Ugochukwu Chinonso Okolie, Leipzig University

Yuliya Shtaltovna, HS Fresenius

Paul Agu Igwe, University of Lincoln

Priscilla Bahaw, The University of the West Indies

Chibueze Tobias Orji, University of Nigeria, Nsukka

This special issue seeks empirical research on how student entrepreneurship influences the transition from university education to employment in emerging economies. The focus is on understanding how entrepreneurial experiences during higher education contribute to career development, employability skills, and readiness for labour market entry.

The call addresses a gap in research regarding student entrepreneurship's role in university-to-work transition, despite evidence that entrepreneurial activities provide experiential learning opportunities for developing workplace skills. The special issue aims to inform policymakers, university administrators, and industry experts about improving graduate employment outcomes while contributing to United Nations Sustainable Development Goals related to quality education, decent work, and reduced inequalities.

Appel publié par Career Development International. Lire l'appel complet sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Student Entrepreneurial Activities as a Pathway to University-to-Work Transition: exploring how students' engagement in small and micro-businesses might facilitate or hinder their transition into the labour market
• Career Development and Employability Skills Acquisition: exploring how students' entrepreneurial engagement contributes to or hinders the development of essential employability skills and career readiness
• Institutional and Contextual Factors in Emerging Economies: exploring how factors such as institutional support, government policies, culture and economic conditions shape student entrepreneurship and university-to-work transition outcomes
• Cross-regional Comparative Insights & Theoretical Advancement: examining comparative perspectives on how student entrepreneurship affects university-to-work transition in different regions
• Inner Development Goals and the Human Dimension of Entrepreneurship: integration of the IDGuide into entrepreneurship and business education, and how cognitive, social, and self-leadership competencies promote entrepreneurial behaviour and employability among students

Timeline

• November 1, 2025: Opening date for manuscripts submissions
• October 1, 2026: Closing date for manuscripts submission

Karen Gravett, University of Surrey

Naomi Winstone, University of Surrey

Kieran Balloo, Southern Cross University

This special issue explores relational pedagogies—teaching practices emphasizing meaningful connections between teachers and students, and engagement with both human and nonhuman entities like digital technologies—within contemporary higher education contexts shaped by generative artificial intelligence. Relational pedagogies foster emotional and affective dimensions of education while challenging competitive individualistic approaches.

The rapid emergence of GenAI is fundamentally reshaping how educators and students interact, redefining educational practices politically, practically, and ideologically. The special issue seeks critical perspectives on how GenAI reconfigures relationality in higher education, addressing questions about student engagement with AI outside educator control, evolving assessment and feedback practices, care in digitalized contexts, equity implications, and the ethical and environmental concerns these technologies raise.

Appel publié par Teaching in Higher Education. Lire l'appel complet sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Discourses surrounding GenAI and pedagogy
• Relationality with respect to assessment practices
• Relational feedback processes
• The role of care and its connection with GenAI in contemporary universities
• The intersection of AI technologies with notions of mattering and belonging
• Research into academic work and relational connections
• The materiality of education
• Political and ethical questions regarding digital technologies such as surveillance, datafication, and agency
• GenAI's environmental impacts and their intersection with pedagogical, ethical, and political questions
• Posthuman, sociomaterial and feminist materialist perspectives
• How does students' use of GenAI reshape relationships and pedagogies?
• What role do emotions, affective relations, and embodied experiences play for students and educators in an age of GenAI?
• How do relational pedagogic encounters with GenAI blur the boundaries between human and machine?
• How are GenAI technologies changing relational assessment practices in higher education?
• How are relational feedback processes evolving as a result of GenAI technologies?
• What new methods are needed to understand our relationship with digital and GenAI technologies in higher education?
• What questions does GenAI raise for equity perspectives on relationality?
• What new theoretical and critical approaches are being engaged to investigate relational pedagogies and relationality in the age of GenAI?

Timeline

• April 20, 2026: Abstract deadline
• May 18, 2026: Expected date for abstract decisions to be communicated to authors
• October 26, 2026: Manuscript deadline for invited draft full papers

Anne-Sophie Godfroy, Université Paris-Est Créteil

Victoria Showunmi, University College London

Ama Lawani, University of Stirling

Peliwe Mnguni, UNISA Graduate School of Business Leadership

Afifa Knanam, Lahore College for Women University

Early Career Researchers face increasingly precarious employment conditions, with these challenges shaped significantly by gender. While women comprise nearly half of doctoral graduates in Europe, they remain underrepresented in certain fields and disproportionately occupy insecure positions. Beyond gender, intersecting factors like race, disability, and socioeconomic status create multiple barriers to career progression.

