Call for Participation for Special Session(s) and Journal's Special Issue on
Academic Globalization and Inter-Cultural & Inter-Disciplinary Communication:
AGIIC 2018
March 13-16, 2018, in Orlando, Florida, USA
How to submit your full draft paper (2000-5000 words) for face-to-face or virtual presentations
- If your paper is more related to Academic Globalization and/or Intercultural Communication (AGIC 2018), then submit it via the following web page. After reading it, click the NEXT button:
- http://www.iiis-spring18.org/imcic/Submission/SubmissionFA.asp?vc=62 (face-to-face participation)
- http://www.iiis-spring18.org/imcic/Submission/SubmissionVA.asp?vc=62 (virtual participation)
- If your paper is more related to the analogical relationships between Intercultutal and Interdisciplinary Communication and/or to Interdisciplinary Research, Education, and Communication (IDREC 2018), then submit it via the following web page. After reading it, click the NEXT button:
- http://www.iiis-spring18.org/imcic/Submission/SubmissionFA.asp?vc=55 (face-to-face participation)
- http://www.iiis-spring18.org/imcic/Submission/SubmissionVA.asp?vc=55 (virtual participation)
Presentations and Publications
- The organization of this special event will include at least one conversational session or panel, a plenary keynote address, and paper presentation sessions(s), where accepted articles related to this CFP will be presented. Peer reviewed articles will be published in the conference proceedings. Elsevier/Scopus approved the indexation of IMCIC and SIECI proceedings since 2010.
- Authors of papers presented (face-to-face or virtually via asynchronous means) at the conference will be invited to adapt their paper for its publication in the referred special issue of the Journal of Systemics, Cybernetics, and Informatics (JSCI), with no additional costs for the respective author(s). The special issue will be published in Volume 16 before the end of the year 2018, if an adequate number of articles are submitted, accepted, and presented at the conference. Otherwise, they will be published in a regular issue of the journal.
JSCI is indexed by EBSCO, Cabell, DOAJ (Directory of Open Access Journals), Academic Journals Database, and Google Scholar and listed in Cabell Directory of Publishing Opportunities and in Ulrich’s Periodical Directory.
About the Journal of Systemics, Cybernetics, and Informatics (JSCI)
JSCI was asked by the Directory of Open Access Journals (DOAJ) to re-apply because DOAJ identified more rigorous criteria to list journals in its directory and to index them. After re-applying the Journal was accepted again with the following new benefits (we are doing a copy and paste from the email we received from them):
Benefits of supplying DOAJ with metadata:
- Our statistics show more than 900 000 page views and 300 000 unique visitors a month to DOAJ from all over the world.
- Many aggregators, databases, libraries, publishers and search portals collect our free metadata and include it in their products. Examples are Scopus, Serial Solutions and EBSCO.
- DOAJ is OAI compliant and once an article is in DOAJ, it is automatically harvestable.
- DOAJ is OpenURL compliant and once an article is in DOAJ, it is automatically linkable.
- Over 95% of the DOAJ Publisher community said that DOAJ is important for increasing their journal's visibility.
- DOAJ is often cited as a source of quality, open access journals in research and scholarly publishing circles.
We are supplying our Journal’s meta-data to DOAJ; which is frequently referenced as a white list for electronic open access journals.
Purpose of AGIIC
A main purpose of organzing this special event is to bring together researchers, pratitioners, academics, professionals, and decision/policy makers in the related (or relatable) areas of 1) Globalization, 2) Academic Globalization, 3) Inter-cultural Communication, and 4) Inter-Disciplinary Research, Education, and Communication. A main focus of this special event is summarized in the following diagram.
General Areas of this Special Event and Journal’s Issue
If we conceive disciplines as academic cultures (as they are increasingly being conceived) then, it might be evident that studies in inter-cultural and inter-disciplinary communication might be reciprocally related via analogical thinking; which is a creative source for the formulation of hypothesis to be verified (or not) via logical thinking. This, in turn, might support improvements in Globalization Processes or Academic Globalization. See below a diagrammatic visualization of the following five basic areas and the cybernetic relationships that exist or might exist among them.
