You Don't use NetScape or Internet Explorer IMSCI 2015
The 9th International Multi-Conference on
Society, Cybernetics and Informatics: IMSCI 2015
 
July 12 - 15, 2015 – Orlando, Florida, USA



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  About the Special Track
Special Track on
Integrating Research, Education, and Problem Solving: IREPS 2015
Deadlines for this specific special track:

May 9th, 2015: Submission of draft papers (2000-5000 words), extended abstracts (600-2000 words) and abstracts for-presentation-only (300-600 words).
May 29th, 2015: Notifications of acceptance.
June 12th, 2015: Submission of camera-ready or final versions of the accepted papers.

Context and Purpose

There is a growing academic and societal need for the integration of academic activities among themselves and with Society, including private and public sectors. An increasing number of academics have noticed the importance of integrating Research, Education, and Problem Solving among themselves and with societal and corporate real life problems. Information and Communications Technologies enabled different ways of supporting these kinds of integration processes. Informing Science is at the heart of academic activities (research, education, and consulting).

Based on Eli Cohen's seminal paper1, Informing Science has evolved into an important and useful trans-discipline, and T. Grandon Gill2 applied this emerging trans-discipline in the context of a detailed critical analysis of the academic activities in Business Schools, and made very important suggestions for the design (or re-design) of this academic field. Gill's analysis and design recommendation are also important for other academic fields especially those related to professional activities like Engineering, Medicine, Scientific Consulting, problem oriented research, action research, etc. Cohen's and Gill's seminal works inspired the organization of the Special Track on Integrating Research, Education, and Problem Solving: IREPS 2015.

IREPS 2015's Organizing Committee preferred to also include the engineering perspective to the content of the special track because of the very important complementary, synergic, and cybernetic relationships between Science and Engineering3, in general, and especially in the specific case of Academic Informing. Information Systems Engineering, along with soft engineering4, organizational engineering and an increasing number of non-traditional fields in engineering (along with the experience in research, teaching and consulting in traditional engineering fields) are highly desirable, if not necessary, for designing and implementing processes and support technologies related to new findings and new ways for integrating the academic activities (research, education, consulting, and problem solving) among themselves and with Society, including the Private and the Public Sectors.

IREPS 2015 is oriented to academics and their clients: researchers, students, and practitioners. Contributions are accepted regarding the three basic academic informing activities, especially those related to relationships among them. As it is known, cybernetic loops among the basic academic informing activities can provide co-regulative processes (via negative feedback and feedforward) and synergic co-amplifying processes (via positive feedback). Two-way informing between any two of the three basic academic informing activities would make possible the required cybernetic loops.

Research is a basically a two-phase informing process, which include informing oneself and informing other researchers with regards to the newly found knowledge, solution, problem, hypothesis, theories, methodologies, design, etc. Research can also be conducted with regards to research (meta-research), teaching processes, and consulting or reflective practice. T. Grandon Gill, based on his intellectual stature as researcher, and large academic experience, affirms that “consulting is research [and] offers the researcher one of the most effective channels from achieving impact.”5 The real impacts of academic activities are also to be found in the students and practitioners, in teaching and consulting, not just in research via citation index. Academic effectiveness depends on research impact on other researchers, students, and practitioners. It depends on the solution of problems formulated by other interested parties and not just on self-formulated disciplinary problems. Both kinds of problems complement synergistically each other. This kind of synergy is especially important in the academic effectiveness of professional schools (e.g. traditional and non-traditional engineering, business administration, medicine, education, informatics, informing sciences, informing engineering, etc.), applied sciences schools and scientific research supported by community service organizations and tax payers based grants.

In general, Informing Science and Informing Engineering complement each other synergistically. Implicit or explicit cybernetic loops between science and engineering have been producing co-regulating and co-amplifying reciprocal relationships for many years6. In our opinion, the more explicit we make the differentiation and the relations between science and engineering, the larger are their effectiveness and the impact of each one. This is especially in the area of Academic Informing. This is why we prefer to make it explicit that IREPS 2015 is oriented to both Academic Informing Science and Academic Informing Engineering, as well as to the relationships between them.

Consequently, IREPS 2015’s Organizing Committee is accepting submissions 1) in any of the three academic informing activities, as well as on their existing or potential relationships, and 2) from a scientific, engineering, or integrative perspective.

The purpose of IREPS 2015’s Organizing Committee is to bring together academics concerned about the impact and effectiveness of their activities to share their academic experience with regards to this issue. Many academics from different disciplines have had academic experiences and concerns similar to those expressed by T. Grandon Gill in his book and articles with regards to Business Schools. Consequently, it is academically beneficial to organize a forum where these kinds of concerns and possible solutions can be shared among different disciplines from different perspectives and to allow interdisciplinary communication with regards to this trans-disciplinary academic problematique.

