The Paradox Research, Education and Practice (PREP) Conference provides a platform for dialogue within the thriving community of paradox researchers, educators and practitioners who span disciplinary and professional boundaries to engage with the contradictory yet complementary elements of work, life, and society.
Following the success of the inaugural and the second PREP conferences in March 2022 and November 2023, we are delighted to announce the call for abstracts to attend the 3rd PREP conference online on 10-12 March 2025. Building on the experience of the previous conferences, we will formulate a timetable that will facilitate participation regardless of your geographic location: in practice, we aim to have different timetables for the three days of the conference, one more friendly to participants based in Europe-Africa-Middle East, one more friendly to those located in the Americas, and one more suitable for those in East Asia and Oceania. The final timetable will be communicated closer to the conference dates.
We welcome submissions of abstracts (about 1000 words in length) offering any of the following:
▪ New Ideas on Paradox Theory and Research: we invite you to present your brand-new ideas on paradox theorizing, emerging research ideas from the initial stages of data collection, or new ideas that hope to revive past paper ideas. We welcome all disciplinary influences and all methodological approaches as long as they connect to paradox.
▪ Educational Insights: we invite you to share insights from your experience teaching about paradox or using paradox for teaching at all levels of education. We welcome tools, methods, practices, and designs aimed at teaching paradox to students (at all levels) and practitioners and ways to introduce paradox theory and the notion of tensions as an approach to understanding learning more broadly. We welcome contributions to all aspects of education, from design to delivery, and at all levels of tertiary education. ▪ Practice Insights: we invite you to share insights from your experience of applying paradox research to practice and applying insights from paradox practice to your research. Specifically, we are looking for exemplary impact cases of paradox research on practice (e.g., case studies), outstanding examples of research translations for practice (e.g., practical implication discussions, HBR articles, TED talks, Academy of Management Insights), and innovative research-practice collaborations such as those related to action research (e.g., research articles with collaborative methods). We welcome submissions from scholars, practitioners, scholar-practitioners, and scholars and practitioner teams.
Submission Period: November 1-14 December 2024, 23:59 CET
Submission Instruction:
1. Each submitter can submit up to 2 extended abstracts (about 1000 words per abstract), regardless of which conference tracks the submissions aim for.
2. Abstract submissions should be in PDF format.
3. The 1st page of the submission PDF file should contain the following information: Title, Author name(s), and affiliation(s), Specific conference track (research, education, or practice) the submission aims for.
4. Name the PDF file in following way: your name - track.pdf (e.g., James Scott - Research.pdf; Harry Muller - Education.pdf; Peter Cook - Practice.pdf). If you submit 2 papers in the same track, please add a number 1 or 2 in the pdf file name (e.g., James Scott - Research 1.pdf, James Scott - Research 2.pdf).
5. To submit, follow the link – SUBMIT HERE
We look forward to your submissions!
Conference organizing committee:
▪ Conference co-chairs: Xin Li; Medhanie Gaim
▪ Research track co-chairs: Harald Tuckermann; Rikke Kristine Nielsen; Eriselda Danaj
▪ Education track co-chairs: Marc Krautzberger; Gamila Shoib
▪ Practice track co-chairs: Jennifer Sparr; Ferran Torres Nadal
▪ Panel session co-chairs: Marco Berti; Casper Hein Winther
▪ Early scholar support (Networking) team: Iris Seidemann; Mirjam Langenbacher
▪ Mentoring team: Carolin Waldner; Stephanie Schrage
Contacts: Xin Li (Xin.Li@newcastle.ac.uk); Medhanie Gaim (medhanie.gaim@umu.se)