Teaching in Higher Education

Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education.

Teaching in Higher Education addresses this gap by publishing rigorous scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.

Teaching in Higher Education seeks to develop a discourse of teaching and learning which transcends disciplinary boundaries and specialisms whilst drawing upon the rigour of a range of disciplines. It takes a view of learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It will therefore appeal to those who wish to explore how such aims might be realised through a commitment to teaching in a variety of cultural and disciplinary contexts represented in higher education internationally.

The journal welcomes significant contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by:

• examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society;

• developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding;

• exploring the various values which underlie teaching including those concerned with social and epistemic justice, and equity;

• offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice.

Potential authors are encouraged to review the journal’s statement on its blog on the nature of criticality. Submissions that do not offer a critical perspective on teaching in higher education are not considered appropriate for the journal’s peer review process. Further guidance for potential authors about the initial evaluation process of submissions into the journal is also available on the journal blog. In addition, authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal.

Please note that the journal does not publish:

• descriptions and/or evaluations of policy and/or practice;

• localised case studies that are not contextualized and theorised;

• large-scale surveys that are not theoretically and critically analysed;

• studies that simply replicate previous work without establishing originality

Peer Review Policy

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees from the journal’s international Editorial Board.

Points of Departure: alternative submission formats for Teaching in Higher Education

Our 'Points of Departure' (PoD) submission option encourages submissions that move away from the standard academic paper, and into more experimental territory to tackle new and emerging ideas in higher education. This option exists to enable colleagues to send us critical and reflective articles, images, speculative fiction, responses, controversies and polemics: important work that may not be best represented as a conventional journal article. Submissions for PoD are considered as part of the regular review process.

In reviewing PoD pieces, the following criteria will apply:

1) The submission should serve as an important commentary on any contemporary issue that demands further research, reflection, challenge, critique or provocation on (well) established ideas, norms, or methods;

2) The point of departure should be clearly stated. This could, for example, be within the title as 'Why we need Sustainable Development Goals in Higher Education', followed by rigorous argument as to why the point of departure is necessary;

3) The PoD should address an international audience that shares a critical interest in the aspect of teaching in higher education being discussed;

4) Articles should adhere to citation conventions and attribution;

5) The submission should be around 3,000 words in length (not including references).

If you have any queries about acceptable formats and approaches, please contact the Points of Departure Editor, Ibrar Bhatt ([email protected]).

For inspiration, here are some examples of recent and popular PoDs:

Opening up spaces for researching multilingually in higher education - Arafat and Woodin (2022)

https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2037545?src=

Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times? - Moltham-Hill & Blaj-Ward (2022)

https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2034782

Lecture rapture: the place and case for lectures in the new normal - Nordmann, Hutchison & MacKay (2021)

https://www.tandfonline.com/doi/full/10.1080/13562517.2021.2015755

Decolonising while white: confronting race in a South African classroom - Matthews (2021)

https://www.tandfonline.com/doi/full/10.1080/13562517.2021.1914571

Authors can choose to publish gold open access in this journal.

Read the Instructions for Authors for information on how to submit your article.