CADAD 2018 Special Issue – Call for Papers

Topic: Third-party Partnerships in Higher Education: Challenging Centralised Teaching and Learning Functions in the University
Due: Monday September 25, 2017
Editors: Associate Professor Gail Wilson and Dr Sally Ashton-Hay
The Journal of University Teaching and Learning Practice is a tri-annual, peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal provides a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
This Special Issue is sponsored by the Council of Australian Directors of Academic Development (CADAD). The first CADAD Special Issue was published in 2016. Across many universities in Australia at present third-party providers are offering teaching and learning services through outsourced arrangements with universities. This issue of JUTLP opens debate to the experiences of universities in Australasia and overseas.
Third-party providers as partners in higher education and the benefits, advantages and challenges they bring to centralised teaching and learning functions in the university is the focus of this CADAD Special Issue. Increasingly, third-party providers are partnering with universities to provide a range of services that are ‘outsourced’ or ‘unbundled’ from the traditional way the centralised teaching and learning functions in the university are organised. Universities are partnering with these providers for a range of reasons, some of which include the need to increase student revenue, enhance their capacity on a global stage, advance online learning options in a competitive marketplace, or to grow their footprint outside the immediate region of the university.
Strong arguments for these partnerships include their ability to increase the competency or reach of an institution to develop and deliver courses, to partner with overseas institutions or to collaborate with online delivery specialists.
Some questions raised by these third-party partnerships include:

  • How does a university maintain its institutional identity and reputation?
  • What are the managerial challenges within the university associated with multi-agency delivery?
  • What is the impact of these partnerships on teaching and learning staff working in areas affected by these partnerships?
  • What role has the disruptive nature of technology played in the ‘unbundling’ process that lies at the heart of these partnerships?
  • What does competitive disruption and/or disruptive innovation hold for the future of higher education?The limited literature relating to this topic is spread across a range of disciplines and fields of interest – higher education policy and teaching and learning; management and organisational change; openness and disaggregation in online learning; and the disruptive force of technologies on universities, students and staff. For this issue we seek papers which
    •   define an important issue, initiative or problem relevant to the topic with clear educational and teaching and learning practice application;
    •   apply critical, analytical and useful insights in relation to the topic and learning and teaching practice;
    •   contain a clearly stated context of interest to an international readership;
    •   include reference to the appropriate literature;
    •   include an easy to follow structure;
    •   adhere to the JUTLP word limit of between 7000 – 8000 words , includingreferences, or approximately 15 pages with an upper limit of 20 pages.Timeline:
June 19 2017
Call for papers for Special Issue
September 25 2017
Papers received and distributed for peer review
November 20 2017
Articles returned from peer review to Editors
February 28 2018
Final articles ready
Publication of special issue
May 2018
Submission Deadline: September 25, 2017
Instructions for Authors: Please direct all questions or enquiries to:

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