This special issue amplifies ECRs' voices by examining their experiences through gendered and intersectional lenses. It highlights structural inequalities in academia, challenges traditional research career concepts, and proposes institutional changes to address sexism. The issue invites research on gender equality initiatives, academic mobility, inclusive leadership, and frameworks for evaluating gender equality policies.

The call welcomes diverse contributions from ECRs and underrepresented researchers, including empirical studies, case studies, policy analyses, and personal reflections addressing the key thematic areas, with emphasis on improving working conditions and career prospects in academic institutions.

Appel publié par Gender Work and Organization. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Gender Equality in Career Prospects and Working Conditions at Early Career Stages
• The Gendered Impact of Mobility and Migration
• Integrating ECRs into Decision-Making Processes
• Intersectional Analysis of Inequalities
• Monitoring and Evaluating Gender Equality Policies
• Critical reflections on gender equity and its contemporary resistance in organizational settings and media ecosystems
• How leaders and organizations engage with gender issues through activism, partnerships, internal policies, and public critique
• Intersectional perspectives on gender, race, class, and sexuality and the dynamics of progress and regression
• How gender biases are addressed and produced in the realms of innovation, tech, and entrepreneurship
• Analyzing gender inequality and its stagnation in workforce participation, compensation, and promotion opportunities
• Gender fluidity and non-binary representations in the corporate world and organizational practices
• Examining ethical and sustainable practices through a gender lens to address inclusivity in environmental and social initiatives
• Empirical studies addressing gender and equality in academia, with particular attention to gender, mobility, and precarious employment conditions
• Case studies highlighting gender equality initiatives in academic and research institutions
• Policy recommendations and critical analysis of gender-sensitive recruitment, evaluation, and career development practices in academia
• Innovative solutions aimed at reducing gender-based violence and fostering safer, more inclusive environments for women and marginalized groups within academic settings
• Methodologies for monitoring and evaluating the impact of gender equality measures
• Theoretical interventions exploring concepts of gender, equality, and academic structures
• Autoethnographies reflecting on personal experiences related to gender and academic life
• Practitioner reflections offering insights from those actively engaged in promoting gender equality in academic contexts
• Interdisciplinary dialogue fostering collaboration and knowledge exchange across fields to advance gender equality in research and academia

Timeline

• May 15, 2026: Deadline for optional 250-word abstract submission via email to receive initial feedback
• July 1, 2026: Online developmental webinar to provide feedback on abstracts
• October 31, 2026: Full paper submission deadline

Rebecca Elliott, London School of Economics and Political Science

Sam Friedman, London School of Economics and Political Science

Ali Meghji, University of Cambridge

Aaron Reeves, University of Oxford

This project invites sociologists and scholars from around the world to reflect on the challenges facing higher education, including political censorship, marketisation, and institutional attacks on academic freedom. The call recognises that these pressures manifest differently across countries, from overt censorship in some nations to decades of marketisation and budget cuts in others, resulting in department closures and job losses.

The journal seeks commentary pieces that examine these conditions through multiple lenses: personal experiences situated within structural realities, historical and political analysis of current crises, and explorations of potential solutions. The project aims to provide a sustained platform for marginalised voices and to address long-term challenges facing academia globally, rather than serving as a short-term response to individual crises.

Appel publié par British Journal of Sociology. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Personal experiences of censorship and marketisation in higher education in light of structural conditions
• Historical, political, economic, and cultural underpinnings of current crises in academia
• Potential solutions and transformations to address attacks on higher education
• Global perspectives on the conditions facing sociologists and scholars across different countries
• Impact of political censorship, xenophobia, and budget cuts on academic freedom and employment

Timeline

• September 30, 2026: Submission deadline

Rick Delbridge, Cardiff University

Bill Harley, University of Melbourne

Paolo Quattrone, Alliance Manchester Business School

Kerstin Sahlin, Uppsala University

Universities face unprecedented challenges including COVID-19, geopolitical tensions, financial pressures, and generative AI that require fundamental organizational innovation. While previous research has examined how universities contribute to industry innovation through collaborations, comparatively little attention has been paid to how universities innovate themselves as organizations to survive these turbulent times.

