The Call for Proposals for the CHER 2023 Conference, titled “Higher Education Institutions as Change Agents in Society: Perspectives on Adaptation and Impact” is now open for submissions.

Click here for detailed information.

At the Leibniz Center for Science and Society (LCSS), the research area "Methodology of Higher Education and Science Research" (Prof. Dr. Anna Kosmützky) invites applications for the position of a Doctoral Researcher (m/f/d) for the joint research project “T-PATHS: Knowledge Transfer on Cooperation Paths - Subproject Types, Contextual Conditions, and Potential for Interventions”.

See detailed information at https://www.uni-hannover.de/en/jobs/id/5718/

The 2022 Ulrich Teichler Keynote Lecture, given by Professor Jussi Välimaa, Professor in Educational Studies and Director of the Finnish Institute for Educational Research at the University of Jyväskylä, Finland, is available here:

http://cher-highered.org/videos/zoom-video.mp4

Ten volumes of this annual series – and its predecessor – have now been published by Emerald since 2013 (https://www.emerald.com/insight/publication/issn/2056-3752). We are now seeking contributions for the next volume (to be published in 2023) and beyond.

Rationale: The higher education research community is growing in size and influence. Much research is, however, in the form of critique of policy trends or evaluation of the effectiveness of changes in practice. This series aims to make a substantive contribution to the development of higher education research by focusing attention on issues of theory and method.

Theory may refer to specific theories developed within higher education research – e.g. academic literacies, modes of knowledge, threshold concepts – or to those applied from particular disciplinary perspectives (e.g. economics, management, communication studies, political science, psychology, sociology). Method may include the broad range typically applied within educational and social research – e.g. documentary analyses, interviews, multivariate analyses, network analysis, observation, secondary data analysis – as well as more specialised approaches (e.g. conceptual analysis, ethnography, phenomenography).

While contributions may be set within the context of particular research projects, their focus should be on critically discussing aspects of the theory and/or method being applied or developed. Critical reviews of the current and/or potential use of particular theoretical, conceptual or methodological frameworks to higher education research are also welcomed.

Editors: Professor Jeroen Huisman (Ghent University, Belgium) and Professor Malcolm Tight (Lancaster University, UK).

Deadlines: Expressions of interest in contributing a chapter should be emailed to both editors (This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.). If you would like to be considered for the 2023 volume, please send a one-page outline of your proposed contribution by December 1st 2022. The editors will decide which proposals to proceed with by the end of December 2022. Draft chapters of 6-8,000 words must be submitted for review by mid-February 2023 (we may ask those submitting chapters to review one other submission). Feedback will be provided by the end of February, with final versions of chapters to be submitted by April 1st 2023.

Potential authors are welcome to make initial queries to either editor, but please ensure that you send your proposals to both.