996). The role of communication in telemedicine. Telemedicine Today, 23-27.

Sypher, H.E., Hummert, M.L. & Williams, S. (1994). The psychology of interviewing. In E. McMahan & K. Lacy Rogers (Eds.), Oral history interviewing (pp. 47-62). Hillsdale, NJ: Erlbaum.

Haas, J.W., Sypher, B.D., & Sypher, H.E. (1992) Perceptions of consensus: Do shared goals really make a difference? Management Communication Quarterly, 6, 166-179.

Sypher, H. E. & Donohew, R. L. (1991). Communication and drug abuse prevention research. Health Communication, 3, 191-192.

Sypher, B.D., Sypher, H.E., Housel, T., & Booth, R. (1990). Communicating change at IBM. In B.D. Sypher (Ed.), Case studies in organizational communication, (pp. 254-268) New York, NY: Guilford. 14

Sypher, H.E., & McGrath, J. (1990). Measuring communication behavior. International Journal of Personal Construct Psychology, 3, 449-454.

Sypher, H. E., & Higgins, E. T. (1989). Research trends in social cognition and communication. Communication Research, 16,309-313.

Sypher, H.E., & Sypher, B.D. (1988). Cognitive differentiation and communication behavior: The Role Category Questionnaire. Management Communication Quarterly, 2, 283-294.

Donohew, R. L., & Sypher, H. E., & Cook, P. (1988). Communication and affect: Themes and issues. American Behavioral Scientist, 31, 287-295.

Sypher, H.E., Sypher, B.D., & Haas, J. (1988). Getting emotional: The role of affect in communication. American Behavioral Scientist, 31, 372-383.

Applegate, J.L., & Sypher, H.E. (1988). Constructivism and intercultural communication research. In Y.Y. Kim & W.G. Gudykunst (Eds.), Theoretical perspectives on intercultural communication, (pp. 41-65), Beverly Hills, CA: Sage.

Sypher, H.E., Donohew, R.L., & Higgins, E.T. (1988). Issues in cognition and affect in communication. In R.L. Donohew, H.E. Sypher, & E.T. Higgins (Eds.), Communication, social cognition and affect.(pp. 1-7), Hillsdale, NJ: Erlbaum.

Sypher, H.E., & Sypher, B.D. (1988). Affect and message generation. In R.L. Donohew, H.E. Sypher, & E.T. Higgins (Eds.). Communication, social cognition and affect, (pp. 8192), Hillsdale, NJ: Erlbaum.

Sypher, H.E., Witt, D.E., & Sypher, B.D. (1986). The comparative validity of three measures of cognitive differentiation as predictors of written communication ability. Communication Monographs, 53, 376-382.

Sypher, H.E. (1985). Social cognitive foundations of communication. In E. Waldhart & J. Applegate (Eds.), Introduction to communication. Dubuque, IA: Kendall/Hunt.

Sypher, B.D., Applegate, J.L., & Sypher, H.E. (1985). The relationship between culture and communication in organizational contexts. In W. Gudykunst, L. Stewart, & S. Ting-Toomey (Eds.), Culture and organizational processes, (pp. 13-29), Beverly Hills, CA: Sage.

Sypher, B.D., & Sypher, H.E. (1984). Seeing ourselves as others see us: Convergence and divergence in assessments of communication behavior. Communication Research, 11, 97-115.

Applegate, J.L., & Sypher, H.E. (1984). Social cognitive and strategic processes in interpersonal communication: Understanding relationships. In H.E. Sypher & J.L. Applegate (Eds.), Communication by children and adults: Social cognitive and strategic processes, (pp. 9-14), Beverly Hills, CA: Sage. 15

Sypher, H.E., & Applegate, J.L. (1984). Constructs, schemes and the organization of communication. In R. Bostrom (Ed.), Communication Yearbook VIII. (pp. 310-329), Beverly Hills, CA: Sage.

Applegate, J.L., & Sypher, H.E. (1983). A constructivist outline for cultural communication studies. In W. Gudykunst (13d.), Intercultural communication theory: Current perspectives, (pp. 63-78), Beverly Hills, CA: Sage.

Sypher, B.D., & Sypher, H.E. (1983). Self-monitoring and communication in an organizational setting. Personality and Social Psychology Bulletin, 9, 297-304.

Sypher, H.E., & Applegate, J.L. (1982). Cognitive complexity and verbal ability: Clarifying relationships. Educational and Psychological Measurement, 42, 537-543.

O'Keefe, D.J. & Sypher, H.E. (1981). Cognitive complexity measures and the relationship of cognitive complexity to communication: A critical review. Human Communication Research, 8, 72-92. (SCA Golden Anniversary Award, 1982).

Sypher, H.E., Nightingale, J., Vielhaber, M., & Sypher, B.D. (1981). The interpersonal constructs of Machiavellians: A reconsideration. British Journal of Social Psychology, 20, 155- 156.

Sypher, H.E. (1980). Illusory correlation in communication research. Human Communication Research, 7, 83-87.

Sypher, H.E. (1978). The method of residues: A means of sociologically placing the other. Cornell Journal of Social Relations, 13,51-60.

Sypher, H.E. (1977). Task productivity of continuing and zero-history groups in two communication networks. Perceptual and Motor Skills, 44, 1333-1334.

Enos, R.L., & Sypher, H.E. (1977). A bibliography for the study of classical and rhetorical invention. The Rhetoric Society Quarterly, 7, 53-57.

In preparation/submission

Argali, V., Dutta, M. & Sypher (revise and resubmit) The Health Belief Model in Infection Risk Control in Healthcare Settings: The Relationship of Knowledge, Perceived Effectiveness, and Cues to Action on Preventive Staff Behaviors. Health Communication.

Lim, J. & Sypher, H.E. (in preparation, invited by special issue editor) The usability of selected hospital E-health web sites: A comparative longitudinal analysis. Journal of Health Psychology.

Book Reviews (selected)

Sypher, H.E. (1998). Book review of Time for life, by J. Robinson and G. Godbey. Journal of Communication.

Sypher, H.E. (1987). Book review of Japanese-U.S. Business Negotiations: A cross-cultural study. By D.R. McCreary. In Growth and Change: A Journal of Public, Urban and Regional Policy, 12, 34-39.

Sypher, H.E. (1981). Book review of The social and psychological contexts of language. By R. St. Clair & H. Giles (Eds.) Lawrence Erlbaum Associates. In Journal of Communication, 31, 203-204.

Sypher, H.E. (1979). Book review of Questions and politeness: Strategies in social interaction. By E. Goody (Ed.) Cambridge University Press. In Journal of Communication, 29, 199.

Sypher, H.E. (1978). Book review of Code and context. By D. Adlam (Ed.), Routledge & Kegan Paul. In Journal of Communication, 28, 229-230.

Sypher, H.E. (1977). Book review of Social psychology: The theory and application of symbolic interactionism. By H. Lauer & D. Handel. Houghton Mifflin, Co. In Journal of Communication, 27, 220.

PAPERS/PRESENTATIONS (selected)

Sypher, H. E. (2009). Building Global Partnerships. Paper presented at the annual meeting of the Southern Communication Association, Norfolk, VA.

