Call for Papers:

Student Experience in Latin American Higher Education

 

Guest Editors: María Verónica Santelices (Pontificia Universidad Católica de Chile) and Sergio Celis (Universidad de Chile)

 


Special Topic: Student Experience in Latin American Higher Education

 

Education Policy Analysis Archives/Archivos Analíticos de Política Educativa calls for papers on higher education students’ experience in Latin America, including how students experiment tertiary education both inside and outside the classroom. Higher Education in Latin America has undergone increased access and massification (Schwartzman, 2020), in addition to multiple reforms dealing with its structure, governance, operations, and funding (Bernasconi  & Celis, 2017). Less emphasis has been placed on the student's academic and life experiences. This call includes, but is not limited to, ways in which the student experience is conceptualized, measured, monitored and studied, and its relationship with teaching, accountability, and policies at the institutional and national level.

 

In the international literature, the student experience in higher education has been studied, among others, by examining students´ interaction with the institution (Astin, 1993; Pascarella & Terenzini, 2005; Tinto, 1993), with peers (Biancani & MacFarland, 2013), professors and instructors (Mayhem et al., 2016) as well as from the psychological (Bowman, 2010) and academic perspective, including learning styles and student engagement (Hu & McCormick, 2012). Research has also referred to different groups of students (e.g., first-generation, low- income, gender, and indigenous, see Pike & Kuh, 2005; Sumida Huaman et al., 2019), different types of institutions (e.g., Crozier et al., 2008; O'Banion & Culp, in press) and different academic trajectories, including the transition from secondary education (Kirst & Venezia, 2004), the encounter with and adjustment to higher education (Fayi Carter et al., 2013) and the transition to work (Hora, 2020). The student experience in Latin America, in particular, has been marked by social mobilization and student’s participation in governance (Donoso, 2018). More recently, the pandemic has brought attention to the on-line educational experience and distance learning.

 

This call encourages the analysis of the student experience from different disciplinary, theoretical, and conceptual perspectives. Authors are expected to problematize issues by comparing and contrasting international literature concepts and assumptions with local findings. Contributions in Spanish, Portuguese, or English language will be considered. Papers must be unpublished and based on original research by the authors.


About the Journal: Celebrating its 28th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

 

Submission Information: Potential authors should submit abstracts by September 15, 2020, to the journal section, Student Experience in Latin American Higher Education, at http://epaa.asu.edu/ All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.


Timeline

Abstract (500 words maximum): September 15, 2020

Editorial invitations to submit full articles: October 30, 2020

Full article (7,000 words maximum) submissions: January 5, 2021

Editorial decisions to authors: March 15, 2021

Article revisions received: May 30, 2021

Estimated date of publication: April 2021

 

Please direct any questions about this special issue to the guest editors:

María Verónica Santelices, Pontificia Universidad Católica de Chile, vsanteli@uc.cl 

Sergio Celis, Universidad de Chile, scelis@ing.uchile.cl  


Referencias

 

Astin, A. W. (1993). What matters in college? Four critical years revisited, Jossey-Bass.

Bernasconi, A., & Celis, S. (2017). Higher education reforms: Latin America in comparative perspective. Education Policy Analysis Archives, 25(67). http://dx.doi.org/10.14507/epaa.25.3240

Biancani, S. & MacFarland, D. (2013). Social network research in higher education. In M. Paulsen (Ed.) Higher education: Handbook of theory and research. Volume XXVIII. Springer. http://dx.doi.org/10.1007/978-94-007-5836-0

Bowman, N.A. (2010). The development of psychological well-being among first-year college students. Journal of College Student Development, 51(2), 180-200. http://dx.doi.org/10.1353/csd.0.0118

Crozier, G., Reay, D., Clayton, J., Colliander, L. & Grinstead, J. (2008) Different strokes for different folks: Diverse students in diverse institutions – experiences of higher education, Research Papers in Education, 23(2), 167-177. http://dx.doi.org/10.1080/02671520802048703  

Donoso, A. (2018). El movimiento estudiantil brasileño de 1968 y las discusiones sobre el papel de la educación en la transformación social. Pensamiento Educativo, 40(161), 53-68.

Hora, M. T. (2020). Hiring as cultural gatekeeping into occupational communities: implications for higher education and student employability. Higher Education, 79(2), 307–324.

Hu, S. & McCormick, A. C. (2012). An engagement-based student typology and its relationship to college outcomes. Research in Higher Education 53, 738-754.

Fayi Carter, D., Mosi Locks, A., & Winkle-Wagner, R., (2013). From where and when I enter: Theoretical and empirical considerations of minority students’ transition to college. In M. Paulsen (Ed.) Higher education: Handbook of theory and research. Volume XXVIII. Springer. http://dx.doi.org/10.1007/978-94-007-5836-0

Kirst, M.W., & Venezia, A. (2004). From high school to college: Improving opportunities for success in postsecondary education. (pp. 448). Jossey-Bass, An Imprint of Wiley.

Mayhem, M., Rockenbach, A. N., Bowman, N A., Seifert, T. A. D., Wolniak, G. C., Pascarella, E., & Terenzini, P. (2016). How college affects st udents: 21st century evidence that higher education works (Vol. 3). Wiley.

O’Banion, T., & Culp, M. (in press). Student success in the community college: What really works? Rowman & Littlefield.

Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research (Vol. 2). Wiley.

Pike, G & Kuh, G. D., (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), (May/June).

Porter, S. R., & Umbach, P. D. (2006). College major choice: An analysis of person–environment fit. Research in Higher Education, 47(4), 429–449.

Sumida Huaman, E., Chiu, B., & Billy, C. (2019). Indigenous internationalization: Indigenous worldviews, higher education, and Tribal Colleges and Universities. Education Policy Analysis Archives, 27(101). http://doi.org/10.14507/epaa.27.4366

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Schwartzman, S. (Ed.) (2020). Higher education in Latin America and the challenges of the 21st century, Springer. http://doi.org/10.1007/978-3-030-44263-7_1