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)
Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times? - Moltham-Hill & Blaj-Ward (2022)
76 days avg. from submission to first
post-review decision
15 days avg. from acceptance to online
publication
12% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Social Media Editor: Juuso Nieminen - The University of Hong Kong, China
Executive Editors:
Ibrar Bhatt - Queen’s University Belfast, Northern Ireland Neil Harrison -University of Exeter, UK Aneta Hayes - Keele University, UK Kathy Luckett - University of Cape Town, South Africa Greg Misiaszek - Beijing Normal University, China Karen Mpamhanga - University of Hertfordshire, UK
Founding Editor: Stephen Rowland -University College London, UK Len Barton - UCL Institute of Education, UK
Editorial Board:
Andrea Abbas -University of Bath, UK Claire Aitchison - University of South Australia, Australia Sally Baker - Australia National University, Australia Maha Bali - American University in Cairo, Egypt Kieran Balloo - University of Southern Queensland, Australia Annette Bamberger - Bar-Ilan University, Israel Pamela Barnett -Le Salle University, USA Mark Barrow - University of Auckland, NZ Kasturi Behari-Leak - University of Cape Town, South Africa Avril Bell - University of Auckland, NZ Dina Belluigi - Queen’s University Belfast , UK; Nelson Mandela University, South Africa Søren Bengtsen - Aarhus University, Denmark Anna Bennett -The University of Newcastle Liz Bennet -University of Huddersfield, UK Margaret Blackie - Rhodes University, South Africa Chrissie Boughey -Rhodes University, South Africa Roseanna Bourke - Massey University, NZ Maddie Breeze - University of Stirling, UK Mark Brooke - University of Arden, UK Rachel Buchanan - University of Newcastle, Australia Sónia Cardoso - Lusófona University, Portugal Vincent Carpentier - UCL Institute of Education, UK Susan Carter - University of Auckland, NZ Jenni Case - University of Cape Town, South Africa Jillian Seniuk Cicek - University of Manitoba, Canada Alice Civera - University of Bergamo, Italy ChenWei Chang - National Taiwan Normal University, China Sherran Clarence - Rhodes University, South Africa Kelly Coate - Richmond The American International University in London, UK José Cossa - Pennsylvania State University, USA Laura Czerniewicz - University of Cape Town, South Africa Christina Davison - University of Calgary, Qatar Linda DeAngelo - University of Pittsburgh, USA Jill Dickinson - Leeds Beckett University, UK Anabel Moriña Diez - University of Seville, Spain Mollie Dollinger - Curtin University, Australia Dely Lazarte Elliot - University of Glasgow, UK Kalypso Filippou - University of Turku, Finland Liezel Frick -Stellenbosch University, South Africa Jessica Gagnon - University of Manchester, UK Michael Gallagher - University of Edinburgh, UK James Garraway - Cape Peninsula University of Technology, South Africa Suanne Gibson - Plymouth University, UK Karen Gravett - University of Surrey, UK Didi Griffioen - Amsterdam University of Applied Sciences, The Netherlands Kay Guccione - The University of Glasgow, UK Cally Guerin - University of Adelaide, Australia Chandra Gunawardena -Open University of Sri Lanka Miklós Györffi -European Parliament, Brussels Telle Hailikari - Häme University of Applied Sciences, Finland Richard Hall -De Montfort University, UK Meeri Hellsten - Stockholm University, Sweden Emily Henderson - University of Warwick, UK Marion Heron - University of Surrey, UK Tim Herrick - Sheffield University, UK Tamsin Hinton-Smith - University of Sussex, UK Natalie Jester - University of Gloucestershire, UK Feng Jiang - Jilin University, China Mark William Johnson - University of Liverpool, UK Camille Kandiko Howson - King's College London, UK Michele Jacobsen - University of Calgary, Canada Elaine Keane - National University of Ireland, Galway, Ireland Frances Kelly - The University of Auckland, NZ Kevin Kester - Seoul National University, South Korea Carrie Klein - George Mason University, USA Jeremy Knox - The University of Oxford, UK Vijay Kumar - University of Otago, New Zealand Kate le Roux - University of Cape Town, South Africa Delyse M Leadbeatter - The University of Sydney