This special issue seeks interdisciplinary contributions examining universities' ability to innovate internally across governance, culture, leadership, capabilities, ecosystem engagement, work environments, and societal missions. The issue welcomes theoretical and empirical research exploring what drives, enables, or constrains innovation within universities.

Appel publié par Journal of Product Innovation Management. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Innovation in Governance and Strategy - governance structures, decision-making processes, exploration vs. exploitation, hybrid/ambidextrous organizations, organizational structures, business models, digital transformation, and generative AI
• Innovation in Culture and Leadership - culture of resistance to change, leadership styles, governance models, organizational cultures, academic autonomy, professional communities of practice, and organizational agility
• Organizational Structures, Capabilities and Learning - organizational structures and innovation diffusion, organizational learning processes, capabilities, routines, institutional logics, and alternative organizational forms
• Ecosystem Engagement and Open Innovation - global networks, international partnerships, orchestrating roles as hubs/intermediaries/boundary spanners, network structures, intra-university collaborations, alliances, partnerships with industry/government/civil society, and balancing academic independence with collaborative demands
• Innovation for Wellbeing and Work Environment - designing healthier and inclusive work environments, participatory innovation and co-design, bottom-up initiatives, and academic labour experiences
• Innovation for Societal Grand Challenges - aligning innovation with grand challenges like sustainability and social justice, mission-oriented organizational models, partnerships for co-creating solutions, and evaluating societal impact

Timeline

• January 21, 2026: Call for papers for Catalyst Essays and Original Articles
• March 2, 2026: Online information session and Q&A with Special Issue Guest Editors
• May 1, 2026: Deadline for Catalyst Essay proposals (maximum 2 pages)
• September 1, 2026: Deadline for full paper proposals for potential inclusion in the Paper Development Workshop (maximum 10 pages)
• November 1, 2026: Deadline for Catalyst Essay submissions (only accepted proposals)
• November 30, 2026: In-person paper development workshop at Cardiff Business School (optional)
• February 1, 2027: Deadline for full paper submissions (open to anyone)
• May 1, 2027: Final decision for Special Issue I (Catalyst Essays)
• May 1, 2028: Final decisions for Special Issue II (full papers)

Miriam Moeller, University of Queensland

Dana L. Ott, University of Otago

Matevž Rašković, University of Technology Auckland

Sophie Hennekam, Audencia Business School

Timothy J. Vogus, Vanderbilt University

Joy E. Beatty, Eastern Michigan University

Judith Clair, Boston College

Business schools worldwide are reassessing their social purpose while increasingly recognizing that neurodivergence—including autism, ADHD, and dyslexia—affects a significant portion of the population, especially younger generations. Current systems often disadvantage neurodivergent learners and staff by privileging narrow forms of interaction while placing adaptation burdens solely on neurodivergent individuals.

This special issue reimagines how business schools can become genuinely neuroinclusive environments. Rather than focusing on accommodations alone, it invites contributions examining how neurodiversity enriches learning and knowledge creation. The call welcomes conceptual and empirical work from diverse theoretical perspectives and global contexts, particularly from scholars in disability studies, inclusive education, and critical management studies.

Appel publié par Academy of Management Learning and Education. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Neurodiversity in business school design and pedagogy
• Inclusive teaching practices and Universal Design for Learning
• Neuroinclusive curriculum and assessment methods
• Experiences of neurodivergent learners, academics, and professional staff
• Intersectionality of neurodiversity with gender, race, culture, and other identities
• Support systems and accommodations for neurodivergent individuals in higher education
• Transition experiences from secondary school to management education and into the workforce
• Staff training and institutional culture around neurodiversity
• Technology and artificial intelligence applications for neurodivergent learners
• Non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives on neurodiversity in education
• Social justice, DEI, and equity in business schools
• Neurotypicality assumptions and double empathy problem in management education
• Masking, disclosure, and psychological safety
• Employment outcomes and career readiness of neurodivergent graduates
• Co-occurring neurocognitive conditions and intersecting disabilities
• Leadership development and neurodiversity competencies
• Experiential learning and study abroad adaptations for neurodivergent students

Timeline

• May 13, 2026: Deadline for submitting proposals for optional professional development workshop in May 2026
• November 1, 2026: Submission window opens
• December 14, 2026: Submission window closes

Associate editors

• Katrin Mühlfeld, University of Trier
• María José Murcia, IAE Business School