[ecrea] CFP – Special issue on Political Aspects of On-line Education – International Journal of E-Politics (IJEP)

CALL FOR PAPERS

Special Issue: Political Aspects of On-line Education



SUBMISSION DUE DATE: 15 May 2015

PUBLICATION: International Journal of E-Politics



OBJECTIVE OF THE THEMED ISSUE:

This special issue invites submissions related to the Political Aspects 
of On-line Education. For this special issue, online education generally 
references any web-based learning, including for credit and non-credit 
classes, offered by public and private, for profit and not for profit 
institutions. Thus, appropriate articles may reference wholly online or 
hybrid offerings, be they free (e.g., MOOCs), or not free.



Regardless of the specific offering, on-line education is a disruptive 
technology that makes education widely accessible (Smith, 2014).This 
impacts the Higher Education industry, global economies and society in 
general.  Higher Education is integral to productivity and innovation, 
at individual and collective levels.  Thus, education’s shift away from 
scarcity affects the differential earnings and influence of individuals, 
organizations, governments and alliances.  Online education impacts 
(push), and is impacted by (pull), (c.f., Seely Brown & Adler, 2008), 
such shifting power structures and globalization.



This special issue’s objective is to explore online education’s impact 
on, and its political implications for, various levels and scales, 
including individual, regulatory, social and cultural. These 
implications are on and between individuals, within and between 
organizations, and within and between governments, and combinations of 
these.





We are interested in topics that include (but are not limited to) the 
following:

·         Accreditation, Regulation, Federal Financial Aid

·         Impact on organizational and industry structure within the 
Higher Education industry

·         Strategic implications/ opportunities/ challenges/ 
prescriptions for traditional and online, public and private Higher 
Education organizations

·         Shifting higher education business models’ impacts (e.g., 
economic, social, psychological) on administrator, faculty, staff and 
student roles and power, e.g., implications of adjunctification’s 
un-bundling of work (course design, seminars, grading, mentoring, 
advising, governance, research, service, etc.).

·         Implications from shifting cross-subsidies associated with new 
models (e.g., large lower-level introduction courses subsidize small 
upper-level specialized courses –what happens when the introductory 
courses are waived in competency-based scenarios or MOOCs are accepted 
for credit?).

·         Power issues associated with shifting education models, e.g., 
competency based degrees, MOOCs, hybrid programs, etc. Who wins, who 
loses? What potential strategies exist for students, faculty, entrants 
and incumbents?

·         “The next billion”—i.e., online education’s potential to 
efficiently educate financially- and/or technologically-challenged 
students, both in developed and developing regions.  To what extent is 
this happening? What are the political implications of this flattening 
of opportunity?  What policies/ strategies can enhance or diminish this 
potential?

·         Online education’s colonialization and resulting potential for 
cultural homogenization.  Transplanting developed regions’ educational 
models and resources to other cultures may cause the latter 
(colonialized) to resemble the former (colonial).  What are the 
trade-offs?  What strategies are used to resist this colonialization and 
homogenization?

·         Gender issues—Are women more highly represented as online 
students and faculty? Why or why not?  What are the political and 
performance implications?

·         Diversity issues – Are people of color more highly represented 
as online students and faculty?  If so, why? Are there empirical 
differences in their success in either venue?  Are folks of different 
ages more or less highly represented in online venues, why, and what 
factors might explain this differential representation and success?

·         Political issues associated with globalization and online learning

·         Religious issues associated with online learning, possibly 
combined with globalization and gender aspects.

·         Virtual education workers’ political issues in dealing with 
each other, with supervisors and subordinates.  What happens when 
information is un-bundled from people and places, and flows more 
freely?  Who wins and who loses?  What political games inhibit and 
lubricate these information flows?

·         Politics of Open Source materials –Who owns, who uses, who 
benefits, who loses, who controls, …these resources?





SUBMISSION PROCEDURE:

Researchers from any field of enquiry that deals with the politics of 
online education broadly defined are invited to submit papers for this 
themed issue. All submissions are due by May 15, 2015.

All queries to Special Issue Editor

Kristina Setzekorn (ksetzekorn /at/ kaplan.edu), School of Business and 
Information Technology, Kaplan University



Full papers to be submitted electronically (please reference this 
special issue -Political Aspects of Online Education- at the beginning 
of your manuscript, so it can be sent to the appropriate editor) to: 
http://www.igi-global.com/IJEP/



Editors-in-Chief:

Celia Romm Livermore, School of Business Administration, Wayne State 
University, Detroit, USA

Yasmin Ibrahim, School of Business and Management, Queen Mary, 
University of London.



Published: Quarterly (both in Print and Electronic form)

PUBLISHER:
The International Journal of E-Politics is published by IGI Global 
(formerly Idea Group Inc.), publisher of the “Information Science 
Reference” (formerly Idea Group Reference) and “Medical Information 
Science Reference” imprints. For additional information regarding the 
publisher, please visit www.igi-global.com.



REFERENCES:

Seely Brown, J. and Adler, R.P. (2008). Open education, the long tail, 
and learning 2.0.Educause review, 43(1), 16-20.

Smith, P. (2014), The coming era of personalized learning paths. 
Educause review, 49(6),

Celia Romm Livermore (PhD)
Co-Editor-in-Chief (with Dr. Yasmin Ibrahim)
International Journal of E-Politics (IJEP)
School of Business Administration
Wayne State University - Detroit, MI, 48202, USA
IJEP site: www.igi-global.com/IJEP
http://WorldITproject.com



---------------
ECREA-Mailing list
---------------
This mailing list is a free service offered by Nico Carpentier and ECREA.
--
To subscribe, post or unsubscribe, please visit
http://commlist.org/
--
To contact the mailing list manager:
Email: (nico.carpentier /at/ vub.ac.be)
URL: http://homepages.vub.ac.be/~ncarpent/
--
ECREA - European Communication Research and Education Association
Chauss�de Waterloo 1151, 1180 Uccle, Belgium
Email: (info /at/ ecrea.eu)
URL: http://www.ecrea.eu
---------------