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The deadline for submission of proposals is 31 July 2008
Proposals should state which of the research domains fits most closely with the content of the presentation.
These research domains are aligned with the Society’s networks and the peer review process of proposals will be led by network convenors, ensuring rigorous review by peers with appropriate knowledge and expertise. Contributors are encouraged to relate their submissions to the Conference theme and explore their research findings in the context of valuing student experiences, systems and structures, or comparative, social and cultural variations and global or transnational developments.
It is understood that it is not always obvious which domain provides a best fit but authors are encouraged to submit proposals in the domain in which they would like their paper to be themed. The Conference welcomes research papers relating to further, higher, undergraduate, postgraduate and professional education in all research domains and where possible such papers will be grouped on a sector basis as well
as by one of the following domain themes.
Proposals are invited for:
Individual Papers, Discussion Workshops, Sympisia, Roundtables and Poster Sessions.
 Higher education policy
Management, leadership and governance
Academic practice, work and cultures
Student experience
Learning and teaching
Quality assurance and assessment
Higher education policy:
- the values and valuation of higher education institutions, systems, activities (research, teaching and third stream) and identities;
- explicit or implicit values in policy including relationships between higher education, the state and markets;
- the values associated with privately and publicly funded higher education;
- the relationship between higher education policy and social justice;
- how transnational, global and international forces have affected the values of different higher education systems.
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Management, leadership and governance:
- explicit or implicit values in, management and/or governance, including relationships between higher education, the state and markets;
- what kinds of values do academic leaders/managers hold and why?;
- how are staff and students valued?
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Academic practice, work and cultures:
- how academic work, culture and practice are valued, and changing or being re-evaluated in response to contemporary forces affecting higher education;
- shifting boundaries between academic, and learning support and academic management roles;
- re-evaluation of academic values in teaching, research and scholarship;
- changing relationships between academics and students or academics and managers;
- changing character of academic identities;
- ethical and moral values in higher education.
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Student experience:
- the values underlying and manifested by ‘the student experience’ and whether and how this experience is valued;
- what is learnt (both formally and informally) as well as what is taught, in the context of various learning cultures in diverse institutions where different students develop different knowledge and skills;
- how this experience is valued outside the academy by, for example, employers and parents;
- the economic and other forms of return to higher education;
- student experience in the context of potentially conflicting commitments to academic work, employment, domestic labour and ‘free’ time;
- comparing student experience in the UK national regions, or with other countries.
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Learning and teaching:
- how post-compulsory and higher education are being re-shaped into new forms of teaching and learning, delivery and management;
- widening participation to higher education and how this influences values, pedagogies and practices;
- how social diversity and difference (including social class, race, ethnicity, disabilities and sexualities) influence disciplines, subjects and how they are taught;
- the relationships between research, teaching and learning;
- formal, informal and e-learning provision, new networks, partnerships, changing models emerging in the ‘gaps’ between the sectors;
- the impact of global contemporary forces and the proliferation of new systems of learning on the boundaries between institutions and sectors;
- the values in lifelong learning, vocational, technical and/or adult education.
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Quality assurance and assessment:
- The relationship of QAA procedures and processes to values, purposes; accountability, control, compliance and improvement/enhancement;
- the impact of the range of QAA approaches on the relationship between quality and learning;
- the impact of transnational developments (such as the Bologna process) and transnational forms of quality assurance;
- credit transfer and mobility.
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