Agarwal, V., Dutta, M. & Sypher, H.E. (2008) Proposing a modified framework for the Health Belief Model in healthcare settings: Knowledge, benefits/barriers, and cues to action on preventive staff behaviors. Paper presented at the International Communication Association, Chicago, IL 2009.

Agarwal, V., Dutta, M. & Sypher, H.E. Reconceptualizing trust: A theoretical framework of macro-level relational trust in health care organizations. Paper presented at the International Communication Association, Chicago, IL 2009.

Sypher, H. E. (2006). Communication education in a global environment. 1st China Conference on Global Communication. Tsinghua University, Beijing China.

Sypher, H.E. (2005). With a little luck. Program: Spotlight on Outreach and Funding: Seeking Funding from the National Science Foundation. Panelist at the annual meeting of the National Communication Association, Boston, MA.

Sypher, H.E. (2005). Losing Our Identity: Challenges and Tradeoffs in a Digital Age. Paper presented at the National Communication Association, Boston, MA.

Bunz, U. & Sypher, H.E.. (2001). The CEW scale: Beyond fluency in internet usage. Paper presented at the annual meeting of the National Communication Association, Atlanta, GA.

Stuart, W.D., Russo, T.R., Sypher, H.E., Simons, T.E., & Hallberg, L.K. (2001). Influences of sources of communication on adoption of a communication technology. Paper presented at IFIP WG8.6 Working Conference on Diffusion of Software Process and Product Innovations. Banff, Canada.

Sypher, H.E. (2000). Using technology in the basic communication course. Paper presented at the annual meeting of the National Communication Association. Seattle, WA.

Sypher, H.E. (2000). Advances in telemedicine: A comparison of programs. Paper presented at the annual meeting of the International Communication Association, Acapulco, Mexico.

Sypher, H.E. (1999). Approaches to usage patterns of new communication technology. Paper presented at the Annual meeting of the National Communication Association, Chicago, IL.

Sypher, H.E. (1997). Conceptual approaches to using new research methods. Paper presented at the Annual meeting of the National Communication Association., New York, NY.

Sypher, H.E. (1995). Social Cognition, Emotion and the Media. Paper presented at the Annual meeting of the International Communication Association, Albuquerque, NM.

Sypher, H.E. (1994). Cognition and Communication. Paper presented to the Annual meeting of the International Communication Association, Sydney, Australia.

Sypher, H.E. (1993). Doing emotional research. Paper presented at the annual meeting of the Speech Communication Association, Miami Beach, FL.

Sypher, H.E. (1992). The role of emotion in communication. Paper presented at the annual meeting of the Speech Communication Association, Chicago, IL.

Sypher, H.E. (1991). Ties that Bind. Paper presented at the annual meeting of the International Communication Association, Chicago, IL.

Sypher, H. E. (1990). Measuring communication satisfaction: When differences in standards make a difference. Paper presented at annual meeting of the International Communication Association, Dublin, Ireland.

Sypher, H.E. (1990). Advances in communication research. Presentation at the Hope College Small College Conference. Holland, MI.

Sypher, H.E. (1989). Issues in coding free response data. Paper presented at the Nags Head conference on interpersonal methods and process. Kill Devil Hills, NC.

Sypher, H.E., Grant, N., & Williams, S. (1989). Constructivist research in communication. Paper presented at the Personal Construct Psychology Conference, Assisi, Italy.

Sypher, H.E., Sypher, B.D., & Applegate, J. (1989). An overview of free response data collection and coding. Paper presented at the Southern Speech Communication Association, Louisville, KY.

Applegate, J.L., Coyle, K., Sypher, H.E., & Sypher, B.D. (1989). How idiosyncratic can we get?: Issues in interrater reliability. Paper presented at the International Communication Association meeting, San Francisco, CA.

Sypher, H.E., Palmgreen, P., & Haas, J. (1987). Grant activity in Communication. Paper presented at the joint meeting of the SSCA/CSSA Associations, St. Louis, MO.

Sypher, H.E. (1987). Theoretical and methodological issues in coding free response data. Paper presented at the Australian Communication Association, Sydney, Australia.

Waltman, M.E. & Sypher, H.E. (1987). Cognitive differentiation and the perception of older persons: Vigilance or frequency of interaction? Paper presented at the seventh International Congress on Personal Construct Psychology, Memphis, TN.

Applegate, J.L., & Sypher, H.E. (1987). A constructivist outline for intercultural communication. Paper presented at the annual meeting of the Speech Communication Association, Boston, MA.

Sypher, H. E. (1987). Trends in U. S. Communication Research. Paper Presented at the Annual Meeting of the Victorian Communication Association, Melbourne, Australia.

Sypher, H.E., Sypher, B.D., & Housel, T. (1987). Communicating information on technological change. Paper presented at the joint meeting of the SSCA/CSSA Associations, St. Louis, MO.

Sypher, H.E. & Sypher, B.D. (1986). Affect and message generation. Kentucky Symposium on Communication, social cognition and affect, Lexington, KY.

Sypher, H.E., Witt, D.E., & Sypher, B.D. (1985). Cognitive differentiation and written communication ability: A comparative study. Paper presented at the annual meeting of the International Communication Association Honolulu, HI.

Sypher, B.D., Sypher, H.E., Zorn, T., & Leichty, G. (1985). Predicting Individual success in organizations: The importance of social cognitive and communication abilities. Paper presented at the third annual conference on Organizational Policy and Development, Louisville, KY.

Sypher, B.D., Applegate, J.L., & Sypher, H.E. (1985). The concept of culture in organizations and organizational communication. Paper presented at the annual meeting of the Southern Speech Communication Association, Winston-Salem, NC.

Sypher, H.E. (1984). Recent trends in organizational communication research. Featured presentation at the International Symposium on Communication, Institute Technologuico Y De Estudios Superiores De Monterrey, Monterrey, Mexico.

Sypher, H.E., & Applegate, J.L. (1983). The construct of "schema" and "constructs" as schemes for organizing interpersonal behavior. Paper presented at the conference on Social Cognition and Interpersonal Relationships. University of Kansas, Lawrence, KS.

Sypher, B.D., Sypher, H.E., & Leichty, G. (1983). Construct system development, self- monitoring ability, and interpersonal success: A report from three organizations. Paper presented at the Fifth International Congress on Personal Construct Psychology, Boston, MA.

Sypher, H.E., & Waltman, M.S. (1983). Dialect-cued social stereotypes: Differential utilization of base-rate information. Paper presented at the annual meeting of the Speech Communication Association, Washington, D.C.

Sypher, B.D., & Sypher, H.E. (1982). Seeing ourselves as others see us: Convergence and divergence in assessments of communication behavior. Paper presented at the annual meeting of the Speech Communication Association, Louisville, KY.

O'Keefe, D.J., & Sypher, H.E. (1981). Alternative measures of cognitive complexity: A critical assessment. Paper presented at the Fourth International Congress on Personal Construct Psychology, Brock, Ontario, Canada.

Sypher, H.E., Applegate, J.L. & Church, S. (1981). Cognitive differentiation and verbal intelligence: Clarifying relationships. Paper presented at the International Communication Association, Minneapolis, MN.

