Less explored, however, are the ways normative constructions of legitimacy are often entangled with conformity to Eurocentric epistemologies and embodiments. In the context of a historically white academy, learners often come to embody narrow constructions of legitimacy that are racialized, like the organizations in which they are formed (Ray, 2019). Thus, we posit that the outcome of routine assessments and milestones of evaluation throughout early career scholars’ developmental trajectories constitute moments in which their adherence to whiteness — often disguised by terms like rigor, merit, and excellence — is assessed.

This special issue coheres around the theory of racialized legitimacy, defined as the process through which evaluations and conferrals of legitimacy become tightly coupled with racialized conceptualizations of excellence that are entangled with whiteness and marginalize the wisdom and epistemologies inherent in globally minoritized communities. Articles in this issue will: 1) expose and challenge the routine ways that racism is embedded in the conferral of legitimacy in academic institutions globally, 2) demonstrate how graduate education and postdoctoral training reproduce the exclusion of racially minoritized students and postdocs, and 3) present new possibilities for equitable and just evaluation and assessment in the disciplines. Our special issue provides intervention in the study of graduate education and postdoctoral training by asserting these processes are shaped by the alignment of their identity, behavior, and scholarly contributions with the dominant norms and expectations rooted in whiteness and Eurocentric standards of merit and excellence.

List of Topic Areas

Scholars interested in contributing to this special issue should submit papers that highlight how racism and racialization are embedded in the processes for assessing and conferring the legitimacy of emerging scholars. Such topics might include:

1. Global perspectives on racialization and legitimation in graduate education and postdoctoral training, emphasizing how the socio-cultural, historical, and political particularities of various (inter)national contexts shape these processes.
2. Empirical explorations detailing the racialized dimensions of learning and evaluation in graduate education (e.g., coursework, the qualifying examination and transition to candidacy, the dissertation) or postdoctoral training settings (e.g., research labs, departmental settings, and disciplinary societies), as well as how other axes of structural oppression (e.g., gender, sexuality, dis/ability, nationality) inform students’ and postdocs’ experiences with racialized legitimacy.
3. Critical interrogations of Black, Indigenous, and other racially minoritized graduate students’ and postdocs’ experiences engaging with common academic opportunity structures (e.g., grant and fellowship applications, peer review and publication processes, and the faculty job market).
4. Narratives and case studies describing how Black, Indigenous, and other racially minoritized graduate students and postdocs have and continue to resist racialized legitimation – and racism more broadly- in their academic journeys.
5. Visions and/or models for more just and equity-minded learning and evaluation in graduate education and postdoctoral training.

Submissions Information

Submissions are made using ScholarOne Manuscripts. Registration and access are available here: https://mc.manuscriptcentral.com/sgpe
Author guidelines must be strictly followed. Please see here:  https://www.emeraldgrouppublishing.com/journal/sgpe
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to ““Please select the issue you are submitting to”.
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.

Journal Inforamtion : Scopus Journal Q2, H-Index 18

Key Deadlines

Opening date for abstract submission: 01/03/2026 (March 1)
Closing date for abstract submission: 01/05/2026 (May 1)

Email for abstract submissions: arodgers4@wisc.edu

Opening date for manuscripts submissions: 01/06/2026 (June 1)
Closing date for manuscripts submission: 01/11/2026 (November 1)

For more details refer here

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This call for papers to our special issue aims to attract empirical findings, using qualitative, quantitative, or mixed methods approaches, on how student entrepreneurship affects the university-to-work transition in emerging economies. We focus specifically on how students’ entrepreneurial experiences during university education contribute to their career development, the development of employability skills, and readiness for entry into the labour market.

University-to-work transition describes the process by which university students navigate the shift from their educational responsibilities to graduation and subsequent entry into the labour market. This definition clarifies the ambiguity associated with the term ‘school-to-work transition’ within the career development, graduate employability, and worker employability literature (Donald and Healy, 2024; Donald and Mouratidou, 2022). The university-to-work transition is often influenced by factors such as employability skills, career readiness, employers’ willingness, labour market and institutional support systems (Okolie, 2022). In this context, we refer to career development as a continuous process through which students acquire or develop the knowledge, skills, attitudes and experiences they require through engaging in entrepreneurial activities to make informed career choices and succeed in their transition to the workforce.

