Special Issue "Pedagogic Health and the University"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 December 2020.

Special Issue Editor

Prof. Ian Kinchin
Guest Editor
Department of Higher Education, University of Surrey, Guildford GU2 7XH, UK
Interests: pedagogy; teacher development; knowledge visualization; concept mapping; care in the curriculum; salutogenesis in education; pedagogic frailty
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Special Issue Information

Dear Colleagues,

There are many exciting and worthy innovations that are currently being promoted within the literature on learning and teaching within higher education. However, I would venture that many of these innovations are doomed to failure. This is because the environments in which these innovations need to be activated are not receptive to them. In particular, there are conflicting discourses and tensions within the education system that result in pedagogic frailty (as described by Kinchin & Winstone, 2017). This is seen to occur within the university when there are tensions between key elements of the teaching environment, namely,

  • The focus of the teaching discourse and whether it concentrates on the mechanisms and regulations that govern teaching as promoted by a culture of managerialism, or on the underpinning theories and professional values that direct our personal perspectives;
  • The degree of authenticity within teaching and assessment practices, and the alignment of the pedagogy with the nature of the discipline;
  • The nature of the research-teaching nexus and how this is made explicit in our teaching;
  • The degree to which teachers perceive their proximity to and influence on the decision-making processes and management of teaching.

Where these elements of the environment are in tension, teachers succumb to academic stress and burnout. In such instances, any new innovations are unlikely to succeed as they will be seen as a threat to the perceived stability of the system. Helping these elements to complement and support each other as a coherent whole will produce an environment exhibiting pedagogic health, in which innovations have a greater chance of success. This Special Issue invites contributions that consider elements of the university teaching environment that may contribute to the wellbeing of teachers and the construction of a healthy learning environment.  


Kinchin, I.M. & Winstone, N.E. (Eds.) (2017) Pedagogic frailty and resilience in the university. Rotterdam, Sense Publishers.

Kinchin, I.M. (2019) Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education, https://doi.org/10.1080/13562517.2019.1704726

Prof. Ian Kinchin
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • Pedagogic frailty
  • Teacher resilience
  • Salutogenesis in education
  • Neoliberal values
  • Care in the curriculum.

Published Papers (1 paper)

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Open AccessArticle
Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges
Educ. Sci. 2020, 10(3), 82; https://doi.org/10.3390/educsci10030082 - 21 Mar 2020
This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze’s concepts offer researchers interested in concept mapping, and what [...] Read more.
This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze’s concepts offer researchers interested in concept mapping, and what conceptual, and terminological, obstacles might be created through such a reconceptualization? We have focused on the rhizomatic principles of mapping and tracing in the context of concept mapping. We contend that Deleuze offers a fresh line of flight with the potential to deterritorialise the discourse surrounding concept mapping, thus widening its applicability and increasing its accessibility to researchers who do not necessarily share the same arborescent concept mapping heritage: with its roots in science education. Exploring the overlap between rhizomatics and concept mapping also allows for the reappraisal and blurring of the boundary between structural and post-structural discourses—breaking down an unproductive binary in the literature. Full article
(This article belongs to the Special Issue Pedagogic Health and the University)
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