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 (Q2, Education) and Web of Science ESCI (Q2, Education) and listed with the EBSCO database. ISSN: 1449-9789.The Journal has no article processing charges.
Join the JUTLP FamilyOur 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.
2022 Journal of University Teaching and Learning Practice AwardsWe're really proud of the people that are part of our extended editorial, author, review, and reading community as we shape higher education practice.
Outstanding Achievement AwardDr Alisa Percy, University of Technology, Sydney for her years of leadership, compassion, and courage in her capacity beginning as Associate Editor, and concluding as Senior Editor in 2021.
Editor of the YearDr Rebekkah Middleton, University of Wollongong, Australia as a long-term Associate Editor who stepped into the Senior Editor, Developing Teaching Practice in 2022.
Highly Commended EditorMs Carmen Vallis, University of Sydney, Australia for her leadership in peer review management and strategy.
Paper of the YearYour success is our goal: An intervention for failing students by Dr Jenelle Benson, A/Prof Marilyn Chaseling, Dr Elizabeth Emmanuel, Dr Christos Markopoulos and Dr Julie-Ann Paredes, Southern Cross University, Australia.
Most Influential PaperStudent belongingness in higher education: Lessons for Professors from the COVID-19 pandemic by Prof Dianne Tice, Brigham University, USA; Prof Roy Baumeister, University of Queensland, Australia; Dr Joey Crawford, University of Tasmania, Australia; A/Prof Kelly-Ann Allen, Monash University, Australia; and Dr Alisa Percy, University of Technology Sydney, Australia for the highest Scopus citations in the year following publication.
Reviewer of the YearDr Robyn Phillips, Queensland University of Technology, Australia for critical feedback that supported developmental opportunities for authors during blinded peer review.
Current Issue: Volume 20, Issue 1 (2023) Quarterly Issue 4
Editorial: The Need for Good Leaders in Higher Education
The 4 Cs Strategy for disseminating innovations in university teaching: Classroom, Corridors, Campus, Community
Lynn Gribble and Elizabeth A. Beckmann
An Interprofessional Peer Teacher Training program for health professional students: ‘face to face’ versus ‘online only’.
Annette Burgess, Christie van Diggele, Carl Schneider, Inam Haq, Delyse Leadbeatter, Sascha Kurunaratne, Susan McKenzie, Tyler Clark, Jaimie Henry, and Jacqueline Bloomfield
Effects of resit exams on student progression: An Australian case study
Nga Thanh Nguyen, Colin Clark, and John Juriansz
A validation of the short-form classroom community scale for undergraduate mathematics and statistics students
Maria Tackett, