University of Victoria – Program Director of Technology Integrated Learning, Division of Learning and Teaching Innovation and Support
Deadline | Date limite : 2022-06-02

CALL FOR CHAPTER PROPOSALS

Proposal Submission Deadline: June 30, 2022

The Bloomsbury Handbook of Leadership and Change in Higher Education: Responding to Global Crises, Disruption and Uncertain Futures

A book edited by: Mary Drinkwater (OISE/University of Toronto; Yorkville University); Patrick Deane (Queen’s University; Magna Charta Observatory); Yusef Waghid (Stellenbosch University)

Introduction
Global crises, unrelenting change, and disruptions (such as pandemics, financial crises, environmental crises, geopolitical events) have induced both challenges and opportunities for institutions of higher education globally, while threatening the sustainability of many. In its intersections with the rise of protectionism, cultural chauvinism, authoritarianism and demagoguery, the pandemic has exacerbated–or at least rendered more visible–a global climate in which “culture wars” infiltrate campuses as well as the very discourse of higher learning. Proliferating scepticism about the value of science and expertise more broadly appears to signal a weakening of trust in the role of universities as agents of positive social and human development. As a result of the complex contextual situatedness of these institutions, responses to these crises, disruptions, and uncertainties have often taken quite different approaches. Most recently, in response to the impact of COVID, many institutions have had to quickly pivot to virtual or blended forms of course delivery, engagement, collaboration, and research.

Leaders in these institutions have had to draw on a wide and diverse set of knowledges, skills and dispositions, as they navigate the turbulent and unpredictable waters of this changing environment. At the same time, many of these institutions recruit, welcome and include diverse students and faculty from around the world. In creating new policies, programs and pedagogical approaches, leaders in higher education have had to work critically, creatively and collaboratively to identify and overcome obstacles related to learning, engagement, inclusion, diversity, recruitment and retention, research, accountability, and partnership development, amongst others. Through their crisis leadership and change initiatives, many leaders and senior administrative teams have found or created new opportunities and are now looking at the valuable lessons learned from their experiences under extreme conditions, and how these might inform the post-pandemic or post-crisis directions for their university.

Objective of the Book
This book will aim to incorporate relevant theoretical frameworks, empirical research findings and transnational case studies to reflect and support diverse contextual leadership experiences and strategies to support change leadership and management in times of global crisis, disruption and uncertain futures. The rich and diverse transnational understandings, experiences and strategies will deepen the understanding of the importance of context (political, cultural, economic, environmental, and others) for leaders in higher education institutions, who want to improve their understanding of crisis and change leadership and management. Finally, the transnational perspective aims to speak to the global mobility component of change leadership and management (on considerations for students, faculty, knowledge, technology and finance).
Target Audience
The target audience of this book will be academics, researchers, institutional and departmental leaders, and professors of leadership in higher education and studies in higher education across broad cross-disciplinary and departmental areas, eg. human resources; information and communication technology; curriculum, teaching and learning; equity and human rights; research; finance and administration; advancement and alumni affairs, and others. Moreover, the book will provide insights and support leaders across institutions of higher education concerned with the management of expertise, knowledge, information and organizational development in diverse institutional contexts, communities and environments.

Tentative Handbook Organization (4 Volumes) and Suggested topics include, but are not limited to, the following:
1. Theoretical and Philosophical Perspectives on Leadership during Crisis and Change, and for Uncertain Futures in Higher Education

• A typology of contemporary leadership approaches and their adequacy for the future
• Transformational leadership
• Leading complex organisations
• Culture, diversity and engagement
• Redesigning universities for the future
• Engagement, societal relevance and institutional responsiveness

2. Contextualizing Crises: Impacts of Globalization, Internationalisation and Technological Change

• Transnational Narratives: Issues Surfacing OR Identifying the Issues
• Gathering useful intelligence to inform decisions
• Disruptive competition, innovation and resilience
• Leveraging change for competitive advantage

3. Leading and Managing Crises and Change (Issues, Skills, Dispositions, Strategies)
• Key elements of a crisis/change leadership plan
• Impact of multi-contextual factors in crisis/change leadership planning
• Building strong, trusting, respectful and sustainable relationships to support crisis
and change leadership
• Strategic partnerships and collaboration (cross-institutional, local and
global)
• Supporting student learning
• Equity, diversity, inclusion and indigeneity
• Technology and information communication
• Supporting student and faculty wellness
• Supporting continued research
• Finance and accountability
• Balancing strategic vision with fiscal prudence, quality and sustainability
• Building leadership capabilities of the executive team to weather crises and
complexity

4. New Visioning, Innovation and Opportunities
• Visioning and strategic planning
• Re-visioning internationalization, globalization and pluralism
• Re-visioning institutional impact and sustainability (local and global)
• Re-visioning partnerships and collaboration (within and beyond the institution)
• Re-visioning diversity, inclusion and engagement
o Reimagining the student and faculty experience
o Deepening cross-cultural understanding
o Decolonizing institutions
• Re-visioning research and innovation (undergraduate and graduate programs)
• Re-visioning technology to support institutional and cross-institutional learning
and research
Submission Procedure
Institutional leaders, researchers and scholars are invited to submit, on or before June 30, 2022, an Abstract (of up to 300 words) clearly explaining which volume they see their chapter fitting into, and how they see their chapter contributing to the focus of the volume and the overall Handbook, to mary.drinkwater@utoronto.ca . Authors of accepted Abstracts will be sent an invitation (on or before August 15, 2022) to submit a full draft of their chapter for editorial review, along with Bloomsbury chapter writing guidelines, Full chapters are expected to be submitted by December 15, 2022. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Review results returned, final acceptance notifications (with possible further revisions requested) by February 28, 2023. Final chapter submissions by April 15, 2023.

