CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: March 30, 2014
A book edited by Dr. Victor C.X. Wang
(Florida Atlantic University, USA)
To be published by IGI Global: http://bit.ly/1ktsGOC
For release in the Advances in Knowledge Acquisition, Transfer, and Management (AKATM) Book Series.
The Advances in Knowledge Acquisition, Transfer, and Management (AKATM) Book Series brings together research on emerging technologies and its effect on information systems and knowledge society.AKATM will provide researchers, students, practitioners, and industry leaders with highlights on the knowledge management discipline, including technology support issues and knowledge representation.
Humans do not live in a vacuum. Humans constantly interact with phenomena and each other. As Habermas (Habermas, 1971, as cited in Wang & Cranton, 2013, p. 30) put it, “we all have needs and interests in life and only learning can satisfy these needs and interests such as getting along well with others, controlling the environment and staying away from oppression within our society.” To cope with phenomena or relationships effectively, humans need systematic investigation to gain knowledge about a particular phenomenon or a relationship. This systematic investigation can be translated into research, the French word ‘recherche,’ meaning to search. There is no one best method of research; therefore, research itself warrants multiple ways of generating and sharing knowledge as well as avoiding errors.
Western researchers have been advised to employ empirical research methods to address research problems. Specifically, researchers have been following this kind of advice, “if you address the magnitude of a research problem, utilize quantitative analyses; if you address the in-depth of a research problem, utilize qualitative analyses.” Recently researchers have been advised to adopt “mixed methods research” to tackle research problems to achieve a “comprehensive view” of a research problem.
These research methods are specifically driven by four epistemological positions: postpositivism, constructivism, advocacy/participatory, and pragmatism. Postpositivists believe that knowledge is created by humans conjecturing and that, for learners to create an understanding, it is important that they work with and challenge the conjectures (Bettis & Gregson, 2001). Constructivists assume that individuals seek an understanding of the world in which they live and work. Individuals develop subjective meanings of their experiences–meanings directed toward certain objects or things (Creswell, 2009, p. 8). Creswell further indicates that these meanings are varied and multiple, leading the learner to look for the complexity of views rather than narrowing meanings into a few categories or ideas. Individuals construct different meanings from the same experiences, and those meanings are valid. Some scholars and educators feel that postpositivist and constructivists do not go far enough in advocating for an action agenda to help marginalized peoples in society. Therefore, they developed an advocacy and participatory worldview by drawing on the writings of Marx and Freire (Neuman, 2000). According to Creswell (2009), an advocacy and participatory worldview holds that learners need to become radical philosophers; that is, they need to have an action agenda for reform that may change the their lives, the institutions in which they work or live, and perhaps the larger society. The course instructor’s role is to have learners speak to important social issues of the day–issues such as empowerment, inequality, oppression, domination, suppression, and alienation. Learners are considered to be equals with their course instructors (co-learners). Therefore, learners help design learning questions, collect data, and analyze information together with their course instructors, which may involve the use of technology. Since this epistemological position focuses on the needs of the learners and learners in society that may be marginalized or disenfranchised, the ultimate goal of this position is for learners to develop emancipatory knowledge. The fourth epistemological position is pragmatism, which maintains that a worldview arises out of actions, situations, and consequences rather than antecedent conditions as in postpositivism (Creswell, 2009). Learners are required to use all approaches available to understand problems. To understand problems, learners are free to choose the methods, techniques, and procedures that best meet their needs or purposes. Learners may use multiple methods to understand a particular problem. The emphasis in pragmatism is on hands-on application and practical solutions to problems rather than esoteric or theoretical approaches.
The four epistemological positions are also supported by deductive and inductive reasoning, which translates into Dewey’s scientific method:
1. Identify and define the problem based on the existing knowledge.
2. Determine hypotheses about why the problem exists.
3. Collect and analyze data.
4. Formulate conclusions.
5. Apply conclusions to the original hypotheses or theory.
Step 5 in Dewey’s scientific method can be explained as knowledge creation or generating new knowledge, and new knowledge must be published to disseminate it to the general public. Within the Confucian tradition to realize one’s inner self or self-actualization, one should be completely free from four things: arbitrariness of opinion, dogmatism, obstinacy, and egotism. Two major tenets of research in Confucius heritage countries (CHC) emerge: (1) Confucian thought of research emphasizes meditation to control oneself, and (2) there needs to be an internal integration between self and nature. The research process that facilitates the development of this meditative and integrated self is to be continually extended through dialogue with others within many different structures of human relationships (Wang & King, 2006).
While most books on scholarly publishing and research methods focus on a “how to” approach, overreliance upon either quantitative analyses or qualitative analyses or even mixed methods research, very few of these books deviate from Dewey’s scientific method or offer different perspectives from other world major cultures. Why have contemporary theorists and statisticians such as Stephen Brookfield and Patricia Cranton published the most popular books to inform readers and researchers worldwide? The answer lies in publication of their chapters in such a unique book as well as chapters by their close peers to address pertinent issues regarding scholarly publishing and research methods across the disciplines. To attain this goal, I call upon all other theorists and statisticians as well as practitioners to reflect upon their research topics related to scholarly publishing and research methods and think about contributing cutting edge chapters to this unique volume. Instead of specifying chapter titles, which might limit potential research areas, authors are encouraged to send their own suggested chapter titles and a brief (no more than one page) proposal to the editor based on the theme of the book and the introduction.
Objective of the Book
Handbook of Research on Scholarly Publishing and Research Methods will feature full length chapters (around 13,000 words per chapter) authored by leading experts offering an in-depth description of concepts related to scholarly publishing and research methods in this evolving society.
Researchers, scholars, professors, etc.
Recommended topics include, but are not limited to, the following:
Given the theme of this volume, contributing authors (theorists as well as statisticians) may determine their own research topics and send their chapter proposals to the editor for consideration for inclusion in the volume. This volume intends to address all pertinent issues and concerns in scholarly publishing and research methods in our evolving society. Topics in three areas are highly recommended:
1. Writing and Publishing Dissertations;
2. Writing and Publishing Journal Articles and Peer-Reviewed Book Chapters;
3. Fundamentals of Research Methods, covering a variety of methods and approaches, including (but not limited to) quantitative and qualitative analysis.
Theorists and statisticians are invited to submit on or before March 30, 2014 a chapter proposal (no more than one page) clearly explaining the mission and concerns of their proposed chapter. More than one chapter proposal from worldwide famous theorists and statisticians is welcome. Authors of accepted proposals will be notified immediately about the status of their proposals and sent guidelines. Full chapters are expected to be submitted by June 30, 2014. All submitted chapters will be reviewed in a double-blind review process. Contributors may also be requested to serve as reviewers for this project.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the Information Science Reference (formerly Idea Group Reference), Medical Information Science Reference, Business Science Reference, and Engineering Science Reference imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2014.
Proposal Submission Deadline: March 30, 2014
Full chapter Submission: June 30, 2014
Review Process: June 30, 2014 –August 15, 2014
Notification of Acceptance: August 15, 2014
Full Chapter Submission (publication ready): August 30, 2014
Inquiries can be forwarded to
Dr. Victor C.X. Wang
Propose a chapter for this book