Lecturers cover a wide spectrum.  Some in FE classes are working in a way that is little different from the experience of some of their colleagues in secondary schools.  Others are unpicking the secrets of the universe with post-graduate students who will soon themselves be working in universities.

How the lecturer perceives his/her role

The issue with lecturers is, whether there is research or practical activity involved.  A lecturer who is simply teaching music A-level while perhaps running a local amateur choir is very different from the Reader in Music at a university who is lecturing on his/her specialist topic, the decline of the avant-garde,  while working on a new book on the interface between jazz and 20th century modernism in music and contributing a paper or two to The British Journal of Academic Studies in Music.

For issues relating to the former I would refer you to my article here on Teachers.  For the latter, we are talking to an acknowledged expert - not as unworldly as portrayed in the popular press, but nonetheless a person whose everyday concerns centre mostly around issues that most of us never consider even for a moment.

Whereas teachers "perceive themselves as experts who are generally undervalued and misunderstood by society", such lecturers are judged by their peers, and even then only by some of their peers - for I have certainly heard many an esteemed academic decry the work of another equally esteemed colleague as "childish nonsense".  

How the lecturer perceives advertisers

Lecturers bring the judgement of the expert to advertisers.  They look, they use their judgement as to whether they should give up good time to read this book, and then make a decision.

However, when buying other items - such as lecterns that allow the lecturer to see a projection of his/her notes while seemingly looking always at the audience - then a different issue takes over.  Some lecturers are brilliant at lecturing, some are hopeless.  The latter need help, and they know the issue of lecturing (as opposed to being brilliant on their chosen specialism) is an area where they need help.  So you can help them.  The same is true with anything that circles around the key issue of the subject.  Within the subject they are the judges, elsewhere they can often do with a spot of help.

How the lecturer receives mail

Most lecturers will have their mail delivered to their department, and will then either pick it up from a small staffroom, or have it delivered to their office.

The staffroom of the lecturer in a university however should not be compared with that of a teacher.  Departmental staffrooms are often well laid out, comfortable and are places in which lecturers can take a few moments to look at their post, rather than rush in and out between lectures.  Also it should be remembered that, whereas teachers in schools are working through most of the day with just the occasional free spell for preparation, lecturers have their time more spaced out, and will have a lot of time to research, deal with individual issues, and review the post.

The resultant voice

I tend to adopt two different voices for lecturers.  One, when I am offering a new item that is directly related to their work - work on which they are acknowledged experts - I get as close as I ever get to writing a review, taking my lead from the reviews written in such popular but academic volumes as New Scientist.  Except that my review is more fulsome in its praise.

For items outside of the expertise of the lecturer I adopt a similar voice to that used for teachers.

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