Open Books and Proceedings : Announcements
Welcome to Open Books and Proceedings, an extension of the ERRCD Forum, committed to advancing knowledge through the publication of high-quality academic books, edited volumes, conference proceedings, and other scholarly monographs. Founded by a collective of experienced scholars, our mission is to ensure that cutting-edge research and evidence-based literature are accessible to all. ERRCD Forum is a registered private and independent publishing house that specialises in open-access publications. Our dedication to open access means that all our published works are freely available to readers, students, and researchers worldwide. We believe in the power of knowledge sharing and are passionate about making scholarly work accessible to a broader audience.
Book Title: Building the Foundations: Effective and Equitable Approaches in Mathematics Teacher Preparation Book Editor: Babawande E. Olawale (PhD) bolawale@ufh.ac.za and beolawale@outlook.com School of Further and Continuing Education Faculty of Education University of Fort Hare Republic of South Africa BACKGROUND Teacher preparation programmes play a crucial role in shaping the knowledge, skills, and attitudes of prospective mathematics teachers. However, there is considerable variation in the methods employed to train these educators (Prestigiacomo et al., 2020; Olawale, 2022; Khasawneh, 2023; Blundell et al., 2023; Olawale, 2024a), giving rise to concerns about the effectiveness and fairness of these programmes. Although extensive research has been conducted on teacher preparation in general (Darling-Hammond, 2020; Tankiz & Uslu, 2023), the specific field of mathematics education remains relatively unexplored. Furthermore, existing research provides some insights into the overall impact of teacher preparation programmes on student outcomes (Boyd et al., 2009; Olawale, 2024b), but there is limited information on how different programme components, such as coursework, field experiences, forms of assessments and mentorship, contribute to teachers' development and readiness to teach mathematics. Moreover, there is a gap in the literature regarding the incorporation of cultural competence and diversity training in teacher preparation programs. It is essential to investigate how these programmes integrate culturally responsive teaching practices, address implicit biases, and promote equity and social justice in mathematics education. Understanding how these elements affect the effectiveness of pre-service teachers in diverse classrooms is of utmost importance. To address these gaps, the book will offer a comprehensive overview of diverse approaches to teacher preparation programmes in mathematics. Educators, researchers, and policymakers are invited to submit abstracts examining innovative approaches to mathematics teacher preparation. This book aims to present current research, best practices, and promising innovations in the realm of mathematics teacher education. Therefore, the editor welcomes empirical research, conceptual and theoretical contributions, and review papers. The book seeks to deepen our understanding of how to effectively equip mathematics teachers to meet the diverse needs of their students and contribute to the advancement of the field of mathematics education. SUBMISSION PROCESS Prospective contributors are invited to submit abstracts to the book editor at bolawale@ufh.ac.za and beolawale@outlook.com and copy Publisher@errcd.com using the subject line “Mathematics Teacher Preparation.” ABSTRACTS FOR CHAPTERS SHOULD INCLUDE A concise title Author/s name/s Author(s) institution/affiliation Contact details An abstract (250 words or less) Should clearly outline the focus, methodology, and significance of the chapter Five keywords TIMEFRAME (July 23rd, 2024–April 30th, 2025) Abstract submission begins on July 23 and ends on August 30 2024. Abstracts are accepted or rejected within five days after the deadlines, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter. The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 4000 to 7000 words, including references. APA 7th Edition citation, formatting, and referencing style applies. A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software. PUBLICATION TIMELINES Abstracts submission deadline: August 30, 2024 Abstracts review and notification: September 15, 2024 Deadlines for the full chapter: November 30, 2024 Deadlines for review reports: January 30, 2025 Revised chapter submission deadline: February 30, 2025 Publication date: April 30, 2025 PUBLICATION MODE The book will be published as an open access resource, available both in hard copy and online. