[AISWorld] Call for Papers: IJEP Special Issue about Politics of On-line Education

Fri Oct 2 19:24:23 EDT 2015

Sorry!  Forgot to attach the document! ;>)

Best,

Kristina Setzekorn, PhD.
Graduate IT Academic Department Chair
School of Business and Information Technology
Kaplan University
812-202-0647

[image:
https://sites.google.com/a/student.kaplan.edu/student-research-symposium/home]
<https://sites.google.com/a/student.kaplan.edu/student-research-symposium/home>

On Fri, Oct 2, 2015 at 6:22 PM, Kristina Setzekorn <ksetzekorn at kaplan.edu>
wrote:

> Hello,
>
> Will you please include the attached (and appended below) call for papers
> in your next distribution?
>
> Thanks very much,
>
> Kristina Setzekorn, PhD.
> Graduate IT Academic Department Chair
> School of Business and Information Technology
> Kaplan University
> 812-202-0647
>
> [image:
> https://sites.google.com/a/student.kaplan.edu/student-research-symposium/home]
> <https://sites.google.com/a/student.kaplan.edu/student-research-symposium/home>
>
> *CFP:* *Politics of On-line Education – International Journal of
> E-Politics (IJEP)*
>
>
>
> *CALL FOR PAPERS*
>
>
>
> *Special Issue on the Politics of On-line Education – International
> Journal of E-Politics (IJEP)*
>
>
>
> *Special issue editor: *Kristina Setzekorn - ksetzekorn at kaplan.edu,
> School of Business and Information Technology, Kaplan University
>
>
>
> *SUBMISSION DUE DATE: * February 1, 2016
>
> *PUBLICATION: *International Journal of E-Politics
>
>
>
> *OBJECTIVE OF THE THEMED ISSUE:*
>
> This special issue invites submissions related to the Politics of On-line
> Education. Terms are broadly defined for this special issue. “Politics”
> references issues related to influence and power. “Online education”
> generally refers to any web-based learning, including credit and non-credit
> classes, offered by public and private, for profit and non-profit
> institutions. Thus, appropriate articles may reference power and influence
> related to wholly online or hybrid offerings, be they free (e.g., MOOCs),
> or not free.
>
>
>
> Regardless of the specific offering, on-line education is a disruptive
> technology (Christensen, 1997; Evans & Wurster, 2000) that makes education
> widely accessible (Smith, 2014).This impacts the Higher Education industry,
> global economies and society in general.  Higher Education is integral to
> productivity and innovation, at individual and collective levels.  Thus,
> education’s shift away from scarcity affects the differential earnings and
> influence of all concerned. Online education impacts, and is impacted by,
> such shifting power structures, as well as globalization.
>
>
>
> This special issue’s objective is to explore online education’s impact on,
> and its political implications at, various levels, including individual,
> regulatory, social and cultural. These implications are on and between
> individuals, within and between organizations, and within and between
> governments, and combinations of these.
>
>
>
> We are interested in topics that include (but are not limited to) the
> following:
>
> ·         Accreditation, Regulation, Federal Financial Aid
>
> ·         Impact on organizational and industry structure within the
> Higher Education industry
>
> ·         Strategic implications/ opportunities/ challenges/
> prescriptions for traditional and online, public and private Higher
> Education organizations
>
> ·         Shifting higher education business models’ impacts (e.g.,
> economic, social, psychological) on administrator, faculty, staff and
> student roles and power, e.g., implications of adjunctification’s
> un-bundling of work (course design, seminars, grading, mentoring, advising,
> governance, research, service, etc.).
>
> ·         Implications from shifting cross-subsidies associated with new
> models (e.g., large lower-level courses subsidize small upper-level
> specialized courses –what happens when the introductory courses are waived
> in competency-based scenarios or MOOCs are accepted for credit?).
>
> ·         Power issues associated with shifting education models, e.g.,
> competency based degrees, MOOCs, hybrid programs, etc. Who wins, who loses?
> What potential strategies exist for students and faculty, and entrant and
> incumbent institutions?
>
> ·         “The next billion”—i.e., online education’s potential to
> efficiently educate financially- and/or technologically-challenged
> students, both in developed and developing regions.  To what extent is this
> happening? What are the political implications of this flattening of
> opportunity?  What policies/ strategies can enhance or diminish this
> potential?
>
> ·         Online education’s colonialization and resulting potential for
> cultural homogenization.  Transplanting developed regions’ education models
> and resources to other cultures may cause the latter (colonialized) to
> resemble the former (colonial).  What are the trade-offs?  What strategies
> are used to resist this colonialization and homogenization?
>
> ·         Gender issues—Are women more highly represented as online
> students, faculty and administrators? Why or why not?  What are the
> political and performance implications?
>
> ·         Diversity/ demographic issues – Are people of color more (or
> less?) represented as online students, faculty and administrators?  Why or
> why not? Are there empirical differences in their success in either
> venue?  Are folks of different ages or socioeconomic levels more or less
> highly represented in online venues, why, and what factors might explain
> this differential representation and success?
>
> ·         Religious issues associated with online learning, possibly
> combined with globalization, racial and gender aspects.
>
> ·         Virtual education workers’ political issues in dealing with
> each other, with supervisors and subordinates.  What happens when
> information is un-bundled from people and places, and flows more
> freely?  Who wins and who loses?  What political games inhibit and
> lubricate these information flows?
>
> ·         Politics of Open Source materials –Who owns, who uses, who
> benefits, who loses, who controls these resources?
>
>
>
> *SUBMISSION PROCEDURE:*
>
> Researchers from any field of enquiry that deals with the politics of
> online education broadly defined are invited to submit papers for this
> themed issue. All submissions are due by* February 1, 2016.*
>
> *All queries to Special Issue Editor*
>
> Kristina Setzekorn ksetzekorn at kaplan.edu, School of Business and
> Information Technology, Kaplan University
>
>
>
> *Full papers to be submitted electronically to: *ksetzekorn at kaplan.edu or
> ksetzekorn at gmail.com.
>
>
>
> *Founder:*
>
> Celia Romm Livermore, School of Business Administration, Wayne State
> University, Detroit, USA
>
>
>
> *Editor-in-Chief:*
>
> Yasmin Ibrahim, School of Business and Management, Queen Mary, University
> of London.
>
>
>
> Published: Quarterly (both in Print and Electronic form)
>
>
> *PUBLISHER: *The International Journal of E-Politics is published by IGI
> Global (formerly Idea Group Inc.), publisher of the “Information Science
> Reference” (formerly Idea Group Reference) and “Medical Information Science
> Reference” imprints. For additional information regarding the publisher,
> please visit www.igi-global.com.
>
>
>
> *REFERENCES:*
> Christensen, Clayton M. (1997) The Innovator's Dilemma: When New
> Technologies Cause Great Firms to Fail. Boston, MA: Harvard Business School
> Press.
> Evans, P., & Wurster, T. S. (2000). Blown to bits: How the new economics
> of information transforms strategy. Harvard Business Press
> Smith, P. (2014), The coming era of personalized learning paths. Educause
> review, 49(6),
>
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