Research on employability teaching, digital competence, and capability-based curricula (Shtaltovna and Muzzu, 2021; Jakubik et al., 2023) demonstrates how universities can intentionally focus on adaptability, lifelong employability and inner development (Shtaltovna and Makhachashvili, 2025; Shtaltovna et al., 2024). However, while several studies have focused on the role of higher education in facilitating graduates’ entry into the labour market (Blokker et al., 2025; Elom et al., 2024; Findeisen et al., 2022), there are sparse empirical findings about how student entrepreneurship affects university-to-work transition.

Evidence suggests that student entrepreneurship offers hands-on experience of real-world skills development opportunities, and can serve as an experiential learning platform through which students might develop and apply employability and career-related skills (Donald et al., 2024; Mouratidou et al., 2024). A previous study (Okunuga and Ajeyalemi, 2018) identified a set of employability skills that higher education graduates require for entry into the labour market, particularly in an emerging economy; however, we know little about how university students’ entrepreneurial activities while schooling might facilitate or hinder the development of these essential employability skills and entry into the labour market. Hence, the need for the current special issue.

The contributions of the special issue would include;

1. Understanding how students’ entrepreneurial activities could affect their career development and employability.
2. Learning new ways through which student entrepreneurship could enhance or hinder the university-to-work transition among students in emerging economies.
3. Exploring institutional and contextual factors that may likely affect the impact of student entrepreneurship on the university-to-work transition.
4. Discussing students’ (higher education and TVET) perceptions of and experience of operating micro-businesses while simultaneously schooling under limited resources (i.e., conditional student entrepreneurship) and the impact on shaping their readiness and adaptability to the labour market, and
5. Understanding the extent to which students’ participation in entrepreneurial activities during schooling affects a smoother transition to work, among others.

Through our special issue, we expect to provide insightful contributions to theory and practice in the areas of youth empowerment, job creation and inclusive economic growth across emerging economies. Empirical findings from the published papers from different continents will inform education policymakers, university administrators and industry experts on better ways to improve graduates’ entry into the labour market and their inner development goals (IDG). Specifically, the special issue will contribute to addressing the following UN-SDGs:

SDG 4: Quality Education: The special issue will contribute to promoting quality education by emphasising hands-on entrepreneurial learning and skills development within higher education in emerging economies. Through contributions from papers focusing on SDG4, more students can develop more relevant skills for entry into the labour market.

SDG 8: Decent Work and Economic Growth: Contributions from empirical findings can encourage productive activities, decent job creation and entrepreneurship as a career among the students.

SDG 9: Industry, Innovation and Infrastructure: The special issue can contribute to opportunities for more industry and higher education collaborations to nurture innovations in the emerging economies.

SDG 10: Reduced Inequalities: The special issue can contribute to reducing inequality by offering insights into how student entrepreneurship might empower disadvantaged students and promote their equal access to jobs despite their gender, location and backgrounds.

SDG 17: Partnerships for the Goals: The special issue can create opportunities for international collaborations among researchers across continents. This promotes knowledge-sharing in research and innovation.

List of Topic Areas

Theme 1: Student Entrepreneurial Activities as a Pathway to University-to-Work Transition: This theme can focus on exploring how and whether students’engagement in small and micro-businesses might facilitate or hinder their transition into the labour market.

Theme 2: Career Development and Employability Skills Acquisition: This theme focuses on exploring how and whether students’ entrepreneurial engagement contributes to or hinders the development of essential employability skills and career readiness.

Theme 3: Institutional and Contextual Factors in Emerging Economies: Exploring how factors such as institutional support, government policies, culture and economic conditions shape student entrepreneurship and university-to-work transition outcomes.

Theme 4: Cross-regional Comparative Insights & Theoretical Advancement: Examining comparative perspectives on how student entrepreneurship affects university-to-work transition in different regions, building on existing theories or new ones to expand conceptual understanding of the student entrepreneurship and university-to-work transition nexus.

Theme 5: Inner Development Goals and the Human Dimension of Entrepreneurship: Integration of the IDGuide into entrepreneurship and business education, and how cognitive, social, and self-leadership competencies promote entrepreneurial behaviour and employability among students.

Note One: Career Development International will no longer accept quantitative submissions based on cross-sectional data from January 2026. Therefore, we encourage interested researchers to submit quantitative research that employs longitudinal, time-lag, etc. Qualitative research that employes single source or multiple data collection approaches to promote data triangulation and rigour is welcome.

Note Two: As Career Development International is a career development journal, submissions to this special issue should ensure that the majority of citations are to literature published in career development journals, supplemented by works from other fields, such as higher education. Submissions that are predominantly engaging with higher education literature rather than career development literature will be desk rejected and are more suited to a higher education journal.

Guest Editors

Dr. Ugochukwu Chinonso Okolie, African Center for Career Enhancement and Skills Support (ACCESS), Institute for African Studies, Leipzig University, Germany. nonyeck@gmail.com

Prof. Dr. Yuliya Shtaltovna, HS Fresenius, Germany & Kyiv School of Economics, Ukraine. y.shtaltovna@gmail.com

Dr. Paul Agu Igwe, University of Lincoln, United Kingdom. paul.igwe@hotmail.co.uk

Dr. Priscilla Bahaw, The University of the West Indies, Trinidad and Tobago. prislk@hotmail.com

Dr. Chibueze Tobias Orji, University of Nigeria, Nsukka and University of the Witwatersrand, South Africa. chibueze.orji@wits.ac.za

Submissions Information

Submissions are made using ScholarOne Manuscripts. Author guidelines must be strictly followed.

Submit via ScholarOne

Author Guidelines

Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”. Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.

Journal Information: Scopus Journal Q1 ,H-Index 86

Key Deadlines

Opening date for manuscripts submissions: 1st November 2025

Closing date for manuscripts submission: 1st October 2026

For more details refer here

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This special issue of the Magazine of Concrete Research invites high-quality original research and review papers focusing on the life cycle assessment (LCA) of low-carbon concrete. The issue aims to provide a comprehensive platform for advancing scientific understanding and practical strategies to minimize environmental impact while maintaining performance, durability, and structural reliability. Topics of interest include the development and assessment of low-carbon binders, supplementary cementitious materials, recycled aggregates, carbon capture and utilization in concrete, and bio-based or geopolymer concretes. Studies employing LCA methodologies to quantify embodied carbon, energy consumption, and environmental trade-offs across material production, construction, service life, and end-of-life phases are particularly encouraged. Contributions that integrate LCA with performance-based design, durability modelling, circular economy principles, or digital tools such as BIM and AI-driven sustainability assessment are also welcome.

The special issue seeks to bridge the gap between research, industry practice, and policy by highlighting innovative pathways toward carbon neutrality in the concrete sector. Through this collection, the journal aims to foster cross-disciplinary collaboration and disseminate cutting-edge insights that will shape the future of sustainable concrete technologies.

Scope

Topics of interest include the development and assessment of low-carbon binders, supplementary cementitious materials, recycled aggregates, carbon capture and utilization in concrete, and bio-based or geopolymer concretes. Studies employing LCA methodologies to quantify embodied carbon, energy consumption, and environmental trade-offs across material production, construction, service life, and end-of-life phases are particularly encouraged. Contributions that integrate LCA with performance-based design, durability modelling, circular economy principles, or digital tools such as BIM and AI-driven sustainability assessment are also welcome.

The special issue seeks to bridge the gap between research, industry practice, and policy by highlighting innovative pathways toward carbon neutrality in the concrete sector. Through this collection, the journal aims to foster cross-disciplinary collaboration and disseminate cutting-edge insights that will shape the future of sustainable concrete technologies.

List of topic areas

• LCA of low-carbon binders
• LCA of bio-based cementitious materials
• LCA of  geopolymer concretes
• LCA of recycled aggregates concrete
• Carbon capture and utilization in concrete
• Digital tools-driven sustainability assessment
• Carbon emissions calculation methods and rules
• Environmental impact of low-carbon concrete.