Sypher, B.D., & Sypher, H.E. (1981). Individual differences and perceived communication abilities in an organizational setting. Paper presented at the annual meeting of the International Communication Association, Minneapolis, MN.

Sypher, H.E. (1980). Methodological considerations in a constructivist approach to intercultural communication. Paper presented at the annual meeting of the Speech Communication Association, New York, NY.

Sypher, H.E., & O'Keefe, DJ. (1980). The comparative validity of several cognitive complexity measures as predictors of communication relevant abilities. Paper presented at the annual meeting of the International Communication Association, Acapulco, Mexico.

Sypher, H.E. (1980). A consumer report on selected multivariate techniques. Paper presented at the annual meeting of the Eastern Communication Association, Ocean City, MD.

Sypher, H.E. (1979). Response error in survey research. Paper presented at the annual meeting of the Southern Speech Communication Association, Biloxi, MS.

Norton, R., Sypher, H.E., Clark, C., & Brady, R.M. (1978). The dramatic communicator style. Paper presented at the annual meeting of the International Communication Association, Chicago, IL.

Sypher, H.E. (1977). The method of residues: A means of sociologically placing the other. Paper presented at the SCA sponsored doctoral honors seminar on Interpersonal Relationship: Growth, Stabilization, and Decay. Northwestern University, Evanston, IL.

REFERENCES

Available upon request Howard E. Sypher References (please let me know if you intend to contact)

Sally Mason, immediate past President, U of Iowa. Sally has known me through most of my career. She was Dean of Arts and Sciences when I was Dept. Chair at U of Kansas and was Provost at Purdue when I was head of the communication school/program in West Lafayette. She can speak to my ability to build bridges across disciplinary units and to my effectiveness as an administrator in multiple contexts.

Email address: [email protected]

Irwin "Bud" Weiser is Professor of English and immediate past dean of the College of Liberal Arts at Purdue and was my direct supervisor for the last five years of my term. He can provide insights into my effectiveness as head of the program as we transitioned from a department to a named school.

Email address: [email protected]

Glenn Sparks, Professor of Mass Communication at Purdue was associate head of the program for 13 years. He can provide information on my administrative style and direct local information about my work with faculty, students and alumni.

Email address: [email protected]

Mohan Dutta, Provost’s Chair and Head, Department of Communications and New Media, National University of Singapore, Singapore, SG. Mohan can provide insight on my demeanor and career support for faculty as well as support for diversity and the development of international partnerships.

Email address: [email protected]

Brian Lamb, Chair Emeritus, C-SPAN (I would prefer not to bother him but I think he would take a call).

Howard E. Sypher Teaching Philosophy

I strongly believe in the value of multiple instructional modes. I have taught large lectures, small seminars, studio classes, study abroad classes, classes engaged in “fieldwork”, tutorials, blended classes, flipped and online. In the last 20 years I’ve also been a strong proponent of the value of significant immersive experiences for students… internships, co-ops and value instructional efforts that break from traditional lectures. Classes of our students have worked at the Olympic Games, the Iowa Caucuses, the Democratic and Republican Conventions, etc.

When you speak with alumni (as I often do) they talk of the impact of certain professors but they also talk about the value of significant experiences both inside and outside the traditional classroom. In our program we emphasize that students need to engage and apply their intellectual growth to real world problems. I feel students need opportunity to apply theory and this can be effectively orchestrated. I try to do this through case studies, applied discussion and guest speakers who students get to know personally. I also try to move my classes outside of their comfort zone and even when assigned a traditional classroom space I find ways to create unique instructional experiences. For example, each semester I create a lecture series in collaboration with a local co-working studio (matchboxstudio.org) and invite members of the community to participate and share in a series of themed conversations. This has proven to be an effective instructional tool and works well to engage the community in what we are doing at the university. (I’ve included a flyer from a previous series)

I have also led study abroad efforts and created new forms of study abroad where our students share the classroom with students from a partner (nonU.S.) university. This has been really effective. For example, for four years we have collaborated with Copenhagen Business School in offering a class in Shanghai with our partner, Shanghai Jiao Tong University. US and Danish students travel and work together in teams on projects, take Mandarin and visit media organizations in Shanghai.

Finally, I think it is possible to deliver a quality experience online. Not everyone agrees but my reading of the research suggests that we can deliver a good online product. Obviously it depends on the class, the personnel and the format but this can be done. I heavily utilize a moderated (and graded) discussion format, limit enrollment and move away from an independent study model that emphasizes readings and multiple choice formats.

In terms of content, I've taught a broad array of courses ranging from Purdue's required "introduction to communication theory" to classes in "research methods," "intercultural communication," "strategic communication" and currently a graduate seminar in "communication, technology and innovation". I've taught in Purdue's Entrepreneurship program and business school courses at the Universities of Kansas and Iowa. I proposed and began our online MS program in Strategic Communication as well as our joint BA-MS program with Purdue’s Krannert School of Management.

Most recently I've been very involved in educational initiatives in the "social venture" space and successfully initiated a campus-wide (and funded) interdisciplinary certificate program in "social entrepreneurship and innovation” which includes Com and NP PR classes as central components of this certificate. We know that many of our students choose to work in the nonprofit arena and this sequence will assist them in this pursuit. The program is also an effort to nationally recruit highly qualified and highly engaged undergraduate students to our program.

Finally, I believe that top programs at major state universities need to host high quality graduate and undergraduate programs. I don’t believe in a “one or the other” philosophy. I think it not only possible but imperative that these programs not just co-exist but that they build off each other. Perhaps this is not part of a traditional teaching philosophy as much as an educational philosophy but it ties into my belief that faculty members get better when they are challenged and work with both smart undergraduate and graduate students.

Title Social Entrepreneurship and Innovation Track within Purdue's Social Entrepreneurship and Innovation Certificate Program Project summary Goal: Develop a track within Purdue's existing Entrepreneurship and Innovation (E&I) program focused on students with an interest in social ventures and the nonprofit (NP) sector.

Background. Over the last decade a significant number of individuals have started organizations in the nonprofit NP/non-governmental-organization (NGO) community with the goal of improving the quality of life of selected groups or finding ways to engage important societal challenges. For a variety of reasons activities in this area is often referred to as the “citizen sector”, “social ventures” (SV) or "social entrepreneurship". These organizations are not philanthropies in the traditional sense but instead are often small, emergent and increasingly technologically savvy. Whatever you want to call it, this area of work has drawn in talented and passionate individuals. As interest has grown, governmental, universities (and their students), nongovernmental and even traditional business organizations have devoted considerable resources to supporting local, national and global efforts associated with this concept (http://www.ssireview.org/articles/entry/social_entrepreneurship_the_case_for_definition). This area is the inspiration for a number of community based trusts, social movements and has found support at national levels in new foundations (http://www.skollfoundation.org/) and government, for example in the Whitehouse Office of Social Innovation and Civic Participation and the EU’s Innovation Policy programs. It should surprise no one that this area has also attracted the interests of a growing number of students across a variety of institutions and is a focus of instruction and emerging scholarship at major universities. Indeed, faculty and students across Purdue including those in the Brian Lamb School of Communication and the College of Liberal Arts (CLA) at Purdue have significant experience and commitment to this area.

