• Summary
  • Contents
  • Subject index

The Handbook of Research Management is a unique tool for the newly promoted research leader. Larger-scale projects are becoming more common throughout the social sciences and humanities, housed in centres, institutes and programmes. Talented researchers find themselves faced with new challenges to act as managers and leaders rather than as individual scholars. They are responsible for the careers and professional development of others, and for managing interactions with university administrations and external stakeholders. Although many scientific and technological disciplines have long been organized in this way, few resources have been created to help new leaders understand their roles and responsibilities and to reflect on their practice. This Handbook has been created by the combined experience of a leading social scientist and a chief executive of a major international research development institution and funder. The editors have recruited a truly global team of contributors to write about the challenges they have encountered in the course of their careers, and to provoke readers to think about how they might respond within their own contexts. This book will be a standard work of reference for new research leaders, in any discipline or country, looking for help and inspiration. The editorial commentaries extend its potential use in support of training events or workshops where groups of new leaders can come together and explore the issues that are confronting them.

Using Graphics in Print and Presentations
Using Graphics in Print and Presentations
Stephen M. Kosslyn
INTRODUCTION

Many years ago I took on administrative duties that required me to attend every colloquium given by a visiting expert, every talk given by a job candidate, and many presentations given by students. At first, I simply listened and tried to understand what they said. But after a while, I found myself paying more attention to the medium than to the message; I began noticing problems with the way the material was being presented. Many common problems involved graphics, such as using a type of graph that didn't really make the point – or including graphics that didn't really have a point. I grew increasingly ...

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