Business, Management & Strategy

Applied management and learning post-COVID19: Implications for managers and learners at work, beyond crises

Call for papers for: Journal of Work-Applied Management

Call for papers for a Special Issue on:


Applied management and learning post-COVID19: Implications for managers and learners at work, beyond crises


International Special Issue Guest Editors

 

Dr Alice Diver [email protected], Liverpool John Moores University, United Kingdom

Rachel Stalker [email protected], Liverpool John Moores University, United Kingdom

Prof Benito L. Teehankee [email protected], De La Salle University, The Philippines

Prof Dwight Giles [email protected], University of Massachusetts Boston, US

Associate Professor Carol Ma Hok Ka [email protected], Singapore University of Social Sciences

Prof Vinodh Jaichand [email protected], Walter Sisulu University, Eastern Cape, South Africa

Dr Christa Van Staden [email protected], University of the Free State, South Africa

Prof Dawn Bennet [email protected], Curtin University, Perth, Australia

Dr Jacinta Ryan [email protected], RMIT, Melbourne, Australia

Dr. Dalton Tria Cusciano [email protected], Fundacentro, Brazil

 

 

Submission deadline:  before 1st February 2021 at 5pm GMT

 

 

The multi-faceted crises sparked by COVID-19 – and its resultant measures on maintaining social distances – seem likely to have profound, potentially long-term implications for workplace learning methodologies within Higher Education (HE) and beyond it. Arguably, a near-dystopian landscape now exists, in terms of defining both essential spaces and ‘the workplace’ (Savvides et al, 2004), exacerbating the various challenges (Nicholls and Walsh, 2007) that already existed in relation to ‘bringing the workplace in’ to HE, learning in the service of others, and in creative and collaborative methodologies.

 

Remote working and blended learning are now backdropped by widespread societal fears and anxieties, economic uncertainties, and physical and mental health concerns. Already-fluid concepts such as ‘learning gain’ (Gossman et al, 2018) and enhanced employability (Wilton, 2014; Pinto and Ramelheira, 2017; Suleman, 2018) seem set to be further modified by circumstances beyond everyone’s control. The implications for tutors, managers, mentors, and learners are yet to be fully predicted or analysed, and will perhaps only gradually be understood or addressed, as they unfold.

 

For managers keen to take action-oriented, collaborative or participatory approaches however, work-based and service learning has long offered valuable opportunities for meaningful types of ‘experiential learning’ (Washbourne, 1996; Garrick, 1998; Brennan, 2005; Tomlinson, 2008). Internships and work placements represent a key means of improving academic performance (Mansfield, 2011; Knight and Yorke, 2003; Jones et al, 2017) and providing transformative pathways - and pragmatic ‘industrial’ links - with wider, professional ‘communities of practice’ beyond those that might exist within HE (Wenger, 1998; Boud and Middleton, 2003; Eraut, 2011).

 

At the same time, the massification of HE has increased the numbers of students who are mature-age, first-in-family, international or studying in a second language, from low socio-economic backgrounds or living with a disability. These students compete with typically higher socio-economic, young adult peers for graduate-level work. And yet there is growing evidence that labour market precarity, the influence of capitals and increased competition for work exacerbate social and other disadvantage.  These impacts are likely to be intensified by the longer-term economic impacts of COVID-19, the scale of which “has underlined the precarity of employment, food insecurity, and widespread poverty that already confronted many students” (Harvey 2020).

 

Although the concept of ‘the workplace’ differs across industries, professions, and countries, the task of ‘bringing workplace learning in’ is one that presents common challenges: our landscapes may differ but the issues associated with effecting socially distanced learning and working are, arguably, likely to be not too dissimilar. This multi-disciplinary call for papers is aimed therefore at collecting and collating a wide range of arguments, analyses, essays, and strategies aimed at addressing how we, as HE educators, might best support learners, tutors, and employers during and after the current crisis. We are particularly interested in perspectives from The Middle and Far East and The Global South.