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible online. EDITOR’S PROFILE Babawande Emmanuel OLAWALE is an esteemed researcher and educator specialising in mathematics education at the School of Further and Continuing Education (SFCE), Faculty of Education, University of Fort Hare, South Africa. He obtained a PhD in Education with a focus on mathematics education from the University of Fort Hare. His research delves into the intricacies of teaching and learning mathematics, with a particular emphasis on the training of mathematics teachers and the integration of ethnomathematical perspectives. In the domain of mathematics teacher preparation, his work examines the enhancement of teachers' mathematical knowledge, pedagogical beliefs, and classroom practices. His research contributes to the development of teacher education programmes that cultivate reflective and effective mathematics educators. Over the past five years, he has published more than 40 articles and book chapters in accredited journals. Currently, he holds the position of Acting Research Coordinator in the School of Further and Continuing Education (SFCE) at the University of Fort Hare. He serves as an editor for the Journal of Matematika dan Pembelajaran at Institut Agama Islam Negeri, Indonesia. Additionally, he is an active reviewer for reputable journals such as the South African Journal of Education (SAJE), Perspective in Education (PiE), and Cogent Education (Taylor & Francis). He is an active member of esteemed scientific associations, including the South African Education Research Association (SAERA), the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), and the Mathematics Association of Nigeria (MAN). His dedication to excellence in teaching and research has garnered him commendations and recognition within the field. REFERENCES Blundell, C. N., Mukherjee, M., & Nykvist, S. (2023). Exploring contradictions in pre-service teachers' feedback about inquiry-based collaborative learning. Action in Teacher Education, 45(4), 337-354. https://doi.org/10.1080/01626620.2023.2251420 Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129 Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464 Khasawneh, Y. J. A. (2023). An investigation of pre-service teacher preparation programs in teacher education and Co-teaching models. Information Sciences Letters, 12(7), 2849-2857. https://doi.org/10.18576/isl/120714 Olawale, B. (2024a). Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers. Journal of Learning and Teaching in Digital Age, 9(2), 55–63. https://doi.org/10.53850/joltida.1359772 Olawale, B. E. (2022). Democratic citizenship in mathematics teacher preparation in South African universities: Contradictions in theory and practice. International Journal of Pedagogy and Teacher Education, 6(2), 126-139. https://doi.org/10.20961/ijpte.v6i2.61574 Olawale, B. E. (2024b). Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers' Teaching Practices during School Experiences. Education Sciences, 14(7), 762. https://doi.org/10.3390/educsci14070762 Prestigiacomo, R., Hunter, J., Knight, S., Martinez-Maldonado, R., & Lockyer, L. (2020). Data in practice: A participatory approach to understanding pre-service teachers' perspectives. Australasian Journal of Educational Technology, 36(6), 107-119. Tankiz, E., & Atman Uslu, N. (2023). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, 28(4), 1515-1537. https://doi.org/10.1007/s10758-022-09593-y
Book Title: Artificial Intelligence and Postgraduate Supervision in Higher Education Editors: Prof. Israel Kariyana ikariyana@wsu.ac.za Department of Continuing Professional Teacher Development Faculty of Education Walter Sisulu University Republic of South Africa Prof. Winter Sinkala wsinkala@wsu.ac.za Department of Mathematical Sciences and Computing Faculty of Natural Sciences Walter Sisulu University Republic of South Africa Background The rapid evolution of artificial intelligence (AI) is reshaping higher education, particularly the postgraduate supervision landscape. Traditional mentorship models, rooted in human interaction and the gradual nurturing of intellectual autonomy, are being challenged by AI technologies that promise to enhance efficiency, automate routine tasks, and generate academic outputs. AI-powered tools such as ChatGPT, Grammarly, and automated data analysis software now offer students unprecedented support in drafting proposals, analysing data, and even producing well-structured academic papers (Bond et al., 2024). While these advancements hold transformative potential, they also present existential questions regarding the role of supervisors in a technology-driven ecosystem. Supervisors must grapple with how to preserve the core values of mentorship—such as fostering critical thinking, creativity, and ethical inquiry—when students increasingly rely on AI-driven shortcuts and automated outputs. As such, the rise of AI poses both challenges and opportunities for redefining postgraduate supervision in ways that reflect the complexities of the digital age (Crompton & Burke, 2023). Research on AI in higher education has proliferated in recent years, highlighting its capabilities and limitations. Bond et al. (2024) conducted a systematic review of AI applications in education, emphasising ethical considerations and the need for transparency in AI deployment. Similarly, Omodan and Marongwe (2024) explored the role of AI in decolonising academic writing, demonstrating how AI tools can democratise knowledge production and promote inclusivity in research practices. Other studies, such as those by Marengo