Welcome to the Journal of University Teaching and Learning Practice (JUTLP)

JUTLP is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal is indexed by Scopus and listed with the EBSCO database. ISSN: 1449-9789.

Our COVID-19 Collaborative Expression of Interest Process

At the Journal of University Teaching and Learning Practice, we understand the role that we can have in supporting early career researchers and academics to launch their international networks in the absence of international conferences. The Journal of University Teaching and Learning Practice would like to support this transition during COVID-19. For academics seeking to form new international research relationships, please fill in the expression of interest form. We will aim to pair you with potential collaborators. At this stage, we can only pair English projects. Please note our support in forming collaborative teams does not guarantee publication in our Journal, and all final submissions will undergo rigorous peer review processes.

Join the JUTLP Family

Our Journal has a strong team of Editors, Guest Editors, Reviewers, and Authors. If you would like to be a part of our journey, please consider the following open expressions of interest:
  • Apply to be a Journal Reviewer here
  • Propose a Special Issue for 2022 or 2023 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 18, Issue 7 (2021) Collaboration in higher education: Partnering with students, colleagues and external stakeholders




Developing a university-voluntary sector collaboration for social impact
Sarah Weakley, Paula S. Karlsson, Jane Cullingworth, Laura Lebec, and Katie Fraser


Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice
Ed Bickle, Silvina Bishopp-Martin, Ursula Canton, Paul Chin, Ian Johnson, Ralitsa Kantcheva, Jane Nodder, Victoria Rafferty, Kiu Sum, and Karen Welton


Knowing me, Knowing you: Humanitas in work-integrated learning during adversity
Patricia Lucas, Helene Wilkinson, Sally Rae, Bonnie Dean, Michelle Eady, Holly Capocchiano, Franziska Trede, and Loletta Yuen


Ensemble mentorship as a decolonising and relational practice in Canada
Yvonne Poitras Pratt, Sulyn Bodnaresko, and Michelle Scott


Dancing with power in ‘We are the university: Students co-creating change’
Tai Peseta, Alex Donoghue, Sameer Hifazat, Shivani Suresh, Ashley Beathe, Jasmine Derbas, Brooke Mees, Samuel Suresh, Clementine Sugita, Thilakshi Mallawa Arachchi, Evelyn Nguyen, Lexie Johnson, Sophia Clark, Rohith Ramegowda, Jen Alford, Maria Manthos, Chinnu Jose, Emma Caughey, Vicky-Rae Reed, and Max Ashcroft-Smith

Guest Editors

Sandra Abegglen
University of Calgary, Canada
Tom Burns
London Metropolitan University, United Kingdom
Sandra Sinfield
London Metropolitan University, United Kingdom