Submissions Information

Please read the Author guidelines.

Submissions are made using ReView. Registration and access are available here. Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”.

Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else while under review for this journal.

Journal Information: Scopus journal Q2, H-Index 80

Key deadlines

Opening date for manuscripts submissions: 1 February 2026
Closing date for abstract submission: 31 January 2026
Closing date for manuscript submission: 30 June 2026

For more details refer here

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The emergence of AI-mediated channels and remote/hybrid working, as well as the increasing need for voice and inclusion in the workspace, have changed internal communications dramatically (Magrizos et al, 2023; Yue et al, 2024). AI chatbots, virtual assistants, and AI-powered collaboration platforms are just a few of the new tools that have made it possible for employees to communicate more quickly and individually. These digital technologies are used by responsible managers to improve teamwork, employee performance and well-being (Poirier & Gelin, 2024). At the same time, previous research has highlighted the importance of developing effective internal communications practices in enhancing voice and inclusion in the workspace (Sadham, 2024). In fact, previous authors have indicated the significant challenges of using AI and other digital tools to facilitate effective and ethical internal communications (e.g. Neil & Kang, 2024) as well as the need to use new digital technologies to ensure that employees feel heard, valued, and engaged in organizational dialogue (Magrizos et al., 2023; Yue et al., 2024).

This special issue will contribute to the existing literature by providing insights on how to improve the use of technology in internal communications to create a sense of belonging and enhance voice and inclusion. It will also provide evidence on how ethical implementation of AI and other digital technologies can be implemented to improve internal communications. In general, it is widely accepted that internal communication quality improves employees’ trust, well-being and sense of belonging, especially during periods of crisis (Qin & Men 2023; Poirier & Gelin, 2024). This special issue, therefore, attempts to answer to the achievement of UN Sustainable Development Goals, particularly SDG 8 (Decent Work and Economic Growth) by promoting fair and ethical internal communications, SDG 10 (Reduced Inequalities) through the facilitation of inclusive and ethical internal communications, and SDG 3 (Good Health and Well-Being) by identifying internal communications practices that improve organisational culture and employees’ well-being.

The man aim of the issue is to contribute to the literature of internal communications by offering a novel approach on internal communication through the exploration of the intersection of voice, technology, and sense of belonging. This intersection has, surprisingly, been understudied in the relevant literature despite its growing significance for companies and organisations. In fact, so far very few studies have examined how digital transformation, AI tools, and hybrid work alter the emotional and relational fabric of organisational life (e.g. Zytnik, 2024). Although earlier research has focused extensively on employee engagement or internal communication effectiveness (e.g. Mishra et al, 2014), only a few studies have examined how internal communications can reshape an organisation by acting as a purposeful, human-centred system that mediates trust, inclusion, and identity in technologically sophisticated workplaces.

For this special issue we welcome papers from all scientific fields and all methodological backgrounds, including conceptual, review, qualitative, or quantitative contributions.

List of suggested topic areas

• Insights on how the use of technology can enhance organisational mechanisms of upwards and downwards communication, feedback and expression of new ideas.
• Research on the intersection of employee trust, belonging, and inclusion.
• Internal communication and psychological safety in hybrid /online teams.
• Effect of internal communication on employee well-being.
• Evidence on how can internal communications facilitate the improvement of psychological aspects of employees work life, such us fairness, trust, sense of belonging and inclusion?
• Elaboration on the role of AI and digital tools in managing employee relationships.
• Suggestions on the role of AI and other digital tools in ethical performance management.
• Empirical evidence on how the use of AI and other digital tools can enhance employees’ well-being in hybrid/remote teams.
• New methodologies for studying internal communication

Submissions Information

Submissions are made using ScholarOne Manuscripts. Registration and access are available at: https://mc.manuscriptcentral.com/ccij

Author guidelines must be strictly followed. Please see: https://www.emeraldgrouppublishing.com/journal/ccij#jlp_author_guidelines

Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to.”

Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.

Key deadlines

Opening date for manuscripts submission: 01/12/2025
Closing date for manuscripts submission: 01/06/2026

For more details refer here

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