and Pange (2024) and Luckin (2023), examined AI's ability to personalise learning, improve feedback mechanisms, and facilitate administrative tasks in higher education. These studies collectively underline AI's potential to revolutionise the teaching and learning process. However, much of the existing literature has focused on AI's impact on teaching and assessment, leaving the domain of postgraduate supervision relatively underexplored. As AI continues to advance, it is imperative to examine its influence on supervision dynamics, academic integrity, and the cultivation of intellectual independence. Thus, despite these advancements, there remains a critical gap in our understanding of AI's implications for postgraduate supervision. While scholars have analysed AI's role in supporting general learning processes, little attention has been paid to how it affects the mentor-mentee relationship, particularly in contexts requiring deep critical engagement and sustained intellectual inquiry. The hierarchical mentor-apprentice model, which has long-defined postgraduate supervision, faces disruption as AI tools increasingly mediate the research process. This disruption raises questions about academic identity, authority, and the preservation of disciplinary rigour (Marengo & Pange, 2024). Moreover, concerns about AI-induced plagiarism, ethical breaches, and over-reliance on automation underscore the need for new frameworks to guide supervisors in navigating these complexities. The challenge lies in balancing AI's efficiencies with the human elements of supervision—empathy, intuition, and the capacity to inspire original thought. Addressing these questions requires a nuanced approach that recognises both the risks and the opportunities AI presents. Based on this lacuna, scholars, educators, and practitioners are invited to contribute to this critical conversation by submitting papers that address the intersection of AI and postgraduate supervision. Submissions may include theoretical explorations, empirical studies, case analyses, and practical frameworks that advance our understanding of AI's role in reshaping supervision practices. Key areas of interest include but are not limited to: AI's impact on the mentor-mentee relationship and supervision dynamics. Strategies for fostering critical thinking, creativity, and intellectual curiosity in AI-enhanced environments. Ethical considerations in AI-mediated postgraduate supervision. Case studies illustrating effective integration of AI tools in supervision practices. The implications of AI for academic identity, knowledge production, and intellectual autonomy. Frameworks for balancing AI-driven efficiencies with human-centred mentoring practices. Addressing power dynamics and equity issues in AI-mediated supervision. When these themes and many more as may be proposed by the authors are addressed, the edited volume hopes to fill the current gap in the literature and provide actionable insights for supervisors navigating the challenges and opportunities of AI in postgraduate education. Contributions should seek to illuminate pathways for reimagining supervision practices that preserve the human essence of mentorship while leveraging AI's transformative capabilities. This book will serve as a vital resource for educators, policymakers, and researchers seeking to redefine postgraduate supervision for the digital era. SUBMISSION PROCESS Prospective contributors are invited to submit abstracts to the book editors at ikariyana@wsu.ac.za, wsinkala@wsu.ac.za and airkariyana1@gmail.com and copy Publisher@errcd.com using the subject line “AI and Postgraduate Supervision.” ABSTRACTS FOR CHAPTERS SHOULD INCLUDE A concise title Author/s name/s Author(s) institution/affiliation Contact details An abstract (250 words or less) Should clearly outline the focus, methodology, and significance of the chapter Not more than five keywords TIMEFRAME (January 2025–August 2025) Abstract submission begins on January 9th and ends on February 28th, 2025. Abstracts are accepted or rejected within 14 days after submission, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter. The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 4000 to 7000 words, including references. APA 7th Edition citation, formatting, and referencing style applies. A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software. PUBLICATION TIMELINES Call for chapters start date: 9 January 2025 Abstract submission deadline: 28 February 2025 Abstract review and notification deadline: 14 March 2025 Full chapter submission deadline: 30 April 2025 Revised chapter deadline: 30 June 2025 Final publication date: 31 August 2025 PUBLICATION MODE The book will be published as an open-access resource, available both in hard copy and online versions. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible and linkable to author’s Profiles online. EDITORS’ PROFILES Israel KARIYANA is an Associate Professor of Education Management at the Department of Continuing Professional Teacher Development, Faculty of Education, Walter Sisulu University (WSU), South Africa. He is an interdisciplinary researcher with research interests spanning education management, mathematics education, educational technologies, and business administration. His doctoral degree in education management navigates advancing education quality through a strategic management interface. His research delves into developing competent graduates in basic and higher education, focusing on enhancing classroom practices across the education sector and promoting competence at management levels from basic to higher education. The research also explores transitioning from traditional to contemporary practices, from teaching and learning to postgraduate supervision. He has commendable postgraduate supervision experience and a track record of article publication in accredited Journals, conference proceedings and book chapters. He is involved in joint transnational and inter-university doctoral student supervision projects. He serves in various departmental and faculty positions and is the founder and coordinator of the Mathematics Apex Academy (MAA) and the MAA Inter-School Mathematics Olympiad Competition (2016–current) at the basic education level and the Domain of Emerging Researcher Excellence (2022–current) at the higher education level. He is the Project Leader of the University Capacity Development Grant (UCDG) Activity 5, has reviewed articles for several journals, and is a member of the South African Education Research Association (SAERA), the South African Association of PhDs (SAAPhDs), and the LEAD Academic Network. Winter SINKALA is an Associate Professor of Applied Mathematics in the Department of Mathematical Sciences and Computing at Walter Sisulu University, South Africa. Holding a PhD in Mathematics from the University of KwaZulu-Natal, he specialises in Lie Group Analysis of Differential Equations, using symmetry methods to study ordinary and partial differential equations. Prof. Sinkala has published widely in his field and has presented his research at numerous national and international conferences. Throughout his career, he has held leadership roles, including Head of Department and Acting Director of Postgraduate Studies, and has supervised numerous BSc Honours, MSc, and PhD students. With a keen interest in mathematics education, he actively explores innovative approaches, including the integration of artificial intelligence in teaching and research. Prof. Sinkala has served as an external examiner for universities in Southern Africa and is an active reviewer for academic journals. He is a member of the Southern Africa Mathematical Sciences Association (SAMSA). References Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., & Siemens, G. (2024). A meta-systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 1-41. https://doi.org/10.1186/s41239-023-00436-z Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 1–22. https://doi.org/10.1186/s41239-023-00392-8 Luckin, R. (2024). Nurturing human intelligence in the age of AI: Rethinking education for the future. Development and Learning in Organizations: An International Journal, 1–4. http://dx.doi.org/10.1108/DLO-04-2024-0108 Marengo, A., & Pange, P. J. (2024). Envisioning general AI in higher education: Transforming learning paradigms and pedagogies. In D. Guralnick, M. E. Auer, & A. Poce (Eds.), Creative approaches to technology-enhanced learning for the workplace and higher education (Vol. 1150). Springer. https://doi.org/10.1007/978-3-031-72430-5_28 Omodan, B. I., & Marongwe, N. (2024). The role of artificial intelligence in decolonising academic writing for inclusive knowledge production. Interdisciplinary Journal of Education Research, 6(s1), 1-14. https://doi.org/10.38140/ijer-2024.vol6.s1.06
Book Title: Work-Integrated Learning in the Age of Artificial Intelligence: Equity, Innovation, and Partnerships for Bridging Theory and Practice Editor: Prof. Cias T. Tsotetsi TsotetsiCT@ufs.ac.za Campus Vice-Principal: Academic and Research University of the Free State Republic of South Africa Background Work-Integrated Learning (WIL) has emerged as a cornerstone of higher education, particularly in contexts where professional competence and workplace readiness are critical outcomes. It is embedded across a wide spectrum of disciplines and institutions, including teacher education, nursing and health sciences, engineering, business and management, information and communication technology, agriculture, law, creative industries, and the technical and vocational education and training (TVET) sector. Across these diverse fields, WIL offers students authentic opportunities to connect theoretical frameworks with practical learning, cultivate employability skills, and develop professional identities. Nevertheless, persistent challenges remain, including uneven access to placements, resource constraints, superficial or poorly aligned partnerships with industry, and contested approaches to assessment (Cooper, Orrell, & Bowden, 2010; Jackson, 2018; Pit et al., 2020). The emergence of artificial intelligence (AI) in both education and the workplace intensifies these debates. Virtual internships and digital placements are reshaping the reach