 Opportunity:

This BLSC and a number of selected faculty are uniquely suited to startup this program. For over 40 years members of the faculty have been involved in applied projects that directly benefit the NP community through their own research and engagement and through coursework designed to partner with and support a non-profit in their media, PR and marketing efforts. This commitment has directly impacted the NP community in the region and provided a fertile environment for students who seek to work in such organizations. Over the last few decades current and former BLSC faculty members have also sought to leverage their expertise in this area. Work has been undertaken to support numerous media campaigns, on successful intervention projects, and faculty have even testified in support of new and existing “social ventures” programs and in front of legislative committees. BLSC faculty serve on NP boards and have been involved in starting national and international efforts aimed at enhancing the quality of life of members of various communities. Stacey Connaughton, Howard Sypher, Hyunyi Cho, Sriramesh Kurthamurthy, Marifran Mattson and others are directly involved in assisting social venture companies, currently serve on advisory boards, and/or have been involved directly in starting such ventures. Our students are directly involved in the entrepreneurial community on campus and serve as founders of several social ventures. BLSC faculty have taught in the Entrepreneurship Certificate program and have been named as Faculty entrepreneurship fellows. In summary, the school and its faculty and students have a long history of activity in this area and the school values this kind of engaged instruction and scholarship. Embedding a “social venture” track within an existing and established program is both efficient and reasonable given university approval processes and staff support needed for any new program.

 Relevance:

Need: While it is difficult to accurately estimate the enrollment of the proposed track, data do indicate a substantial interest by students in the social venture space. Nathalie Duval (Associate Director of Purdue’s Burton Morgan Center for Entrepreneurship) notes that about 7% of the current E&I certificate program (750+ students currently enrolled) are CLA students and a large number of these students come from COM. Many of these students intend to work for nonprofits or start social ventures and would find such a focus valuable. Importantly, Duval feels that a social entrepreneurship track would appeal to students enrolled in other colleges (engineering, technology, human sciences, etc.) and would bring with it a wider introduction to our unit and to CLA. CLA Advising has seen the draft of this proposal and based upon their day to day interaction with students they CLA Advising has seen the proposal and Dexter/Bowling say the following: "Just CLA…the guess would be… 10 (students) in the first year; 20-25 in the second year, leveling off at about 50. We think it could be a big non-CLA pull too, though." This may be an overestimate, but these are CLA Advising numbers.

Recently social entrepreneurship programs have started up at a number of high quality institutions including, NYU, Columbia, Stanford, Harvard, IU and others. New publication outlets are now available and the national data show that the NP sector of the economy is significant and growing. According to Katie Smith Milway writing in a recent issue of the Harvard Business Review, “Social enterprise in the U.S. is a fast-growing, but fragmented, movement. Looking at a recent release of data from The Great Social Enterprise Census, only a fifth are larger than $2 million in budget, just 8% employ more than a 100 people, and 60% were founded in the past 8 years. (HBR, May 2014). The National Center for Charitable Statistics (NCCS) reports that there are more than 1.5 million nonprofit organizations registered in the U.S. Similarly, a 2014 report by the US Bureau of Labor Statistics, nonprofits employ roughly employ 11.4 million nationwide, accounting for more than 10 percent of all jobs in the United States outside the public sector and this number is growing.

This growth is also seen outside of the U.S. For example, “it has been estimated that social economy organizations (SEOs) broadly defined as co-operatives, mutuals, associations and foundations, together account for 6.5% of aggregate employment in the European Union” (Monzon and Chavez, 2012).

Although many of our students focus on jobs in traditional companies and venues, a growing number of students are interested and gravitate toward the idea that they “can make a difference” in this world. Social entrepreneurship has great appeal to these students.

 Plan of Development:

 Proposal:

Embedded within Purdue's successful "Certificate in Entrepreneurship and Innovation" (http://www.purdue.edu/discoverypark/entr/) we propose to develop a "social entrepreneurship and innovation" track that will include new coursework and modifications of select existing courses and will be initially housed within the BLSC. This track will allow undergraduates to attain a certificate in social entrepreneurship and innovation with an emphasis in communication from the Brian Lamb School of Communication (BLSC). This track will also allow us to utilize existing staff resources and quickly startup this venture. Eventually we envision an expansion and modification of this concept to other CLA programs and colleges at Purdue. If need be a separate certificate program could eventually be developed. References: Milway, K.S. (2014). How Social Entrepreneurs Can Have the Most Impact. Harvard Business Review (https://hbr.org/2014/05/how-social-entrepreneurs-can-have-the-most- impact/).

Monzon, J. L. and R. Chavez (2012), The social economy in the European Union, CIRIEC, Liege, www.socialeconomy.eu.org/IMG/pdf/executive-summary-for- publication_en.pdf.

 Philosophy:

1. This program will be of necessity, interdisciplinary, global and practical. 2. We will be committed to student success through active the convergence of learning, discovery and engagement.

3. We see theory as critical and practical… as a means to an end--with the end being having a positive, meaningful, measureable and sustainable impact.

4. We see the social challenges we as a society and world face, as opportunities for innovative solutions.

5. We expect motivated and engaged students to enroll in this track.  Overview:

The proposed track will initially involve the development and/or modification of three Communication classes... One "required" new introductory overview class, "Communication, Social Entrepreneurship and Innovation" (proposal attached) and a choice of three classes of Com 324, Com 253 or Com 435. Students in this track will need to complete two required ENTR certificate courses (ENTR 20000 and ENTR 31000). Consistent with the existing ENTR certificate program, students in the SE&I track would also be required to participate in an approved communication oriented "capstone" project or experience.

Social Entrepreneurship and Innovation (SEI) Certificate Track -ENTR 20000 Introduction to Entrepreneurship and Innovation (Required) -ENTR 31000 Marketing & Management for New Ventures (Required) -COM XXXX Communication, Social Entrepreneurship and Innovation (Required) -COM 253000 (Introduction to Public Relations) COM 324000 (Organizational Communication) or COM 435000 (Communication and Emerging Technology) -Capstone Experience (Required) Currently the ENTR program offers a choice between either of two official Capstone classes or participation in the Global Entrepreneurship and Innovation study abroad program. The capstone requirement is flexible and we propose that BLSC students in this track take an appropriate COM class (such as COM 353) or participate in an approved international social venture study abroad experience. It is highly advisable, but not required for students to take ENTR 20000 and ENTR 31000 in advance of COM XXXX. ENTR 20000 and ENTR 31000 are not prerequisites for elective courses (324, 253, or 435) in this track. Classes:

As noted above, this proposal also includes the development of a new class, (Com XXXXX) "Communication, Social Entrepreneurship and Innovation" which in combination with ENTR 20000 and ENTR 31000 will introduce students to important concepts associated with the social venture community. This class is envisioned as a combination of lectures, immersive experiences and case analysis that focus on social ventures and the role of communication in social entrepreneurship and innovation. The class is expected to be offered once per year, depending upon enrollment. Approved course options will initially include:  Com 253000 (Introduction to Public Relations). The focus of this class is primarily on understanding what public relations is. The class examines the nature and role of public relations, activities of public relations professionals, the major influences that affect organizational behavior, the ethics of public relations and professional development of public relations professionals. This course is an overview of the functions, practices and growing application of public relations in private industry and the public sector. Emphasis is placed on the planning, writing, and management functions, working with the media and developing effective public relations strategies.

