Exploring Academic Ecosystems in STEM: A Way Forward

Historically, ecosystems frameworks have been leveraged to understand and examine the functions of living organisms within various environments, particularly within biological contexts [1]. An ecosystem lens helps provide insights about the interactions and interdependencies among microsystems within the ecosystem (i.e. mesosystems) as well as the broader exo and macrosystems at play [2]. Despite their potential to shed light on particular functions, vulnerabilities, gaps and opportunities that exist in educational contexts, ecosystem assessment is rarely used [3-5]. In STEM academic contexts, there are many ecosystems with various siloed components which are rarely examined and assessed collectively; understanding how to inventory, assess, and interpret ecosystems can help inform administrative and leadership decisions to create more synergies within and between various systems [6]. Leveraging an understanding of ecosystems in academic environments can help identify ways and tools to better equip leaders to make well-informed decisions that support resource allocation, productivity, synergies, and sustainability.

Higher education is facing challenges ranging from rescinded and threatened funding and resource models, politically motivated attacks, and the need to allocate resources more effectively and strategically. As educators, staff, and administrators, we are increasingly required to do more with less and to do better often without a clear sense of our current situations or landscapes. How can faculty, staff, and leaders make effective decisions if they do not understand what is happening with our higher education ecosystems? Inventorying, examining, and assessing ecosystems within and across our institutions can provide clear pictures of what can help us to steward dynamic systems. Ecosystems assessment and information should be used to inform leadership decisions in higher education.

In this special issue, research topics for this collection should focus on areas related to ecosystems and ecosystem assessment in STEM academic environments. Manuscripts considered for this collection should be empirical, research, or theoretical or conceptual articles centered on the following themes: (1) ecosystems contexts in STEM higher education and/or educational administration and leadership; (2) examples of ecosystems in STEM academic contexts and their implications and translation to practice; and (3) ways and/or methods for examining and assessing ecosystems in STEM.

Article types and fees

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• Methods
• ... View all formats

Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.

Article types

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• Methods
• Mini Review
• Opinion
• Original Research
• Perspective
• Policy Brief
• Review
• Systematic Review

Keywords: ecosystems; STEM; higher education; leadership; stewardship

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.