*** Apologies for any cross posting ***
CALL FOR CHAPTERS
Style Differences in Cognition, Learning, and Management: Theory, Research and Practice
Editors: Stephen Rayner & Eva Cools
The overall objective of the book
This edited book aims to mark fifteen years of contributions to the field of style research in cognition and learning presented at the annual conference of the European Learning Styles Information Network (ELSIN at
www.elsinnet.com <http://www.elsinnet.com/> ). The style field is a multidisciplinary, global community made up of academics from several domains including education, psychology, business, computer science, information systems, management, human resources and other related fields. This book will be useful for these and other academics who are interested in differences in thinking and learning, covering a wide range of style-related themes with appeal to an international and interdisciplinary target audience. Furthermore, the target audience also consists of interested practitioners working in the areas of HR Management, Organizational Learning, Business Management or Education.
The book will appear as part of the Routledge Studies in Management, Organizations, and Society series. It will set out a new and alternative research paradigm which focuses on facilitating revision and consensus in the field of style differences and the underpinning areas of differential and individual differences psychology. It will be broad and comprehensive, but edited in such a way that the aim of integrating research and practice will be used to also achieve a greater level of consensual theory for style differences in human performance.
Proposed book structure
The book will comprise three parts reflecting the following key themes: (1) re-affirming and understanding style differences in human performance, developing style research methodology and assessment, (2) applying style in learning, knowledge management, technology and pedagogy, and (3) exploring styles in human resources, professional learning and organisational behaviour.
Part 1: The Theory of Style Differences: models, measures and meaning
This section of the book will reflect a critical and conceptual revision of the theory underpinning the explanation and understanding of cognitive style, learning styles and related models of style such as problem-solving, decision-making, leadership and management, and teaching style. It will set out a series of historical and contemporary perspectives, contextualising this work in the continuing international activity of the research community.
Part 2: Personal Diversity: differences in thinking, learning and pedagogy
The second section of the book will address diverse applications of style in the context of learning, knowledge management, training and development, and pedagogy. A large number of studies have been conducted in this area, as style differences have been found to impact the way people learn, take in knowledge, and develop. Relevant topics to include in this section are: putting style research into practice in the classroom, how to stimulate style versatility, teaching styles and learning styles, styles in a cross-cultural context.
Part 3: Personal Diversity in Applied Practice: differences in life-long and work-place contexts
This section will extend applications of style in the workplace context. Relevant topics to include in this section are: the impact of styles on organisational behaviour and performance, the link with human resources policies and strategies, the influence of style differences on management and leadership, style differences and the use of learning technologies. An organising theme for this section is the introduction of the concept of personal diversity as an organisational 'knowledge theme' or 'policy idea' for education and management.
Submission procedure
Scholars and practitioners who are interested in contributing to this book are invited to submit a 2- to 5-page manuscript (double-spaced) proposal by 14 December 2008, which clearly explains the aims and focus of the proposed chapter. The content of a chapter may take the form of an empirical report, critical review and/or theoretical discussion. Please also clearly indicate for which part of the book you would like your proposal to be considered. Authors of accepted proposals will receive feedback and chapter submission guidelines by 31 January 2009. Full chapters (length: around five-six thousand words) are expected to be submitted by 31 October 2009. The book is scheduled to be delivered to the publisher by the end of March 2010. Submissions (a word-compatible format) can be sent by email to the editors.
Editors of the book
Prof dr Stephen G. Rayner, Professor of Leadership and Diversity in Education, Department of Education, University of Gloucestershire, UK. Email:
srayner@glos.ac.uk <mailto:
srayner@glos.ac.uk>
Dr Eva Cools, Senior Researcher, People & Organization Department, Vlerick Leuven Gent Management School, Belgium.
Email:
eva.cools@vlerick.be
Eva Cools, PhD
Vlerick Leuven Gent Management School
Reep 1, 9000 Gent, Belgium
0032 (0)9 210 97 78
Eva.Cools@vlerick.be