- Globalization (AGIC 2018)
- Academic Globalization (AGIC 2018)
- Inter-Cultural Communication (AGIC 2018)
- Inter-Disciplinary Communication (IDREC 2018)
- Inter-disciplinary Research, Education, and Communication (IDREC 2018)
Case studies, reports, specific applications are especially welcomed in any of the above five areas, their potential relationships or in the below suggested non-exclusionary topics. Analogical-thinking-based hypothesis and reflections are also welcomed as submitted articles. Click here for a working draft on “Analogical Thinking, Inter-Disciplinary Communication, and Case Studies”
Suggested Non-Exclusionary Topics
Non-exclusive topics in the five areas mentioned above are the followings. Papers may be sent in any of these topic or on any relationships among two or more of them.
Academic Globalization
Inter-disciplinary communication (For contextual information regarding this table, please go to the “conclusions” section of the paper posted at https://www.iiis.org/Nagib-Callaos/Integrating-different-conceptions-of-conferences)
- Impact of the Globalization Phenomena on Higher Education
- Impact of Higher Education on the Globalization Phenomena
- Case Studies in Academic Globalization
- Case Studies in Higher Education Internationalization
- Ethos, Pathos, and logos of Academic Globalization or Higher Education Internationalization
- Relationships of Academic Globalization and Internationalization of Higher Education
- Inter-Disciplinary Communication and Academic Globalization
- Globalization, Regionalization and Higher Education
- Globalization and Scientific Research
- Relationships between Academic Globalization and Knowledge Society/Economy
- Research, education and Consulting in Academic Globalization
- International Academic Networks and Alliances
- Academic Cooperation
- Academic Associations
- Academic Consortia
- Institutional Networks
- Success and failure factor in Higher Education Internationalization
- Comparative Higher Education Research
- Transnational Education
- Quality and the Internationalization of Higher Education
- Research and Global Networks
- Research and Global Knowledge Infrastructures
- Strategies and Organizational Models
- Applications of Systemics (System approach and Systems Science and Engineering), Cybernetics (Communication and Control) and Informatics for a) Academic Globalization and 2) its relationships with Inter-Cultural Communication
- Research, education and Consulting in Inter-Cultural Communication
- Higher Education Across Cultures
- Case Studies in Higher Higher Education Across Cultures
- Case Studies of Inter-Cultural Communication
- Ethos, Pathos, and logos of Inter-Cultural Communication
- Ethos, Pathos, and logos of Higher Education Across Cultures
- Inter-Disciplinary Communication for Inter-Cultural Communication
- Inter-Cultural Communication for Academic Globalization
- Inter-Cultural Communication for Collaborative Research, Education and Consulting
- Education for Inter-Cultural Communication
- Cross-Cultural Adaptation
- Cross-Cultural Interaction
- Digital Communication Across Cultures
- Inter-Cultural Communication Competence
- Inter-Cultural Communication for Multi-Cultural Societies
- Ethos, Pathos, and/or Logos for Inter-Cultural Communication
- Second Language Education and Second Culture Education
- Communication among Corporate Cultures
- Communication among Academic Cultures and Disciplines: Inter-Disciplinary Communication
- Applications of Systemics (System approach and Systems Science and Engineering), Cybernetics (Communication and Control) and Informatics for a) Inter-Cultural Communication and 2) its relationships with Academic Globalization
- Inter-disciplinary Research
- Inter-disciplinary Education
- Inter-Disciplinary Communication (which includes the communication of disciplinary research to other disciplines)
- Relationships between Inter-disciplinary Research and Inter-disciplinary Education
- Relationships between Inter-disciplinary Research and Inter-disciplinary Communication
- Integration of Inter-disciplinary Research, Education, and Communication (IDREC)
- Relationships between Complexity or Systemics and IDREC
- ICT support of IDREC
- Relationships between IDREC and Analogical thinking and/or Creative Thinking
- Public Policies Global Issues
- Globalization and Development
- Globalization and Education
- Globalization, Economic Policies and Social Issues
- Business Policy and Public Policy
- Globalization and SME (Small and Medium Enterprises)
- Globalization, Intellectual Property, and International Law. Digital Rights Management
- Cultures, Consumers, andSocial Changes
- Digital Divide
- Government Policy issues
- Cultural diversity Issues
- Intellectual Property Rights and Plagiarism
- Virtual Communities, eearnonig, and Online Mentoring
- Research Methodologies
- Culture, and Religion Studies
Any set of the following contrasts between Inter-Disciplinary Versus Intra-disciplinary Communication would be an accepted topic.