 

Possible themes/questions might include (but are not limited to) the following:

 

  • The management of student fragilities, fears and emotions (Morris and Feldman, 1997; Shapiro, 2009)
  • Lessons for managers, learners, teachers and employers from before/during/after the Lockdown
  • Supporting and/or shielding essential/key worker HE placement students in times of crisis
  • New learning and teaching strategies for ‘bringing the workplace in,’ post-COVID-19
  • Implications for law and policy e.g. human rights, dignity, preventing discrimination
  • (Re) Defining ‘work’ and ‘place(ment)’ in a time of pandemic
  • What now for the embedding and assessing of HE employability (skills)?
  • Precedents in an ‘unprecedented’ time for workplace learning (from law, literature, history, health)
  • The ‘new’ [ab]normal in rhetoric and public displays: heroism and stoicism as essential job skills?
  • ‘Alternative realities’ (Black, 2009): working – and learning – in social isolation
  • The role of indigenous values and cultural context in adapting to work-from-home arrangements
  • Learner/worker identity, community, and other rapidly changing concepts
  • Disability and remote working/learning: blessing or curse?
  • Communities of practice: can we achieve sociable distancing?
  • Navigating rapidly changing landscapes: different disciplines
  • Redefining/redesigning the workplace and workplace learning?
  • Working from home: myths, legends, and the loss of the weekend
  • Learning and working across ‘disintegrating neoliberal dystopia’ (Fisher, 2012)
  • Perspectives from The Middle and Far East and The Global South.

 

Details of the length of the submission are located within the author guidelines: https://www.emeraldgrouppublishing.com/journal/jwam#author-guidelines. Details of the length of the submission are located within the author guidelines located in the journal page. Please ensure your suggested article and full article closely matches the focus of the journal:

 

The Journal of Work-Applied Management (JWAM) publishes articles that share work-applied management insights generated at the nexus of practice and theory. Therefore, we are particularly seeking original articles which:

 

Use work-based, work-applied, collaborative, and experiential approaches, such as case-based, reflective and action-oriented research methodologies, and
 

Are relevant to practitioners/researchers in developing and challenging this field of practice across public, private and community sectors and academic subject disciplines.
 

JWAM operates a double-blind peer review model. All articles undergo an initial assessment by the journal Editor-in-Chief. If it is not clear how an article links to the focus of the journal, it will be rejected at this stage. if an article is considered suitable for peer review, then typically two external experts will review it to assess its suitability for publication. Final responsibility for editorial decisions rest with the Editor-in-Chief.

Important dates

 

  • Call for papers:                   July 2020
  • Abstract (optional):           1st October 2020
  • Submission deadline:       Before 1st February 2021 at 5pm GMT
  • Final revisions due:            30th June 2021
  • Expected publication:      October 2021

 

Submission procedure

Please discuss your manuscript ideas with any of the Special Issue Editors above, and ensure you follow the author guidelines closely: https://www.emeraldgrouppublishing.com/journal/jwam#author-guidelines

Submissions are through the ScholarOne system: http://mc.manuscriptcentral.com/jwam (please select the correct Special Issue when submitting).

 

 

References

 

Bravenboer, D. and Lester, S. (2016) Towards an integrated approach to the recognition of professional competence and academic learning. Education + Training58(4), pp.409-421.

Helyer, R. (2011) Aligning higher education with the world of work. Higher Education, Skills and Work-Based Learning1(2), pp.95-105.

Kettle, J. (2013) Flexible Pedagogies: employer engagement and work-based learning. Higher Education.

Lester, S. and Costley, C. (2010) Work‐based learning at higher education level: Value, practice and critique. Studies in Higher Education35(5), pp.561-575.

Ramsey, C. (2011) Provocative theory and a scholarship of practice. Management Learning 42(5): 469–483.

Ramsey, C. (2014) Management learning: A scholarship of practice centred on attention? Management Learning 45(1): 6–20.

Rogers-Chapman, M.F. and Darling-Hammond, L. (2013) Preparing 21st century citizens: The role of work-based learning in linked learning. Stanford MA, Stanford Center for Opportunity Policy in Education.

Wall, T. and Perrin, D. (2015) Slavoj Žižek: A Žižekian Gaze at Education, London, Springer.

Wall, T. (2016), “Žižekian ideas in critical reflection: The tricks and traps of mobilising radical management insight”, Journal of Work-Applied Management, Vol. 8 No. 1, pp. 5-16.Walsh

Walsh, A. and Kotzee, B. (2010) Reconciling ‘graduateness’ and work-based learning. Learning and Teaching in Higher Education, (4-1), pp. 36-50.