Announcements

We accept submissions on an ongoing basis. Please consult our Submission Guidelines for details regarding the range of articles we accept.

  • Special Issue: Third Space in HE - call now closed

    18-03-2024

    This special issue invited submissions dedicated to exploring the contribution of HE third space professionals to educational practice and pedagogy. The issue will bring together a collection of thought-provoking articles that explore the complexities and intricacies of third space, providing insights that can inform practice and advance teaching and learning in higher education.

    Closing date for submissions:   31 March 2024 

    Expected publication date:            Autumn 2024

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  • Special Issue: Liberating Learning - call now closed

    17-01-2024

    This call for submissions has now been closed. The issue will be released in Winter 2024-25.     

     

    The special issue will include the following themes:

    1. Rekindling a joy of learning: For example, you might explore the historical and potential value of learning for its own sake; investigate the role of joy in higher education in the context of student mental health and wellbeing; or consider pedagogical practices that foster innovation for a joyful learning and teaching experience.
    2. Decentring grades: For example, you might address the resistance and barriers to moving beyond traditional grading systems; share scalable solutions from individual classes to entire institutions; or debate the necessity of a grading revolution versus gradual change.
    3. Caring and compassionate pedagogies: For example, you might assess the emphasis on content versus a compassionate and caring pedagogical approach; evaluate current efforts in integrating care and compassion in learning designs, teaching, and assessments; or identify potential pitfalls and further actions that could be taken to promote a more humane education system.
    4. Myth-busting the modern academy: For example, you might challenge conventional arguments that resist change in academia; discuss whether traditional pedagogies favour economies of scale over quality education; or consider real-world examples of how structures either impede or foster innovation and transformation in higher education.
    Read more about Special Issue: Liberating Learning - call now closed