 Com 324000 (Organizational Communication). Current class goals are consistent with this track since they require students to demonstrate an awareness of the nature and importance of communication in the organizational context; apply relevant organizational communication theories to the behavior of students and others; evaluate the usefulness of some of relevant theories for enhancing communication competence in the workplace; and demonstrate familiarity with some of the methods scholars use in studying organizational communication. This class will include a relevant module on Nonprofits and startups (requested by BLSC faculty).

 Com 435000 (Communication and Emerging Technology). We envision at most minor modifications in this class or in a section of this class as currently taught. A module with an emphasis on tech startups and social entrepreneurship could be inserted and in a couple of cases is already part of the curriculum in a section. Indeed, the “honors” section of this class regularly hosts tech entrepreneurs as guest lecturers so an effort to include social venture entrepreneurs would be necessary. Since this is no longer a “required class” for the major open seats are possible for nonBLSC students and ENTR students could be accommodated with few problems.

 Timeline:

Fall 2015 -

-New class proposal development, existing class section modifications and the SEI certificate track will be discussed with the BLSC curriculum committee and forwarded to CLA curriculum committee.

-A section of Com 435000 (435H) will be used as a test bed for this class. Cases will be developed and appropriate modifications in curriculum will be drafted and tested.

 Fall 2016 -

-A section of Com 253000 and Com 324000 will be designated for this sequence beginning Fall 2016. Appropriate organizations contacted and curriculum modifications will be drafted and tested.

Spring 2017 -

-Com XXXXX Communication, Social Entrepreneurship and Innovation will be offered for the first time in Spring 2017 (pending enrollment). Participants must have taken ENTR 20000 before enrollment. This may be a bit early given the need to advertise opportunity and need for students to have prior ENTR classes.

 Project Components:

A more detailed draft plan of study for this certificate track can be found above with an abbreviated version in this section. A draft syllabus for a “proposed” SE&I “anchor” class is also attached along with sample syllabi from Com 253, 324 and 435. Social Entrepreneurship and Innovation (SEI) Certificate Track -ENTR 20000 Introduction to Entrepreneurship and Innovation (Required) -ENTR 31000 Marketing & Management for New Ventures (Required) -COM XXXX Communication, Social Entrepreneurship and Innovation (Required) -COM 253000 (Introduction to Public Relations), -Com 324000 (Organizational Communication) or --COM 435000 (Communication and Emerging Technology) -Capstone Experience (Required) Currently the ENTR program offers a choice between either of two official Capstone classes or participation in the Global Entrepreneurship and Innovation study abroad program. The capstone requirement is flexible and we would propose that BLSC students in this track take an appropriate COM class (such as Com 353) or participate in an approved international social venture study abroad experience.

Classes: As noted above, this proposal includes currently offered classes and the development of a new class, (Com XXXXX) "Communication, Social Entrepreneurship and Innovation" that will build upon ENTR 20000 and ENTR 31000 and introduce students to important concepts associated with the social venture community. This class is envisioned as a combination of lectures, immersive experiences and case analysis that focus on social ventures and the role of communication in social entrepreneurship and innovation. The class is expected to be offered once per year, depending upon enrollment. Whitten_April_lo.qxp:Intro_ lo 3/25/08 7:56 AM Page 96

By PAMELA WHITTEN , DEIRDRE MYLOD , GORAN GAVRAN , and HOWARD SYPHER

“MOST WIRED HOSPITALS” RATE PATIENT SATISFACTION Considering the role of IT as a variable in health care institution quality assessment.

Information technology is one of the most significant tools currently available to improve health care quality and productivity. When it comes to IT, however, health care lags behind almost every other industry [9]. Although the health care industry does not lack for technol - ogy, major expenditures are limited to profit-making sectors such as surgery and treatment [6]. Other data-driven industries such as insurance or financial services budget more than 10 percent of their finances for IT, whereas health care puts only two to three percent of its bud - get into IT. Along the same lines, private industry spends an average of about $7,000 per worker on IT hardware, software, and services, with banking approaching $15,000 a worker; health care averages about $3,000 annually per worker for IT [6].

This contrast in IT investment is important to note as it comes at a time when we are realizing that patients see real benefits from increased investment in technology. In fact, examinations into how users feel about technological applica - tions in health care indicate generally high levels of satisfaction as both patients and providers appreci - ate the convenience and efficiency that comes with new technologies. Videoconferencing consulta - tions between specialists and patients improves

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patient satisfaction by reducing burdens associated patient satisfaction can help retain a customer base, with travel and scheduling while promoting a feel - increase physician loyalty, bring more patients, ing of involvement in the physical examination raise employee satisfaction and retention, cut costs, itself [11]. Store-and-forward consultations in and reduce length of stay [3]. record-driven fields such as dermatology lead to On the other hand, patient dissatisfaction is positive reviews from all parties involved (patients, associated with a significant decrease in revenue for referring physicians, and specialists) [12]. Even the health care organization [5]. In light of this sit - basic Internet searching for health information uation, Press Ganey, the largest health care satisfac - makes patients more likely to pose more informed tion measurement firm in the U.S., aims to questions to their doctors and to follow prescribed provide one of the largest pools of comparative treatment regimens [4]. data in the nation [7]. This allows hospitals to not The possibility of increased patient satisfaction only measure and compare patient satisfaction is an immense consideration for many institutions, scores, but also to identify areas that are lacking especially for larger health care facilities that tend and improve upon them. to have lower satisfaction ratings. The importance Given the ever-growing standards and recogni - of measuring, improving, (and achieving) patient tion of satisfaction research, the current environ - satisfaction has not always been a top priority for ment is ripe for new and more detailed health care institutions. Whereas in the past, investigations into the antecedents of patient satis - patient satisfaction was not necessarily seen as faction. More specifically, a pressing question related to institutional success, today it is recog - remains to be explored in the realm of health care nized that quality of care, customer satisfaction, satisfaction research: Are hospitals that invest more and financial outcomes are all interrelated. Higher heavily in health IT more likely to achieve higher

