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Innovations in Education Today: Preparing Students for Life in Organizations in the Mid 21st Century

Special issue call for papers from Development and Learning in Organizations


Deadline for submission: September 1, 2019

Guest Editor:

William T. Holmes, University of Wyoming,

Much is written about the failures of current educational/schooling models, across the globe, but far less about the innovative practices that already exist and could more widely address the future needs of young people and the organizations that will employ them in the mid 21st century (Gerver, 2019).  Examples of this include a student driven learning framework where the choices of what, how, where, when and why to learn rests with each young person (Cunningham, 2011), student-centered project-based learning activities supported by significant community engagement and participation (Winthrop, McGivney, Williams, & Shankar, 2016), a differentiated model of secondary education emphasizing vocational education or STEM-focused instruction vs. a traditional college academic track (Eng, 2015), targeted pre-kindergarten education (Finn, 2015), a greater emphasis on equity-centered instruction (Gay, 2015), digital and distance learning opportunities and platforms (Berry, 2011), broad-based data-driven decision-making (Hanushek, 2010) and reimagined school districts (Hill, 2010).  Historically, fields outside of education come into the education space as change agents; however, the real impact of this special issue is the reverse where innovations in education not only have the opportunity to impact the real world for students in upcoming decades they can positively change organizations and society as well. 
For this special issue, the editor and I are primarily interested in manuscripts that illustrate an educational organization driving an innovation that positively impacts the future of its students. We also invite papers outlining an educational organization that has a system, function, or process that can positively impact the development and learning of mid-21st-century organizations outside of education.  Manuscripts may cover innovations or systems/functions/processes from all levels of educational organizations from birth through higher education.  All education disciplines and organizational types are invited to participate.  We encourage international submissions that are scholarly or practitioner focused. 

Potential manuscript topics may include (but are not limited to):
•    Employers say young people leaving school/college/university don't have the abilities they need for the world of work; to innovate, think creatively, work well in teams, act proactively and solve complex problems. What is happening within the education field that addresses the need for these capabilities?
•    The year 2019 finds the emergence of artificial intelligence and advanced technologies such as 3-D printing, augmented reality,  advanced gaming/simulations, and integrated learning platforms.  To what extent are these emergent technologies impacting student futures?
•    School districts in the U.S. and other locations internationally have operated in a traditional, bureaucratic, hierarchical model for well over a century.  What are innovative and alternative organizational models implemented across the globe to improve education and empower stakeholders?
•    Student mental health issues and incidents of suicide in young people have seen dramatic levels of increase in the past twenty years.  What innovations or organizational systems make a positive impact in this area?
•    Increasing numbers of parents are choosing to educate their children at home.  What educational initiatives and structures support parents in making this choice a better outcome than other educational alternatives?
•    Schools and school systems do not operate in isolation but are part of a larger community.  Where do exemplary models of school/school system integration with the community exist that reveal best practices in this area?
•    The value of education and, specifically, becoming an educator varies across the globe.  What are initiatives, innovations, or organizational processes that are highly successful in advancing the cause of education and, more specifically, creating educators [or filling specific type of educator hard to fill areas]?
•    Mentoring, induction, and coaching are areas of intense focus currently in education due to rapid turnover within the profession.  What innovations or systems in this area are scalable and the most beneficial for all stakeholders involved?
•    The need for inclusive education, trauma-informed practices, and equity-centered instruction are greater than ever before in education.  What are the best practices in these areas that are making a difference in the lives of students that can be shared with organizations?
•    The need to create lifelong learners not only exist for students within educational organizations but for the adults who make up those organizations as well.  What innovations and processes best support adult learning and professional development in the educational space?
•    The current emphasis within education is on collaboration, data-driven decision-making, and assessment driven accountability.  What are best practices in this area and where have innovations and organizational processes expanded this to include other processes such as exploration and creativity?


Submissions are due by September 1, 2019.  Manuscripts should be submitted online at: and should follow the Author Guidelines available at: .
Please note that all submissions will be subject to the standard DLO double-blind review process.
We are suggesting the following article manuscript construction:
Introduction (with implications for Leaders(hip),
Innovation Explanation,
Innovation Impact on student outcomes,
Innovation Impact on organizations/Other Fields/Disciplines, and
Conclusion (with a discussion on replicability)

For questions regarding this special issue, please contact the Guest Editor.


Berry, B. (2011). Teaching 2030: What we must do for our students and our public schools –  now and in the future. New York, NY: Teachers College Press.

Cunningham, I. (2011). Explorations in Self-Managed Online Learning. In Sutton, B., & Basiel A. (Eds.), Teaching and Learning Online : New models of Learning for a Connected World, Volume 2 (pp. 130-147). New York, NY : Routledge

Eng, N. (2015). Demographics and education in the twenty-first century. In Ornstein, A., Pajak,     E., & Ornstein, S. (Eds.), Contemporary Issues in Curriculum (pp. 164-180). Boston, MA: Pearson.

Finn, C. (2015). Targeted, not universal, pre-k. In Ornstein, A., Pajak, E., & Ornstein, S. (Eds.), Contemporary Issues in Curriculum (pp. 164-180). Boston, MA: Pearson.

Gay, G. (2015). The importance of multicultural education. In Ornstein, A., Pajak, E., & Ornstein, S. (Eds.), Contemporary Issues in Curriculum (pp. 164-180). Boston, MA: Pearson.

Gerver, R. (2019). Education: A manifesto for change. London: Bloomsbury.

Hanushek, E. (2010). An evidence-based world (American Education in 2030). Retrieved from Stanford University, Hoover Institution Task Force on K-12 Education website:

Hill, P. (2010). Reinvented school districts (American Education in 2030). Retrieved from Stanford University, Hoover Institution Task Force on K-12 Education website:

Winthrop, R., McGivney, E., Williams, T., & Shankar, P. (2016). Innovation and technology to accelerate progress in education (Report to the International Commission on Financing Global Education Opportunity). Retrieved from Center for Universal Education at Brookings website: