The phrase "academic representative" is correct and usable in written English.
It can be used to refer to a person who represents the interests or concerns of students or faculty within an academic setting, such as a university or college.
Example: "As the academic representative for our department, I will voice the concerns of the students during the upcoming faculty meeting."
Alternatives: "scholarly delegate" or "educational representative".
The panel, which also included academic representative Prof Liz James and the student union president Kelly McBride, must now be reconsidered.
A two-day roundtable with a senior academic representative of five universities ended with six themes.
TD was the academic representative on the ToxicsWatch group and contributed environmental health science and capacity-building knowledge.
This workgroup consists of faculty and staff representatives of CTSAs, as well as CRs who are actively involved with CTSAs and has three co-chairs, two CRs, and one academic representative.
Political pundits and academic representatives have stressed Ms. Schavan's expertise and lauded her accomplishments.
The academic representatives on the 24-member steering committee include food experts from the Universities of Cambridge, Leeds, Dundee, Aberystwyth and Harper Adams, among others.
Our audience will be made up of government, industry, thinktank and academic representatives, policy professionals and those from the public sector.
A consortium composed of industrial and academic representatives has been working on an update for the widely-employed JESD22-B111 drop test standard for handheld electronics.
The teams have to present a business plan to a panel of business, financial, and academic representatives who play the role of venture capitalists.
At a meeting of senior academic representatives to communicate the vision and components of Dalhousie Career Portfolio, the question was raised, "How can we use this program to help graduate students?" The response was to include provisions for career and employment services to graduate students into a successful funding proposal to the J. W. MacConnell Foundation.
While the potential of such methods have been discussed between regulatory, industry and academic representatives [4, 7], no consensus on their regulatory acceptability has been obtained, in part due to a lack of empirical comparisons between such methods in the context of PRO development.