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patient satisfaction? A growing Business Processes number of examples seem to • Automate the supply chain • Automate patient eligibility and financial transactions with insurance companies and other payers point strongly in this direction. • Automate the business office and financial operations Overall, evidence is continually Customer Service mounting that there is something • Improve the efficiency of administrative services to patients such as pre-registration • Assist patients in researching and tracking their own conditions special about health care organiza - • Provide the general public with health information and resources to improve their health tions that invest in IT (hospitals that are “wired”). This project Safety and Quality • Reduce errors in prescribing and ordering medications seeks to further investigate the • Reduce errors in the administration of medications • Improve clinical decision making by providing physicians and clinicians with access to electronic health relationship between investment record for their patients in health IT and patient satisfac - • Improve clinical decision making by providing real-time clinical alerts to assist physicians and other clinicians at the point of care tion in the hospital context • Reduce adverse events by electronically monitoring patients and using surveillance systems to alert through analysis of patient satis - physicians and other clinicians about changes in a patient's condition faction data for hospitals with val - Work Force idated Press Ganey satisfaction • Assist in the recruitment, selection, and training of qualified personnel • Provide extensive training and support to physicians and other clinicians on information systems survey [7] data that was included • Use work force management tools to ensure adequate staffing and measure staff performance in the 2005 Hospitals & Health Public Health and Safety Networks annual list of the “100 • Deploy a wide range of security technologies to safeguard confidential patient information • Conduct pilot programs or offer patients some form of a Web-based personal health record most wired hospitals and health • Participate in local, regional, and national cooperatives to share health information systems.” Specifically, we sought • Use evidence-based standards to monitor and improve the hospital’s performance on specific clinical to test the following hypotheses: practices Source: Hospitals & Health Networks' Most Wired Survey and Benchmarking Study (see www.usnews.com/usnews/health/articles/ H1: Patients from the Most 050722/wired.criteria.htm). Wired Hospitals would report Table 1. Evaluation higher satisfaction scores regard - criteria for most wired toward the patient [2]. Thus, high levels of socio-emo - ing the overall experience in the evaluation. tional behavior on the part of the provider can promote hospital. patient satisfaction, self-disclosure, and trust [10]. We H2: Patients from the Most seek to update this theory to allow mode to encompass Wired Hospitals would report higher satisfaction the use of information technologies to facilitate com - regarding specific aspects of their hospital experience, munication-related activities in the health setting. including: H2a: Their admission process and experi - With this in mind, we sought to test whether most ence; H2b: Their experiences with hospital-based wired hospital patients report higher levels of satisfac - nurses; H2c: Items related to tests and treatments tion related to the inpatient experience. within the hospital; H2d: Their experience with physi - cians during their hospitalization; H2e: Their dis - METHODOLOGY charge experience; H2f: Personal issues such as During the time of data collection for this study (inpa - sensitivity and pain control. tient surveys received between Jan. 1, 2004 and Sept. 1, H3: Status as a most wired hospital would more 2005), Press Ganey collected patient satisfaction surveys accurately predict higher patient satisfaction than spe - for 1,382 hospitals in the U.S. Specifically, standardized cific demographic characteristics of the hospitals such questionnaires were mailed shortly after discharge to as number of patient beds, case mix, number of critical patients hospitalized in an acute care hospital. This pro - days, payer mix, community size, total number of full- cedure yielded over three million survey responses from time equivalents, and services provided. patients discharged from 1,382 hospitals nationwide. This work is based in part on the revisitation of a In 2005, Hospitals & Health Networks magazine pub - theoretical proposition developed almost 30 years ago. lished its list of the 100 most wired hospitals in the U.S. 1 Ben-Sira offered a revised model of social interaction The annual Hospitals & Health Networks’ Most Wired regarding relationships in the health context whereby Survey and Benchmarking Study asks hospitals via an the mode of an interaction may equal or supercede the eight-page survey to self-report on their use of IT in five actual content [1]. Specifically, Ben-Sira suggested that key areas: business processes, customer service, safety a client’s satisfaction may indeed be a consequence of and quality, work force, and public health and safety. the mode of a professional’s response. He argues that an (See Table 1 for evaluation criteria.) Hospitals & Health emotional involvement in treatment, a lack of detailed Networks then reviews the results of the proprietary sur - medical knowledge, and an ability to connect treat -

ments to healing will lead patients to judge medical 1See www.hhnmag.com/hhnmag/jsp/articledisplay.jsp?dcrpath=HHNMAG/Pubs providers on the basis of the physician’s behavior NewsArticle/data/backup/0507HHN_CoverStory_WinnersList&domain=HHMAG.

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vey and evaluates the hospitals to determine which hos - list were use to create the mean for the ‘Other Hospi - pitals have the highest performance. Top-scoring hospi - tals’ Group. tals are published in the Top 100 list (actual scores and The standard parametric t-test requires the assump - scoring criteria are not included with the published list); tion that variances are homogeneous between the two 42 of these Top 100 most wired hospitals are Press groups being compared. When this assumption is met, Ganey clients. Therefore, patient satisfaction scores were a pooled variance estimate is used to calculate t. When compared between the two groups, the 42 hospitals variances are not equal, the t statistic is calculated using included on the most wired list and the 1,340 not separate variance estimates. Additionally, the Welch included on the list, referred to as “other” in this article. correction for degrees of freedom is applied when using The Press Ganey Inpatient Survey was first devel - the t designed for unequal variances. In each compari - oped in 1987 and has undergone rigorous validation testing. The conceptual model behind the rat - ings is real-world-based in that it derives from typical experiences a patient may actually encounter during a hospital stay. Events that occur, (admission, meals, tests or treatments, discharge); personnel * Asterisks denote comparisons in which equal variances were assumed following the use of Levene's test for equality of variances. encounters (nurses, physicians, All other comparisons report results where equal variances were not assumed and the Welch correction for degrees of freedom was applied. and technical staff); the physical Note: Darker bars (shaded in blue) denote significant differences. Lighter bars (shaded in yellow) reflect non-significant findings. surroundings (room and hospital) Table 2. Global and the interpersonal aspects of satisfaction results. son reported, Levene’s test for the equality of variance the stay are seen as important was performed first to determine if the pooled variance contributors to the patient’s total or separate variance results should be reported. See experience. They are also believed to be reflections of Tables 2 and 3 for notation as to which results assumed the quality of the medical care delivered and received. equal variances per the results of the Levene’s test. The survey includes 49 standard questions asked by all organizations that are organized into 10 sections or RESULTS sub-scales including: Admission, Room, Diet and Data from the surveys revealed there were significant Meals, Nursing, Tests and Treatment, Visitors and differences in satisfaction-related issues for clients at the Family, Physician, Discharge, Personal Issues, and most wired hospitals. These differences were demon - Overall Assessment. Within each section, respondents strated for overall satisfaction, as well as for specific are asked to evaluate a set of attributes that relate to that aspects of the hospital experience. conceptual area. Responses are coded on a Likert-type First, the data demonstrated consistent support for scale from 1–5 (1=Very Poor, 2=Poor, 3=Fair, 4=Good, the first hypothesis that patients receiving care at the and 5=Very Good). Scores are linearly transformed to a most wired hospitals would report higher global satis - 0–100 scale for ease of interpretation. Chronbach faction scores. The measure contains several indicators alphas indicating the reliability of the subscales range of global satisfaction including a composite overall per - between 0.78 and 0.95. Reliability for the entire instru - formance score, a subscale addressing the patients over - ment is 0.95. Factor analysis supports the construct all assessment of the care experience, as well as four areas measured by each of the subscales. More informa - individual questions geared to global outcome mea - tion about the psychometric properties of the Press sures. In each case, the most wired hospitals fared bet - Ganey Inpatient Survey can be obtained from the ter (see Table 2). Notably, wired hospitals scored 0.76 authors. points higher on the composite overall performance Independent samples t-tests were performed to com - score (t=2.116, df=45.72, p=0.040). pare the satisfaction scores between the most wired hos - A similar pattern of more positive performance was pitals and the rest. Patient-level satisfaction survey found when looking at the overall assessment subscale responses were first aggregated at the facility level to cre - of the measurement tool which was 1.24 points higher ate the two distributions for comparison. The 42 hos - for the most wired group (t=2.242, df=1380, p=0.025). pital-level mean scores (comprising those hospitals The overall assessment subscale that appears at the con - from the Most Wired list) were used to create the mean clusion of the questionnaire asks the respondent to con - for ‘Most Wired Hospitals’. Similarly, the 1,340 hospi - sider their experience from a broad view and evaluate tal-level mean scores for facilities not on the most wired the overall cheerfulness of the hospital, how well staff

