I would like to invite you to our Global Webinar Series presenting a study by Dr. Meseret Hailu from Arizona State University and Dr. Roseanne Njiru from the University of Nairobi. On January 25 - 21.00-22.00 HKT, the two scholars will share their findings from the project investigating the learning environment experienced by women majoring in engineering within the University of Nairobi (UoN) laboratories.

You are welcome to join this webinar by registering at the following link: https://eduhk.zoom.us/meeting/register/tJApdOysqD4jGtfGijfggs8w74Y07FOIRuut 

We would like to invite you to the opening webinar within the 2024 Global Webinar Series. On Tuesday January 16 (21.00-22.00 HKT) we will host a presentation by Dr. Dominik Antonowicz from Nicolaus Copernicus University of Torun, and Professor Glen A. Jones from OISE, University of Toronto, who will share insights from their most recent book on university boards in Canada. This webinar will offer unique insights into the role of boards, and the structures and practices that frame their work. It will explore board composition, the professional backgrounds of board members, how members perceive their role, and the complex relationships between the board and the university president. The authors will also compare and contrast the Canadian experience with recent governance reforms in Europe and other regions.

To join us online, please register at the following link: https://eduhk.zoom.us/meeting/register/tJEpceusrzovH9IchnEqxarASyvXUgj9zD-i and share with your networks.

The webinar series is a collaboration with the Consortium of Higher Education Researchers (CHER).

We are delighted to invite you to the next event in our Innovative Universities Global Webinar series where renowned founders and leaders of innovative universities share their experiences and success stories.
Missed the last one? Find the recording here.

This time, we are delighted to welcome Ben Nelson Founder and CEO of Minerva Project and the Chancellor of Minerva University.

Please join us to learn more:

Minerva University: How to build an effective university when the system trains people to do things wrong

Thursday, December 14^th, 2023,
5 p.m. – 6 p.m. CET
Register here!

Don’t miss out on this unique opportunity!

Abstract:
Empirical evidence demonstrates that universities are among the least effective organizations in their purported goal of educating learners. The measures which universities themselves use to certify knowledge acquisition demonstrate that students do not retain what they supposedly learn a mere few months after that certification. To fix this problem, new universities must be built with radically different processes, procedures, and incentive systems and existing universities must be reformed along similar lines. But how do you accomplish that when practically everyone in the system (and those outside of it) were trained to believe in ineffective practices?

You may register for this event at: https://hku.au1.qualtrics.com/jfe/form/SV_3QQx70Qc4SPGBUi 

Click here for detailed information.

Eleven volumes of the annual series Theory and Method in Higher Education Research have now been published by Emerald since 2013, the first two as part of another series, International Perspectives on Higher Education Research. We are now seeking contributions for the next volume (to be published in 2024) and beyond.

Rationale: The higher education research community is growing in size and influence. Much research is, however, in the form of critique of policy trends or evaluation of the effectiveness of changes in practice. This series aims to make a substantive contribution to the development of higher education research by focusing attention on issues of theory and method.

Theory may refer to specific theories developed within higher education research – e.g. academic literacies, modes of knowledge, threshold concepts – or to those applied from particular disciplinary perspectives (e.g. biological sciences, economics, management, political science, psychology, sociology). Method may include the broad range typically applied within educational and social research – e.g. documentary analyses, interviews, multivariate analyses, network analysis, observation, secondary data analysis – as well as more specialised approaches (e.g. conceptual analysis, ethnography, phenomenography).

While contributions may be set within the context of particular research projects, their focus should be on critically discussing aspects of the theory and/or method being applied or developed. Critical reviews of the current and/or potential use of particular theoretical or methodological frameworks to higher education research are also welcomed.

Editors: Professor Jeroen Huisman (Ghent University, Belgium) and Professor Malcolm Tight (Lancaster University, UK).

Deadlines: Expressions of interest in contributing a chapter should be emailed to both editors (This email address is being protected from spambots. You need JavaScript enabled to view it.; This email address is being protected from spambots. You need JavaScript enabled to view it.). If you would like to be considered for the 2024 volume, please send a one-page outline of your proposed contribution by December 1st 2023. Feel free to submit earlier, we offer feedback when submissions arrive in our e-mailboxes.  The editors will decide which proposals to proceed with by the end of December. Draft chapters of 6-8,000 words must then be submitted for review by mid-February 2024 (we may ask those submitting chapters to review one other submission). Feedback will be provided by the end of February 2024, with final versions of chapters to be submitted by April 1^st 2024.

Potential authors are welcome to make initial queries to either editor, but please ensure that you send your proposals to both.