Publisher
This book is scheduled to be published by Bloomsbury. Bloomsbury is a leading independent, global publishing house established in 1986 with offices in London, New York, Sydney, Oxford and New Delhi. Key relevant areas of educational publishing include: higher education; leadership and management; comparative and international education; education policy and politics. Bloomsbury has shown commitment to promoting and publishing critical, cross-cultural and decolonial work, grounded in social justice and transformative education.
This publication is anticipated to be released in 2023.

Important Dates
May 13, 2022: Send out Call for Proposals
June 30, 2022: Abstracts DUE (MAX 300 words) to mary.drinkwater@utoronto.ca
August 15, 2022: Notification of Invitation to submit Draft Chapter; Additional feedback and Bloomsbury chapter writing guidelines sent to Chapter authors, to guide chapter
development
December 15, 2022: Draft Chapter Submission (Delivery to Volume Editors; double-blind review; Volume Editor + one other reviewer)
February 28, 2023: Review Results Returned, with possible further revisions requested; Final Acceptance Notifications.
April 15, 2023: Final Chapter Submission

Editorial Advisory Board Members:
Mary Drinkwater (OISE/University of Toronto; Yorkville University)
Patrick Deane (Queen’s University; Magna Charta Observatory)
Yusef Waghid (Stellenbosch University)

Inquiries can be forwarded to
Mary Drinkwater
OISE/University of Toronto
mary.drinkwater@utoronto.ca

Mary Anne Drinkwater, BA/BPHE, BEd, MPA, PhD
Lecturer, Dept. of Leadership, Higher & Adult Education,
Project Lead- ITIF-Connecting Technology and Pedagogy
University of Toronto
613-572-1228 (cell)
www.transforminglearningspaces.com
Recent Book: Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury, 2019)

Soutenir l’implication parentale en milieux défavorisés : état des lieux et perspectives

Sandy Nadeau
Professeure, Université de Sherbrooke

1er juin 2022, 12 h à 13 h (heure de Montréal) – Par Zoom
Pour tous les détails et pour s’y inscrire : https://crifpe.ca/activites/1534

Au plaisir,

Sophie Goyer
Coordonnatrice de la gestion scientifique de la recherche
CRIFPE- Centre de Recherche Interuniversitaire sur la
Formation et la Profession Enseignante
http://crifpe.ca

University of Saskatchewan – 2-year, limited term Lecturer position in the Department of Educational Administration
Deadline: 2022-05-31 or until filled | Date limite : 2022-05-31 ou jusqu’à combler

Dear WERA Colleagues and Friends,
On behalf of a WERA collaborator, Martin-Luther-University Halle-Wittenberg, Faculty of Philosophy III, we share with you the following opportunities.

Please find attached two open positions for doctoral students in an international comparative project on the experiences of the Covid-19-situation for school students in Germany and Canada.

If you have any questions, please contact Prof. Dr. Tanja Sturm, E-Mail: tanja.sturm@paedagogik.uni-halle.de or to Dr. Edina Schneider, e-mail: edina.schneider@zlb.uni-halle.de.

Please send your application, quoting the reg. no. 4-4511/22-D, with the usual documents by 15.06.2022 to Martin Luther University Halle-Wittenberg, Faculty of Philosophy III, Prof. Dr. Tanja Sturm, Franckeplatz 1 / Haus 31, 06099 Halle (Saale), or by e-mail: tanja.sturm@paedagogik.uni-halle.d

Kind regards,
WERA Secretariat

Doctoral Positions: news_2022_05May_MLU_doctorar_positions_4_4511_22_D_engl

Dear WERA Colleagues and Friends,

On behalf of a WERA collaborator, The Centre for the Study of Resilience (CSR) and the sp(i)eel creative arts therapies collection we invite you to join a lunchtime webinar on the landscape of Arts and Health in South Africa.

The webinar will be taking place on 23 May 2022 at 13:00 – 14:00 GMT+2.
World-renowned presenters include Malika Ndlovu, Marelize Swanepoel, and Sunelle Fouché.
Kindly find the booking link and Zoom login details in the invitation image attached below.

Should you have any questions, please contact Marelize Swanepoel at info@spieelcollective.co.za.

Kind regards,

WERA Secretariat

Vretta – Psychometrician
Deadline: Until filled | Date limite : Jusqu’à combler

Western University – Canada Excellence Research Chair Positions
Deadline: 2022-06-13 or until filled | Date limite : 2022-06-13 ou jusqu’à combler

Western University – Assistant Professor in Health and Physical Education
Deadline | Date limite : 2022-06-10