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worked together to care for the patient, likelihood of recommend - ing the hospital to others and the overall rating of care given at the hospital. Three of the four indi - vidual items that address global evaluations of the hospital were also significantly higher for the most wired group. The most wired hospital group was higher in patient evaluations of overall rat - ing of care (+1.24 (t=2.340, df=1380, p=0.019)); likelihood of recommending (+ 1.96 (t=3.049, df=1380, p=0.002); and coordina - tion of care (+0.81 (t=2.183, df=46.06, p=0.034)). There was no significant difference between the two groups in respect to over - all cheerfulness of the hospital. Statistical comparisons regard - ing specific aspects of patients’ hospital experiences were also con - ducted (see Table 3). The hypoth - esis that patients from the most wired hospitals would rate their satisfaction as higher with the admission process and experience was supported. At the subscale level, wired hospitals scored 1.52 points higher (t=3.524, df=45, p=0.001), which was a statistically significant difference. At the indi - vidual item level, all three individ - ual items were significantly different. Specifically, wired hospi - tal patients reported higher scores for the speed of admission (+1.98 (t=3.969, df=44.89, p=0.001)), courtesy of admission staff (+1.05 (t=3.244, df=45.3, * Asterisks denote comparisons in which equal variances were assumed following the use of Levene's test for equality of variances. p=0.002)), and the pre-admis - All other comparisons report results where equal variances were not assumed and the Welch correction for degrees of freedom was applied. sion process (+1.43 (t=2.509, Note: Darker bars (shaded in blue) denote significant differences. Lighter bars (shaded in yellow) reflect non-significant findings. df=1375, p=0.012)). However, the hypothesis that patients at Table 3. Satisfaction in general. At the subscale level, the most wired hospi - results for specific the wired hospitals would view aspects of care. tals scored 0.80 points higher (t=2.420, df=45.86, the experience of hospital dis - p=0.02) than the other group. At the individual item charge in a manner that was sta - level, three out of five items had significant differences tistically more favorable was not supported at the between the two groups. Specifically, wired hospitals’ subscale level or for any of the four individual items patients were more satisfied with physician’s concern within this subscale. with their questions/worries (+0.75 (t=2.158, In regard to satisfaction with health providers, df=45.89, p=0.036)); friendliness/courtesy (+0.74 patients in the most wired hospitals did report statisti - (t=2.663, df=46.29, p=0.011)); and skill of physician cally reliably higher satisfaction levels with physicians (+1.27 (t=3.484, df=1379, p=0.001)). Yet, patients

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from the most wired hospitals did not report statisti - Ganey Inpatient Database. In this study, most wired cally higher satisfaction scores regarding their experi - hospitals were more likely to be COTH members ences with hospital-based nurses in general at the (44.8% vs. 13.5%), but nevertheless demonstrated subscale level. However, at the item level, patients at the higher patient satisfaction results. A similar relationship most wired hospitals did report higher satisfaction holds for non-COTH member teaching hospitals: related to nurses for two of the six items. Most wired non-members score significantly higher in patient satis - hospital patients reported significantly higher satisfac - faction (84.5 vs. 82.9). In this study, most wired hospi - tion with nurses’ attitude to patient requests (+0.65 tals were more likely to be teaching hospitals (52% vs. (t=2.178, df=48.94, p=0.034)) and skill of nurses 27.5%), yet these most wired hospitals demonstrated (+0.57 (t=2.128, df=47.8, p=0.039)). higher levels of patient satisfaction. The hypothesis that patients from the most wired Finally, when examining a number of miscellaneous hospitals would view care more favorably related to the hospital demographics (the hospitals’ community type personal issues such as sensitivity and pain control did and size, UHC membership, presence of medical resi - prove to be supported. At the subscale level, wired hos - dents in the hospital, types of services provided) we pitals scored 0.89 points higher than the other group again found that most wired hospital status is a better (t=2.431, df=46.37, p=0.019). At the individual item predictor of higher patient satisfaction than any other level, two out of six items were significantly different, hospital demographic variable. with wired hospitals scoring higher in both cases: staff In summary, analysis from this study found that sensitivity to patient’s inconvenience (+1.00 (t=2.469, patients from the most wired hospital group report df=45.91, p=0.017)), and pain control (+0.83 higher levels of overall satisfaction than do patients (t=2.981, df=46.32, p=0.005)). from the other group of hospitals. Patients from the Most wired hospital patients did not report higher most wired hospitals also reported higher satisfaction satisfaction with tests and treatments at the subscale related to the admission process, their experiences with level. At the item level regarding tests and treatments, physicians, and personal issues such as sensitivity and only one of the seven items was significantly different pain. However, there was no difference in general satis - in favor of the wired hospitals. Specifically, most wired faction scores between the two groups for experiences hospitals’ patients were more satisfied with the explana - with nurses, the discharge process and tests and treat - tions received regarding medical tests and treatments ments (though there were a handful of individual items (+0.83 (t=2.596, df=45.28, p=0.013)). for these three areas where most wired patients reported Finally, status as a most wired hospital proved to be higher satisfaction with no items where the other group an important variable in more accurately predicting reported statistically higher satisfaction). Finally, higher higher patient satisfaction than specific demographic satisfaction scores were associated with most wired hos - characteristics of hospitals. In general, smaller hospitals pital status more so than for any specific demographic tend to have higher patient satisfaction scores than the variable tested. larger hospitals in the Press Ganey Inpatient Database. The Pearson Correlation between hospital bed size and DISCUSSION the overall patient satisfaction score is -0.321 The results from this study are important and thought (p<0.000). Average bed size of the most wired hospital provoking for a variety of reasons. Health care organi - group in our analysis is 543, and the average bed size for zations, often non-profit, are faced with challenging the other group is 260. However, patients treated at the resource allocation. Administrators must make difficult most wired hospital group were significantly more sat - decisions regarding investment in IT in lieu of other isfied than those treated at other hospitals (t=2.116, critical resources such as personnel or capital equip - df=45.72, p=0.04). ment. Often, administrators are pressured to allocate Hospitals with higher Case Mix Indices (that is, hav - resources in ways that demonstrate immediate, short- ing sicker patients) tend to score lower in patient satis - term benefits. Yet, the results of this study suggest that faction than do hospitals with lower Case Mix Indices. among the longer-term benefits of IT investment in Overall, the Case Mix Index for the most wired hospi - hospitals may actually be issues related to patient satis - tal group was 359 versus 144 for the other group (with faction. This data suggests IT enhancements don’t just a higher case mix index indicating a sicker population affect the way health care professionals work, they also of patients). Yet, patients from the most wired hospitals affect the way patients receive and perceive their care. reported significantly higher levels of satisfaction. As we move toward a new paradigm of health delivery Teaching hospitals (Council of Teaching Hospitals necessitated by public and private desires to contain (COTH) members) have lower overall patient satisfac - health costs, we are moving to a world where many tion than the non-members (82.3 vs. 84.3) in the Press patients will be more knowledgeable about managing