of WIL, extending opportunities to students previously excluded from conventional models while simultaneously highlighting inequalities in digital infrastructure and access (Lee, 2025). AI-enabled mentoring platforms and automated feedback systems introduce new possibilities for scalability and responsiveness, although concerns persist regarding the erosion of human-centred guidance, professional judgement, and ethical mentoring (Brown & Zhang, 2024). Furthermore, automated placement-matching systems and AI-driven assessment tools are improving efficiency but raise questions about fairness, authenticity, and academic integrity (García & Thomas, 2023; Boud & Rooney, 2018). Although the scholarship on WIL has grown considerably, most research has concentrated on placement models, employability outcomes, and institutional–industry collaboration (Patrick et al., 2008; Jackson, 2015). In contrast, parallel studies on AI in higher education largely focus on teaching, learning analytics, or personalised instruction (Luckin, 2025; Bond et al., 2024). What remains unexplored is a consolidated body of work that interrogates the intersection of WIL and AI—how digital technologies reshape professional learning experiences, how equity can be safeguarded in technology-mediated placements, and how innovation and partnerships can be mobilised to ensure WIL remains relevant in a rapidly changing society. This edited volume seeks to address these gaps. It will draw on empirical research, theoretical and conceptual analysis, academically sound opinion pieces, and case-based accounts from a variety of disciplines and institutional types, including universities, polytechnics, TVET colleges, and other relevant institutions. The aim is to capture the complexity of WIL in the age of AI, with a focus on numerous interconnected themes, which are not limited to advancing equity and inclusion for diverse student groups, designing innovative models of WIL that integrate digital and human elements, and strengthening partnerships between higher education, industry, and community stakeholders. Consequently, this book will provide a much-needed interdisciplinary platform for scholars and practitioners to reimagine WIL as a transformative approach to bridging theory and practice in an AI-driven world. SUBMISSION PROCESS Prospective contributors are invited to submit abstracts to the book editors at Info@errcd.com and copy TsotetsiCT@ufs.ac.za using the subject line “Work-Integrated Learning Book.” ABSTRACTS FOR CHAPTERS SHOULD INCLUDE A concise title Author/s name/s Author(s) institution/affiliation Contact details An abstract (250 words or fewer) Should clearly outline the focus, methodology, and significance of the chapter Not more than five keywords TIMEFRAME (October 2025–April 2026) Abstract submission begins on October 1st and ends October 30th 2025. Abstracts are accepted or rejected within 14 days after submission, and if accepted, you will be required to submit your full article via the publisher’s online submission system, which will be provided alongside the abstract acceptance letter. The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 5000 and 8000 words, including references. APA 7th Edition citation, formatting, and referencing style applies. A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software. PUBLICATION TIMELINES Call for chapters start date: 1 October 2025 Abstract submission deadline: 30 October 2025 Abstract review and notification deadline: 14 November 2025 Full chapter submission deadline: 30 January 2026 Revised chapter deadline: 31 March 2026 Final publication date: 30 April 2026 PUBLICATION MODE The book will be published as an open-access resource, available both in hard copy and online versions. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible and linkable to author’s Profiles online. EDITORS’ PROFILES Prof Cias Tsotetsi is an Associate Professor and Vice Principal: Academic and Research at the University of the Free State. He has been the Assistant Dean in the Faculty of Education at the same university until the end of 2024. Cias holds a PhD specialising in Philosophy and Policy Studies in Education. He worked in the schooling environment for approximately 24 years before joining this university in 2010. He has authored and co-authored several research articles and conference papers on community engagement, teacher development, and Participatory Action Research methodologies, as well as Work Integrated Learning, among others. He has successfully supervised several postgraduate students to completion. Cias has participated in partnerships and NRF-funded projects with peers from universities such as UKZN, UNIZULU, UNIVEN, DUT, and SPU. He is currently working on two projects funded by the NRF and the Centre for Teaching and Learning at the University of the Free State. References Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., & Siemens, G. (2024). A meta-systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21(4), 1-41. https://doi.org/10.1186/s41239-023-00436-z Boud, D., & Rooney, D. (2018). The potential of assessment in work-integrated learning: Transforming university and workplace practice. In G. Messmann, M. Segers, & F. Dochy (Eds.), Informal learning at work: Triggers, antecedents, and consequences (pp. 212–228). Routledge. https://doi.org/10.4324/9781315441962 Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. Routledge. Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221 Lee, C. (2025). Virtual Internships as Equitable Alternative Work-Based Learning Spaces: Examining Access, Quality, and Outcomes for Underserved Students. Computers & Education, 105439. https://doi.org/10.1016/j.compedu.2025.105439 Luckin, R. (2025). Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations: An International Journal, 39(1), 1–4. https://doi.org/10.1108/DLO-04-2024-0108 Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL report: A national scoping study. Australian Learning and Teaching Council. Pit, S. W., Longman, J., Rolfe, M., Smith, L., & McAllister, L. (2020). Investigation of the validity and reliability of a placement quality survey for measuring rural student work-integrated learning placement quality. International Journal of Practice-based Learning in Health and Social Care, 8(2), 41-56. https://doi.org/10.18552/ijpblhsc.v8i2.649
African-Centred Teaching Cases for MBA and Postgraduate Business Education An edited volume of the Operations Management Pedagogy, Artificial Intelligence and Research (OPAR) Project Please note that publication is free for all authors Editors: Prof. Nelda Mouton, Faculty of Economics and Management Sciences, North-West University Business School, North-West University, South Africa; Dr Mary Mwanzia, Department of Business Administration, School of Business, KCA University, Republic of Kenya; Prof. Pfumbudzayi Robert Machera, Faculty of Business and Accounting, Botho University Faculty of Business and Accounting, Botho University, Botswana; Dr Ronald Kwena, Graduate School, University of Kigali, Rwanda. Introduction Africa is not merely catching up to a global economy designed elsewhere; it is rewriting the terms on which operations are conceived and managed. Across the continent, digitalisation, artificial intelligence (AI), sustainability imperatives, entrepreneurial dynamism and increasingly complex supply chains are reshaping how organisations create and deliver value. Yet the operational realities that define African enterprise, intermittent infrastructure, large informal sectors, volatile input markets, and deeply relational, community-embedded ways of working, rarely resemble the resource-rich, tightly institutionalised settings that populate mainstream Operations Management textbooks. Recent evidence shows that African firms are already turning to AI and advanced manufacturing to build supply-chain resilience under precisely these constraints (Peprah et al., 2025), generating decisions and trade-offs that existing teaching materials seldom capture. This mismatch exposes a persistent gap in postgraduate business education. Although international case libraries are extensive, they carry an implicit geography: the problems, institutions and assumptions they encode are overwhelmingly drawn from the Global North, leaving African students to reason about their own economies through borrowed lenses. Scholars have long argued that management education on the continent must be re-grounded in African realities and knowledge systems rather than transplanted wholesale (Nkomo, 2015; Naude, 2019). The case method remains one of the most effective pedagogies for cultivating managerial judgement (Becheikh et al., 2022), but its power depends on the authenticity and contextual relevance of the cases themselves, even as the evidence base for the method continues to mature (Mu & Hatch, 2024). Where credible African cases are scarce, the very instrument meant to build situated judgement instead reinforces distance from local practice. This edited volume, a flagship output of the Operations Management Pedagogy, Artificial Intelligence and Research (OPAR) Project, responds directly to that gap. OPAR was established to strengthen Operations Management education and research across Africa through collaboration, innovation and scholarship, and this book assembles rigorous, teachable African cases that pair Operations Management theory with real organisational challenges while foregrounding the emerging role of AI in operations, supply chains, manufacturing, services and the public sector. By privileging authentic contexts, small and medium-sized enterprises, informal networks, public institutions and cross-border value chains, the volume aims to equip students and executives to solve the problems actually in front of them, and to become a durable teaching resource for universities, business schools, executives, consultants and researchers across Africa and internationally. Aim of the Book The book seeks to showcase high-quality African case studies that: • demonstrate Operations Management principles in authentic organisational settings; • integrate Artificial Intelligence into operational decision-making; • promote sustainable and ethical management practices; • provide