Notes

1. Eli cohen, 1999, “Reconceptualizing Information Systems as a Field of the Discipline Informing Science: From Ugly Duckling to Swan,” Journal of Computing and Information Technology, 7 (3), pp. 213-219; re-published in T. Grandon Gill and Eli Cohen (Eds.), 2009, Foundation of Informing Science: 1999-2008; Santa Rosa, California, Informing Science Press, pp. 7-12.
2. T. Grandon Gill, 2010, Informing Business: Research and Education on a Rugged Landscape; Santa Rosa, California, Informing Science Press
3. Details regarding this issue were included in N. Callaos, 2008, The Essence of Engineering and Meta-Engineering at www.iiis.org/Engineering-and-Meta-Engineering.
4. Soft engineering is “based on symbiotic coexistence of human, machines and environment” (Joongsun Yoon, 2004, “Robotics projects based on soft engineering,”, IECON 2004. 30th Annual Conference of IEEE Industrial Electronics Society, 2-6 Nov. 2004, pp. 3160 – 3165, Vol. 3
5. T. Grandon Gill, 2010, op. cit., p. 485
6. Details regarding this issue can be found in N. Callaos, 2008, op. cit.


Suggested Areas and Topics

  • Informing via research and/or informing research (meta-research)
  • Informing via teaching (pedagogical methods and processes) and/or getting informed form students, as feedback for a more effective teaching
  • Informing via consulting or practice and/or getting informed form practice, as feedback for a more effective consulting
  • Relationships between research and teaching. Teaching via collaborative research.
    Researching via teaching or educational action research.
  • Relationships between research and practice or consulting
  • Integrating research, teaching and consulting or practice
  • Relationships between informing sciences and informing engineering
  • Integrating Informing Science and Informing Engineering
  • Action research applied to Academic Informing
  • Qualitative and hybrid research applied to Academic Informing
  • Informing systems engineering
  • Educational systems engineering
  • Research design
  • Research programs and projects engineering
  • Curriculum Design and Engineering
  • Organizational engineering applied to educational organizations.



    Organizational, Reviewing, and Selection of Best Papers Policies


    Technical Keynote Speakers

    Technical keynote speakers will be selected from early submissions because this selection requires an additional evaluation according to the quality of the paper, assessed by its reviewers, the authors' CV and the paper's topic.

    Reviewing Process

    All Submitted papers/abstracts will go through three reviewing processes: (1) double-blind (at least three reviewers), (2) non-blind, and (3) participative peer reviews. These three kinds of review will support the selection process of those papers/abstracts that will be accepted for their presentation at the conference, as well as those to be selected for their publication in JSCI Journal. Details regarding this subject can be found at www.iiis2015.org/IREPS/waysofparticipation.asp

    Details regarding the Acceptance Policy can be found at http://www.iiis2015.org/IREPS/Website/AcceptancePolicy.asp

    Authors of accepted papers who registered in the conference can have access to the evaluations and possible feedback provided by the reviewers who recommended the acceptance of their papers/abstracts, so they can accordingly improve the final version of their papers. Non-registered authors will not have access to the reviews of their respective submissions.

    Virtual Participation

    Submissions for Face-to-Face or for Virtual Participation are both accepted. Both kinds of submissions will have the same reviewing process and the accepted papers will be included in the same proceedings.

    Pre-Conference and Post-conference Virtual sessions (via electronic forums) will be held for each session included in the conference program, so that sessions papers can be read before the conference, and authors presenting at the same session can interact during one week before and after the conference. Authors can also participate in peer-to-peer reviewing in virtual sessions.

    Invited Sessions Organizers

    Registration fees of an effective invited session organizers will be waived according to the policy described in the web page (click on 'Invited Session', then on 'Benefits for the Organizers of Invited Sessions'), where you can get information about the ten benefits for an invited session organizer. Yo propose the organization of an Invited Session, please visit the conference web site, or directly to http://www.2015iiisconferences.org/IREPS/Organizer.asp

    Best Papers

    Authors of the best 20%-25% of the papers presented at the conference (included those virtually presented) will be invited to adapt their papers for their publication in the Journal of Systemics, Cybernetics and Informatics.

    One best paper of each session included in the program will be selected by the respective session’s co-chairs after consulting with the session’s audience. Invited Sessions organizers will select the best paper of the session they organized. If there is a tie in a given session, the paper that will be selected as the best session’s paper will be the one which have had the highest quantitative evaluations average according to its double-blind and non-blind reviews.

    The selection process of the best 20%-25% to be also published in the Journal, will be based on the sessions’ best papers and the quantitative evaluation average made by its anonymous and non-anonymous reviewers.

     

    Special Tracks


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