Did he just throw my cat out of the window? Just my luck, no ice. Just my luck, no ice. Eventually, you do plan to have dinosaurs on your dinosaur tour, right? So you two dig up, dig up dinosaurs? Yes, Yes, without the oops! I was part of something special.

Just A Test Card

Wow, you wouldn't believe the content in here.

Just A Test Card

Wow, you wouldn't believe the content in here.

Just A Test Card

Wow, you wouldn't believe the content in here.

Did he just throw my cat out of the window? Just my luck, no ice. Just my luck, no ice. Eventually, you do plan to have dinosaurs on your dinosaur tour, right? So you two dig up, dig up dinosaurs? Yes, Yes, without the oops! I was part of something special.

Call: AMLE Special Issue - Learning and Education Strategies for Scholarly Impact

We define scholarly impact as an “auditable or recordable occasion of influence” arising out of research (Haley, Page, Pitsis, Rivas and Yu, 2017); this special issue will explore influence through research on communities that include not just scholars, but also other external and internal stakeholders such as regulators, policymakers, managers, students and society at large.

Learning and Education Strategies for Scholarly Impact: Influencing Regulation, Policy and Society through Research

Scheduled for Publication: September 2022

We define scholarly impact as an “auditable or recordable occasion of influence” arising out of research (Haley, Page, Pitsis, Rivas and Yu, 2017); this special issue will explore influence through research on communities that include not just scholars, but also other external and internal stakeholders such as regulators, policymakers, managers, students and society at large.

For more information, please click for this PDF.

Guest Editors:

  • Usha C. V. Haley, Wichita State University (editorial contact: usha.haley@wichita.edu)
  • Sir Cary L. Cooper, University of Manchester
  • Andrew J. Hoffman, University of Michigan
  • Tyrone S. Pitsis, Durham University
  • Danna Greenberg, Babson College
  • Paul Hibbert, University of St. Andrews

 

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