practical teaching resources for undergraduate and postgraduate education; • encourage problem-solving, critical thinking and managerial decision-making. Suggested Themes Authors are invited to submit original case studies related to, but not limited to, the following themes: • Operations Management • Supply Chain Management • Artificial Intelligence in Operations and Supply Chain Management • African-context operations, including SME-related operations Case Study Requirements Each case should: • present a real organisational challenge; • include sufficient contextual background; • describe the operational problem clearly; • encourage analysis rather than simply describing events; • contain teaching questions; • include suggested teaching notes (submitted separately); • demonstrate managerial decision-making; • integrate Operations Management concepts; • where applicable, discuss the role of Artificial Intelligence. Ethical and Research Requirements To comply with the ethical approval governing the OPAR Case Study Book Project, submissions must adhere to the following requirements: • Chapters must present original scholarly work that has not been previously published in its current form. • Empirical evidence must be derived exclusively from secondary data sources, including published academic literature, publicly available reports, organisational documents in the public domain, government publications, industry reports, or publicly accessible datasets. • Chapters should synthesise, analyse and interpret existing evidence to develop an original African case study and managerial insights. • The collection of new primary data (e.g., interviews, questionnaires, focus groups, observations, or unpublished organisational data) is not permitted for this volume. • Authors are responsible for ensuring that all sources are appropriately cited and that copyright and ethical requirements are fully observed. Who Should Submit? Submissions are welcomed from academics, researchers, doctoral candidates, practitioners, consultants, industry experts, and postgraduate students working with supervisors. Collaborative and interdisciplinary submissions are encouraged. Submission Process Prospective contributors are invited to submit abstracts to the book editors at Editor@errcd.com and copy Info@errcd.com using the subject line “African-Centred Teaching”. Abstracts for Chapters Should Include • A concise title; • Author/s name/s; • Author(s) institution/affiliation; • Contact details; • An abstract (250 words or less); • A clear outline of the focus, methodology and significance of the chapter; • Not more than five keywords. Timeframe (30 July 2026 – 30 April 2027) • Abstract submission begins on 30 July and ends on 30 August 2026. • Abstracts are accepted or rejected within six days after submission. If accepted, authors will be required to submit their full chapter via the publisher’s online submission system, which will be provided alongside the abstract acceptance letter. • The guidelines for the full chapters will be provided alongside the abstract acceptance letter. The full chapter should be between 6,000 and 8,000 words, including references, and APA 7th Edition citation, formatting and referencing style applies. • A similarity index of 10% or less is required for both the abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will be screened using Turnitin software. Publication Timelines • Call for chapters start date: 30 July 2026 • Abstract submission deadline: 30 August 2026 • Abstract review and notification deadline: 20 September 2026 • Full chapter submission deadline: 15 December 2026 • Revised chapter deadline: 30 February 2027 • Final publication date: 30 April 2027 Publication Mode The book will be published as an open-access resource, available in both hard copy and online versions. Additionally, each chapter will have its own Digital Object Identifier (DOI) and will be accessible and linkable to the authors’ profiles online. References Becheikh, N., Mourad, M., & Tolba, A. (2022). Promoting case-based learning in business higher education in the Middle East and North Africa region. Journal of Management Education, 46(4), 778–808. https://doi.org/10.1177/10525629211062108 Mu, F., & Hatch, J. (2024). The efficacy of the case method in tertiary business education: A scoping review: 2000–2022. The International Journal of Management Education, 22(2), Article 100983. https://doi.org/10.1016/j.ijme.2024.100983 Naude, P. (2019). Decolonising knowledge: Can ubuntu ethics save us from coloniality? Journal of Business Ethics, 159(1), 23–37. https://doi.org/10.1007/s10551-017-3763-4 Nkomo, S. M. (2015). Challenges for management and business education in a “developmental” state: The case of South Africa. Academy of Management Learning & Education, 14(2), 242–258. https://doi.org/10.5465/amle.2014.0323 Peprah, J. A., Amoah, J., Kwarteng, K., Jibril, A. B., & Sharif, T. (2025). Artificial intelligence and additive manufacturing for resilient supply chain in Africa: A systematic literature review. Future Business Journal, 11(1), Article 54. https://doi.org/10.1186/s43093-025-00477-y