School of Dentistry, Australia Shuiyun Liu - Beijing Normal University, China Sylvie Lomer - University of Manchester, UK Alison MacKenzie - Queen's University, Belfast, Ireland Manuel Madriaga - University of Nottingham, UK Santosh Mahaptra - Birla Institute of Technology & Science Pilani, India Gregogy Martin - University of Technology Sydney, Australia KarlMaton- University of Sydney, Faculty of Arts and Social Sciences, Australia Lynn McAlpine -McGill University, Canada Alistair McCulloch University of South Australia, Australia Velda McCune - University of Edinburgh, UK Sioux McKenna - Rhodes University, South Africa Jan Mclean - University of Technology Sydney, Australia Jenna Mittelmeier - University of Manchester, UK Marko Modiano - University College Gävle, Sweden Marie Pierre Moreau - Anglia Ruskin University, Faculty of Health, Social Care and Education, UK Mousumi Mukherjee - O.P. Jindal Global University, India Melanie Nind - University of Southampton, UK Matt O'Leary - Birmingham City University, UK Martin Oliver - UCL Institute of Education, UK Susan Orr- De Montfort University, UK Vassiliki Papatsiba - University of Sheffield, School of Education, UK Paul Prinsloo - University of South Africa, South Africa Rille Raaper - Durham University, UK Juliana Raffaghelli - University of Padua, Italy Jose Reis Jorge - Instituto Superior de Educação e Ciências, Portugal Leonora Ritter - Charles Sturt University, Australia Pedro Pineda Rodriguez - University of Bath, UK CindyAnn Rose-Redwood - University of Victoria, Canada Jen Ross - University of Edinburgh Judyth Sachs - Macquarie University, Australia Riyad Shahjahan - Michigan State University, USA Rachel Spronken-Smith - University of Otago, NZ Pat Strauss - Independent Consultant, New Zealand Sean Sturm - University of Auckland, New Zealand Joanna Tai - Deakin University, Australia Carol Taylor - University of Bath,UK Spyros Themelis - University of East Anglia, UK Lucia Thesen - University of Cape Town, South Africa Voldemar Tomusk - Tallinn University of Technology, Estonia Roland Tormey - École polytechnique fédérale de Lausanne, Switzerland Samson Maekele Tsegay - Anglia Ruskin University, UK Rebecca Turner - University of Plymouth, UK Roeland Van der Rijst - Leiden University, Netherlands Nave Wald - University of Otago, New Zealand Jude Walker - University of British Columbia, Canada Richard Waller - University of the West of England, UK Ben Williamson - University of Edinburgh, UK Anna Wilson - University of Stirling, UK Katherine Wimpenny - University of Coventry, England Susan Wright - University of Aarhus, Denmark Linlin Xu - University of Electronic Science and Technology of China Min Yang - The Education University of Hong Kong, China Adena Young-Jones - Missouri State University, USA Michalinos Zembylas - Open University of Cyprus, Cyprus
Abstracting and indexing
Teaching in Higher Education is indexed and abstracted in Academic Search; Advanced Placement Source; ArticleFirst; Australian Council for Education Research Database of Research on International Education; Australian Education Index; British Education Index; Current Abstracts; Current Contents; Education Research Complete; Education Research Index; Education Source; Education Resources Information Center (ERIC); Educational Research Abstracts online (ERA); Electronic Collections Online; European Reference Index for the Humanities, Pedagogical and Educational Research (ERIH); Professional Development Collection; ProQuest; PsycFIRST; PsycINFO; Research into Higher Education Abstracts; SCOPUS®; Social Sciences Citation Index; Studies on Women and Gender Abstracts; Teacher Reference Center; The Philosopher’s Index and VOCEDplus.
Open access
Teaching in Higher Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Teaching in Higher Education uses special issues as a means to bring together high-quality articles to shape thinking in the field by reflecting and promoting trends in contemporary research. Our ‘virtual’ special issues bring together past articles around themes that we feel will be useful to both practising teachers in higher education and those researching teaching.
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