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health care, better informed about the benefits, risks, significant future study to better explain this potential. costs and alternatives for treatments, more technologi - Future work needs to differentiate between the myriad cally savvy, and more engaged in decision making with of IT solutions to clarify if some play a more important providers. As a result, hospitals will need strong IT role in leading to enhanced satisfaction. infrastructure and tools to meet the increasing expecta - Patient satisfaction has emerged as a vital indicator tions of these more sophisticated consumers. of the quality of medical care, as well as a significant Patient satisfaction is a phenomenon determined by determinant in decisions regarding future health expectations and values. These values are important providers. IT investment may well emerge as a strategy antecedents for patient satisfaction as we ask them to to better meet the needs of an evolving hospital patient evaluate their care based on what they want and expect demographic, ultimately resulting in a hospital’s ability from health care providers. In general, patient satisfac - to ensure its competitive position. c tion is an evaluative summary of whether a patient likes or dislikes health care services. Raftopoulos explained REFERENCES that patients evaluate care as functions of cognitive 1. Ben-Sira, Z. The function of the professional’s affective behavior in client satisfaction: A revised approach to social interaction theory. Journal of (beliefs, expectations and perceptions), affect (feelings) Health and Social Behavior 17 (Mar. 1976), 3–11. and behavioral intentions (aspirations and expected 2. Ben-Sira, Z. Affective and instrumental components in the physician- patient relationship: An additional dimension of interaction theory. Journal responses to care provided) [8]. This means that patient of Health and Social Behavior 21 (June 1980), 170–180. satisfaction is a dynamic process determined by the way 3. Clark, P.A., Drain, M., and Malone, M.P. Return on investment in satis - a patient thinks, observes, and acts. Therefore, patient faction measurement and improvement: Working paper from Press Ganey Associates. Press Ganey Associates, South Bend, IN, 2005. satisfaction is an attitude based on the way a patient 4. Harris Interactive. The increasing impact of eHealth on consumer behav - conceives the phenomenon of a health care experience ior. Health Care News 1 , 21 (June 26, 2001), 1–9; www.harrisinteractive.com/news/newsletters/health while in the hospital. Patients live in a world where IT news/HI_HealthCareNews2001Vol1_iss21.pdf. and its associated services and benefits abound in 5. Health Care Advisory Board. Return on investment from service excellence almost every sector ranging from banking, entertain - initiatives. Washington, DC, 1999. 6. Lohr, S. Health industry under pressure to computerize. New York Times ment, and communicating with friends and colleagues. (Feb. 19, 2005); www.nytimes.com/2005/02/19/business/19health.html. It should not be surprising that many of these patients 7. Press Ganey. Press Ganey 2005 health care satisfaction report. Press Ganey express greater satisfaction in hospitals that also employ Associates, South Bend, IN, 2005. 8. Raftopuulos, V. A grounded theory for patients’ satisfaction with quality of IT in significant ways. hospital care. ICUS Nursing Web Journal 22 (Apr.–June 2005). This study represents a simple first step to determine 9. Reese, B. Statement of the National Alliance for Health Information Tech - nology. National Committee on Vital and Health Statistics Subcommittee if there is merit in further assessing IT as an antecedent on Standards and Security. Sentara Healthcare of Norfolk, VA, 2002. for patient satisfaction. The study is not without its 10. Roberts C. and Aruguete M. Task and socioemotional behaviors of physi - limitations. For example, we do not know the level of cians: A test of reciprocity and social interaction theories in analogue physi - cian-patient encounters. Social Science in Medicine 50 , 3 (Feb. 2000), IT investment in the hospitals included within the 309–315. other category. There may well be additional explana - 11. Savard, L. Benefits gained by rehabilitation professionals participating in specialty teleconsultations. Telemedicine Journal and e-Health (May 9, tory variables that better explain these differences in 2003), (Suppl 1): S56. patient satisfaction. For example, perhaps most wired 12. Whited, J.D. et al. Patient and clinician satisfaction with a store-and-for - hospitals inherently possess an innovative and radical ward teledermatology consult system. Telemedicine Journal and e-Health culture that permeates all levels of care. Yet, the data in 10 , 4 (2004), 422–431. this study repeatedly pointed to instances where patients from the most wired hospitals were more sat - Pamela Whitten ([email protected]) is a professor and associ - ate dean in the Department of Telecommunication at Michigan State isfied even in those cases where demographic variables University in East Lansing, MI. such as hospital size always seem to outweigh other Deirdre Mylod ([email protected]) is the vice president impacts. Also worth noting is that even though there for public policy at Press Ganey Associates in South Bend, IN. were variables with non-significant results in satisfac - Goran Gavran ([email protected]) is a patient satisfaction data analyst at Northwestern Memorial Hospital in Chicago, IL. tion ratings, there was not one single statistical test Howard Sypher ([email protected]) is a professor and head of where the non-wired hospital patients expressed higher the communication department at Purdue University in West satisfaction than those in the most wired hospitals. Lafayette, IN. We were fortunate to have a large amount of stan - Permission to make digital or hard copies of all or part of this work for personal or class - dardized satisfaction data to explore for this study. The room use is granted without fee provided that copies are not made or distributed for profit existence of a centralized data bank of validated satis - or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires faction results through Press Ganey permits unique and prior specific permission and/or a fee. innovative comparisons across hospitals. This study suggests IT may be an important antecedent for patient © 2008 ACM 0001-0782/08/0400 $5.00 satisfaction. It is a first step that validates the need for DOI: 10.1145/1330311.1330330

102 April 2008/Vol. 51, No. 4 COMMUNICATION S OF THE ACM COGNITIVE COMPLEXITY MEASURES AND THE RELATIONSHIP OF COGNITIVE COMPLEXITY TO COMMUNICATION O' Keefe, Daniel J;Sypher, Howard E Human Communication Research; Fall 1981; 8, 1; ProQuest pg. 72

Communication, Social Cognition, and Affect (PLE: Emotion): Volume 4 (Psychology Library Editions: Emotion) Kindle Edition (2015) by Lewis Donohew (Editor), Howard E. Sypher (Editor), E. Tory Higgins (Editor)

Persuasive Communication and Drug Abuse Prevention (Routledge Communication Series) Kindle Edition by Lewis Donohew (Editor), Howard E. Sypher (Editor), William J. Bukoski (Editor)

ISBN-13: 978-0805806939

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