|
Inter-Disciplinary Communication
|
Intra-Disciplinary Communication
|
| Oriented to analogical thinking and learning | Supported by logical thinking and informing |
| Based mainly on Synthetic or integrative (probably via syncretic and/or eclectic) thinking | Based mainly on analytical thinking |
| Dionysians traits: leaning to intuition, synthesis and passion; and/or Odysseans traits : combining the two predilections in their quest for connections among ideas. | Apollonians traits: favoring logic, the analytical approach, and a dispassionate weighing of evidence |
| Systemic Insertion of research results | Systematic presentation of research results |
| Strategic intentional ambiguity is required for effective communication with multi-disciplinary audience. | Precision is valued |
| Tradeoff between rigor and adaptability to different disciplines, or multiple rigor versions according to the sought audience plurality | Maximization of rigor according to each disciplinary epistemological values and consensually accepted methodologies. |
| New relationships based of not necessarily original ideas are valued. | Original ideas are valued |
| Dialogical and/or Mono-Dialogical Orientation | Monological and/or multi-monological orientation generating potential debates. |
| Conversations and dialogues | Discussions, argumentations, and potential debates. |
| Homo dialogus: intellects relating to themselves by means of interacting with other intellects via dialogics. | Homo argumentus: intellect relating to others to win an argument by means of relating to themselves via logical thinking. |
| Reveals assumptions and premises for reevaluation. | Defends or attacks assumptions or premises |
| Require temporarily suspending one's beliefs and assumptions. | Require conviction in one's beliefs and assumptions. |
| Since enthymemes (syllogism in which one of the premises is not stated) are frequently used in conversations or dialogues, communication processes should include the identification of implicit or tacit disciplinary premises. | The identification of implicit or tacit disciplinary premises is not always a necessary condition for and effective communication |
| Frequently causes introspection on one's own position. | Frequently causes critique to other´s position |
| Dialectic as creative tension based on differences identification and opposite perspectives | Dialectic as argumentation, with which opposite opinions are confronted as a way of showing which one represent the truth, or which one is false; or as the sense of art or science of proving through logical argument. |
| Participants search for basic agreements and difference identification is used as potential learning sources in order create knowledge or extend the intellectual common ground. | Perceived differences are conceived as contradictions which should be faced by means of showing the truth or the falsehood of the contradicting thesis or ideas. |
| Multiple disciplinary dialects might lower communication effectiveness | Efficient communications through disciplinary dialects |
| Identification of synergic polar oppositions | Identification of contradictions. |
| Shared meaning and understanding | Truth/false identification and transference |
| Communicants submit their best thinking, knowing that other people's reflections might support their respective improvement. | Communicants submit their best thinking and defend it against challenges to show that it is right. |
| Non-hierarchical networked knowledge | Hierarchical relationships among disciplines |
| Non-lineal collective thought processes and explicit cybernetic loops | Lineal thought processes with few implicit cybernetic loops. |
| Communication is for knowing with each other and for knowledge creation. | Communication is usually one-way traditional publications and presentations, where the purpose is to transmit knowledge previously obtained, not to create it. |
| Collaborative | Frequently based on individual (or small groups) thoughts to be transmitted or to oppose other thought. |
| Finding common ground is usually the purpose. | Proving truth (or falsehood) in the context of a discipline is the usual purpose, which frequently is achieved via winning an argument. |
| Listening the other side in order to understand, learn, find new meanings, agreements, and common ground to improve communication. | Listening is usually for information apprehension and/or to identify flaws in order to counter-argument. |
| Extend and possibly changes a participant's point of view. Debate affirms a participant's own point of view. | Points of views are contrasted and discussed in order to confirm or disconfirm them |
| Participants assume that many people have different valid perspectives of reality and that together they can put them into a whole which would be a more adequate representation of reality. | Participants usually assume that there is one right perspective and that someone has it. |
Contact Us