Call for Chapters: Elevating Intentional Education Practice in Graduate Programs


Abeni El-Amin, Fort Hays State University,USA

Call for Chapters

Proposals Submission Deadline: June 11, 2022
Full Chapters Due: October 9, 2022
Submission Date: October 9, 2022


Elevating Intentional Education Practice in Graduate Programs focuses on analyzing how higher education leaders implement performance improvements for graduate education. Further, graduate programs provide workforce alignment and theory-to-practice for management applications. Thus, graduate programs must view performance initiatives through the optics of student engagement, stakeholder satisfaction, and economic development. Additionally, determined is how leaders make significant, sustainable changes utilizing quality initiatives, envisaging, educational leadership, and innovative initiatives. Simultaneously, educational leaders must evaluate performance metrics of educator quality, educational services, activities, technology, continuous improvement, educational leadership, and intentional education practice theory (IEPT) (teaching style). Therefore, evidence-based strategies are used to examine graduate program effectiveness.


Elevating Intentional Education Practice in Graduate Programs is an indispensable reference source that provides an interdisciplinary perspective of how issues and challenges concerning graduate program performance effectiveness impacts stakeholders (students, staff, instructors, and administrators). Further, as higher leaders manage graduate program performance, they must ask themselves critical questions: what went right, what needs improvement, and what innovations should be incorporated? Leaders must encourage stakeholders’ to openly share their experiences when issues arise. Leaders may find challenges engaging stakeholders due to a myriad of concerns. However, educational leaders must institutionalize, implement, execute, and review initiatives to ensure graduate programs exceed performance metrics of educator quality, educational services, activities, technology, continuous improvement, and intentional education practice (IEP) (teaching style). Likewise, leaders must recognize that stakeholder engagement is invaluable to alleviate challenges in developing, assessing, and improving graduate program performance. Likewise, the capacity of higher education leaders is critical for creating an institutional culture of diversity, equity, inclusion, belonging (DEIB) in student and faculty recruitment, retention, promotion, attrition, and succession. This text highlights research on graduate program performance, collaborative leadership, shared responsibility, higher educational leadership, organizational development, organizational change management, strategic management, and stakeholder development.

Target Audience

The Elevating Intentional Education Practice in Graduate Programs manuscript is aimed at higher education leaders, graduate program directors, professionals, organizational leaders, human resource professionals, scholars, business professionals, and students.

Recommended Topics

ADDIE: Analysis, Design, Development, Implementation, and Evaluation, Authentic Leadership, Cognitive Development Theory, Continuous Improvement, Diversity, Equity, Inclusion, Belonging (DEIB), Dynamic Leadership Progression, Experiential Learning, Higher Education Leadership, Intentional Change Theory, Intentional Education Practice, Intentional Education Practice Theory, Integrated Social Media Technologies, Learning Management Systems, Lean Six Sigma, Organizational Change Management, Organizational Development, Online Education, Narrative Learning, Participatory Action Research, Self-Directed Learning, Spiritual Learning, Transformative Learning Theory, Total Quality Management, Voice of the Customer (VOC), Workforce Alignment

Submission Procedure

Researchers and practitioners are invited to submit on or before June 11, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by June 25, 2022 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by October 9, 2022, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Elevating Intentional Education Practice in Graduate Programs. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2023.

Important Dates

June 11, 2022: Proposal Submission Deadline
June 25, 2022: Notification of Acceptance
October 9, 2022: Full Chapter Submission
December 7, 2022: Review Results Returned
January 18, 2023: Final Acceptance Notification
February 1, 2023: Final Chapter Submission


Abeni El-Amin
Fort Hays State University, USA and Shenyang Normal University, China


Business and Management; Computer Science and Information Technology; Education; Environmental, Agricultural, and Physical Sciences; Library and Information Science; Medical, Healthcare, and Life Sciences; Media and Communications; Security and Forensics; Government and Law; Social Sciences and Humanities; Science and Engineering
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