HERDSA Notices 25 September 2019

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* Reminder of Call for Contributions - Research and Development in Higher Education
* HERDSA 2020 abstract submissions available in three formats
* Higher Education in the Headlines

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Reminder of Call for Contributions - Research and Development in Higher Education
Submission deadline 30 September 2019

Research and Development in Higher Education: Next Generation, Higher Education: Challenges, Changes and Opportunities

Authors of abstracts accepted for and presented at the 2019 HERDSA Conference are invited to submit a full paper based on the work described in their abstracts for publication in Research and Development in Higher Education: Next Generation, Higher Education: Challenges, Changes and Opportunities, Volume 42.

- Papers are to be submitted via email to Eva Heinrich (e.heinrich@massey.ac.nz). Please put ‘RDHE Submission’ as subject. Add the HERDSA Conference abstract id, as well as the names and affiliations of all authors to the email.
- Papers should be between 3000 - 5000 words in length, including abstract, references and all appendices. Longer papers will not be accepted.

Please see website for details.

Further information: https://www.herdsa.org.au/content/call-papers-research-and-development-h...


HERDSA 2020 abstract submissions available in three formats
Friday 7 February 2020

HERDSA 2020 is calling for abstract submissions in the following formats: 1)Showcase presentation of research, practice, leadership and policy 2)Roundtable discussions 3)Poster presentations. Please ensure you read the specific details for each on the Call for abstracts page and submit using the template provided. https://conference.herdsa.org.au/2020/abstracts/

Further information: herdsa2020@expertevents.com.au


Abstract deadline: 31 October 2019

Edited by
Deborah L. Mulligan*, Emilio A. Anteliz# and Patrick Alan Danaher*,+,^
*University of Southern Queensland, Australia
#Central University of Venezuela, Venezuela
+Central Queensland University, Australia
^University of Helsinki, Finland

There is recurring and increasing scholarly interest in the ethical and methodological possibilities of autoethnography and self-study as research methods in education (understood broadly and inclusively as encompassing learning and/or teaching in diverse forms and ranging from formal and structured on the one hand to informal and incidental on the other hand). Against the backdrop of that scholarly interest, this proposed edited research book is centred on continuing debates and contemporary applications related to autoethnography and self-study. These continuing debates include the perceived legitimacy and rigour of focusing on the researcher as self, the relationship between that focus and wider conceptualisations of the self and possible opportunities for engaging productively with multiple manifestations of the other and of otherness. These contemporary applications encompass innovative strategies for building on the undoubted affordances of autoethnography and self-study while also addressing their perceived limitations, traversing different disciplines and paradigms, and mobilising inter- and trans-disciplinary and -paradigmatic approaches.

Across the range of issues traversed in the book, it is planned that the following organising questions will be addressed:
1. What are the genealogical origins and the defining characteristics of autoethnography and self-study?
2. What are the strengths and limitations of autoethnography and self-study as education research methods?
3. What are innovative and novel strategies for maximising the strengths and minimising the limitations of autoethnography and self-study?
4. How do debates about and applications of autoethnography and self-study generate new insights into the character and significance of education research methods?
5. How do autoethnography and self-study resonate with broader advances in theorising and understanding contemporary life and society?
6. How can autoethnography and self-study contribute to reconceptualising and reimagining the work and identities of current and future researchers?

Abstracts of no more than 250 words are cordially invited as potential chapters for this proposed edited research book. The editors seek submissions that represent a diversity of geographical location, disciplinary focus, and theoretical and methodological approaches, united by a shared focus on the affordances, limitations and possibilities of autoethnography and self-study as productive and potentially transformative education research methods. Please email your abstract and a bionote of no more than 125 words for each chapter author to Deborah.Mulligan@usq.edu.au, emilio.anteliz@gmail.com or Patrick.Danaher@usq.edu.au

Feel free to contact by email with the book editors with any questions regarding the formation of your abstract.

Abstract deadline: 31 October 2019

Further information: https://networks.h-net.org/node/73374/announcements/4496107/call-abstrac...


Higher Education in the Headlines

Alarming fall in R&D spending | TIM DODD | Australian Higher Education | 25 September, 2019
Australia’s investment in research and development is now well below the OECD average.

Hype vs. Reality at the MIT Media Lab | Nell Gluckman | Chronicle of Higher Education | 20 September, 2019
The “food computer,” a high-profile lab project, has been hailed as a revolutionary device that could help feed the world. Former employees say the project is more salesmanship than science, and a symptom of the Media Lab’s “deploy or die” ethos.

Will Macron’s move against his alma mater make France’s HE system fairer? | John Morgan | Times Higher Education | 19 September, 2019
France’s president responded to the gilets jaunes movement with a surprise plan to abolish the grande école ENA, reigniting debate about the country’s intensely hierarchical higher education system. John Morgan explores what lies behind the proposal and what it says about the role of exclusive institutions in a populist, anti-elitist age