3rd iPED International Conference 2008 Researching Academic Visions and Realities (iPED 2008)
|Event Date/Time: Sep 08, 2008||End Date/Time: Sep 09, 2008|
|Registration Date: Aug 31, 2008|
|Early Registration Date: Jun 30, 2008|
|Abstract Submission Date: Apr 04, 2008|
|Paper Submission Date: Jul 06, 2008|
Bringing together a globally diverse community comprising academic developers and innovators, academic leaders and managers, as well as practice-based scholars and education researchers, the 2008 conference provides a forum for collaborative exploration and discourse on increasingly pressing academic realities.
Presenters' evaluations of the realities of academic life, the design of appropriate and potentially pioneering responses will address three key themes:
CONCEPTIONS OF LEADERSHIP: Academic and professional leadership in a global higher education market, peer-led teams and virtual networks, changing conceptions of research leadership and supervision.
EMERGENT PEDAGOGIES: Immersive technologies, sustaining innovation, sharing across borders, assessment, individualisation and localisation.
ACADEMIC WRITING: The transformative role of Writing Programmes and the Writing Centre, reflective writing in the university, assessing via portfolios, publishing in English.
Contributors are asked to ground their work in the relevant research and to consider both the envisioned and the actual practice in higher education institutions.
CONCEPTIONS OF LEADERSHIP
Globally, post-compulsory education is experiencing a period of radical change. The need for leadership, and the pressures on those in leadership roles is greater than ever before. This theme explores conceptions of academic leadership in a range of contexts, including:
International visions of leadership, leadership in global higher education: including trans-national, virtual, private and corporate universities; leading multinational teams.
Peer-led teams: moving from hierarchical management to leadership through relational capital.
Boundaryless leadership beyond the university: leadership in virtual organisations, leadership in research networks, leadership within collaborative partnerships.
Professional development for academic leadership.
Visions for strategic leadership.
Leadership in the context of widening participation.
Leadership and influence in educational development.
Papers are invited which will report contemporary research, inform professional practice, and facilitate professional development for those in, or aspiring to, leadership roles in post-compulsory education. Contributions which emphasise visions of effective leadership to face a challenging future are strongly encouraged.
This strand of the conference is concerned with our response to the realities of higher education: how are we meeting the demands of our learners who come from a wide range of backgrounds, engage in learning in a variety of contexts and hold increasingly high expectations of personalised learning and assessment in a mass higher education system.
Have the explosion of the web and the arrival of Web 2.0 resulted in the anticipated paradigm shift in learning and teaching? To what extent do immersive and social-networking technologies promote learning and encourage inclusion. Are the innovations we propose sustainable, transferable and generalizable?
We particularly invite research that challenges pre-existing assumptions about teaching and learning and the evaluation of innovations that contribute to new conceptions of education in the post-compulsory sector. We are interested in proposals that sustain and extend proven innovations beyond the original learning communities, including the shifts in academic identities upon which emergent pedagogies depend.
Academic Writing is emerging in the UK and around the world as a field of enquiry that examines the ways in which students learn, and underpins innovations in how writing is taught in disciplines and across institutions. iPED 2008 will address key Academic Writing issues and visions through a pedagogical research focus.
We invite contributions that consider the role of writing centres and writing programmes in developing teaching and research practices. Contributions are also invited that investigate conventions of reflective writing in the university and engage with contentious questions about how and whether or not reflection might be assessed. Contributions that interrogate theories and strategies of assessing via writing portfolios and through portfolios containing written elements are also welcome, as are contributions that investigate aspects and challenges of supporting postgraduates and academics in publishing in English.
The visions and reality of Academic Writing experience in higher education institutions will be explored through this theme.