Submit a Manuscript to the Journal

Higher Education Research & Development

For a Special Issue on

Reimagining Higher Education Learning Spaces: Assembling Theory, Methods, and Practice

Manuscript deadline
30 April 2024

Cover image - Higher Education Research & Development

Special Issue Editor(s)

Stephen Marshall, Victoria University of Wellington, Aotearoa/New Zealand
[email protected]

Samuel Elkington, Teesside University, UK
[email protected]

Jill Dickinson, Leeds Beckett University, UK
[email protected]

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Reimagining Higher Education Learning Spaces: Assembling Theory, Methods, and Practice

Rapid change and emerging innovations in educational technology, and the development of associated understandings, are shifting expectations, practices, and discourse around how learning is situated in space and time, extending the locus of learning experiences across and beyond the physical university campus. Prompted by recent events, the increasing hybridisation of learning and teaching continues to substantially impact spatial and temporal beliefs, approaches, and narratives around when, where, and how learning can happen. However, we are yet to properly conceptualise this emerging, pluralised, learning landscape in terms of the relationship between pedagogy, technology, and nascent configurations of learning spaces for increasingly (post)digital environments. This Special Issue aims to provide a contemporary, critical examination of the changing (inter)relationship(s) between digital technologies and higher education (HE) learning spaces, inviting new theoretical perspectives and methodological approaches as a means of exploring the possibilities for future authentic configurations of learning and teaching practice ecologies.

Pushing beyond normative conceptualisations and totalising critiques of learning spaces in HE, this Special Issue invites international contributions that seek to reimagine spaces and places for learning according to the level of complexity, nuance, and depth that they exhibit and the neoteric topologies of connection, social meaning, and practice that they promote.

Contributions might represent, connect, and assemble new theoretical perspectives, methodological approaches, and/or
practical interventions to explore any, or a combination, of the following illustrative spatial themes:

  • Connected space – as permeable, networked, and flexible, providing inclusive and adaptive environments in which learning can take place.
  • Embodied space – as shaped through the physical (inter)actions, agency, and ownership of individuals and groups.
  • Relational space – as realised through meaningful (inter)relationships that foster mattering, belonging, wellbeing, and community, amidst different modes of study.
  • (Socio)Material space – as mutually shaped by technology, teaching methods, and contexts which are, in practice, always mediated between educators and learners.

Submission Instructions

Papers for the special issue should be submitted in their final polished and complete state for review by the 30th of April 2024.

Submission should follow general HERD submission guidelines, available at HERD's Information for Authors.

All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience.

Word limit of 7,000 words per article, all-inclusive.

Review timeline:
Round 1 reviews returned: Mid June 2024
Revisions completed: 31 July 2024
Articles finalised: November 2024
Copy-editing period: November - December 2024
Anticipated publication date Issue 1 2025

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