Sentence examples for Academic actors from inspiring English sources

In my view, the judgment of whom to invite to campus and of what institutions to engage with belongs exclusively to the appropriate academic actors, and therefore any pressure from nonacademic sources — legislators, parents, donors, newspapers, churches, public opinion or politically inspired boycotters — is illegitimate and should always be resisted.

The article describes a process of preparing a research design on place-shaping, as outcome of a process of co-design between academic actors and non-academic actors in Brazil, South Africa and The Netherlands, taking place in the context of the project TRANSPLACE.

In the current environment of ever increasing amounts of available chemical data both industrial and academic actors find themselves in a constant process of having to review the continuously changing state-of-the-art of their activities.

In practice, it is rare that one single actor might be in a position to push for legitimacy alone, and more often than not it calls for actions from public, private and academic actors.

An assessment of a biotechnological application that takes these aspects into account benefits from input and deliberation with for example practitioners of agriculture and those working with the governance of agriculture, rather than solely expert-driven or academic actors focusing on agriculture.

Policy and academic actors were conceptualised as opposing sets of actors, with different priorities, languages, practices, and priorities.

Artists, academics, actors, doctors and lawyers have lived on both sides of Broadway for years.

Yet, little is understood about the factors that differentiate academic researchers in terms of their relative influence on non-academic actors.

Ideally, sustainability change processes are gradually up-scaled from isolated efforts to coordinated actions, involving both academic and non-academic actors within and outside the institution.

To meet this challenge, ecologists in Mexico need to amalgamate their work with other academic and non-academic actors to jointly promote environmental improvement processes with social benefits.

Some national research assessment systems have mandated academics to document their impact on non-academic actors, and linked research funding to assessments of these impacts.