Special Issue of Organization Development Journal
Innovations in Teaching Organisation Development and Change:
Pedagogical Constructs and Tools for Training Reflective Practitioners
Due: February, 15, 2002
Guest Editor:
Tom Kalliath - Waikato University,
Hamilton, New Zealand.
Phone: 64-7-856 2889 Ex. 8670
E-mail: [log in to unmask] -- mailto:[log in to unmask]
All manuscripts should be submitted electronically (see instructions
below) to the Guest Editor (Tom Kalliath) no later than February 15,
2002. Publication is scheduled for August 2002 issue of the O.D.J.
Contributors are encouraged to contact the Guest Editor with any
questions about this Special Issue. The OD literature abounds in
words such as empowerment, learning organization, action research,
systems perspective, strategic learning, appreciative inquiry and so
on. However, the OD classroom has not changed a great deal in the way
knowledge of OD is passed on to future generations of OD
practitioners. We (i.e., OD instructors and programs) are
increasingly being challenged by our stakeholders to translate the
words into action, through innovative course design. How can we
design and deliver courses in Organization Development and Change (at
the undergraduate, graduate and doctoral levels) that give as much
attention to OD "processes", as to the OD content? How can we model
in the OD classroom those OD values we believe in and advocate? The
Special Issue will feature innovations in the OD
classroom-pedagogical constructs and tools for training reflective
practitioners who effectively balance action and reflection in a fast
paced, rapidly changing work environment. We encourage papers that
illustrate innovative approaches to the teaching OD&C that result in
high level of student engagement and superior learning. Interested
scholars/practitioners are invited to send original manuscripts in
the following categories:
1.Feature articles that develop/integrate/translate theory underlying
innovations in teaching
2.Practice articles that illustrate innovations in course design that
result in superior learning
3.Practice articles that illustrate innovative pedagogical tools that
result in superior learning
4.Creative thought provoking essays
Viable papers will successfully integrate the five tenets of
practitioner articles:
1.Grounded in science
2.Provide specific guidelines, principles and lessons learned that
can shape and guide innovations in the OD classroom
3.Document and demonstrate innovative classroom practices and case studies
4.Stimulate ideas that other OD&C instructors can adapt or develop in
their setting
5.Will add value for the instructor/learner In the selection for this
Special Issue, priority will be given to those papers that are
learner-centered, effectively demonstrate a clear and concise message
about OD classroom pedagogy, and are rigorous in logic and the
support of ideas.
All submissions should conform to the style and general directions
given in the Publication Manual of The American Psychological
Association, Third Edition, and adhere to the following guidelines:
Attach to an e-mail two electronic copies of your submission: one
with a title page containing author-identifying contact information,
one without the author-identifying title page. Each file should
contain all figures, tables, and fully double-spaced references.
These two files should be named AUTHOR and NO-AUTHOR, respectively.
All submissions must be made in a Word 6.0/95 -compatible file
format.
Manuscript text should be limited to approximately 25 double spaced
pages in length (including tables, figures and references) for
Feature Articles; 10 to 15 double spaced pages for Practice Articles
and Creative Essays; 12 point font; Courier New; 1 inch margins
Include an abstract of approximately 150 words Your submission will
be acknowledged electronically when reviewers are assigned. Papers
will be double blind peer reviewed and acceptance decisions will be
received by June 15, 2002 or earlier. Contributors should send their
manuscripts electronically, no later than February 15, 2002, to: Tom
Kalliath at [log in to unmask]
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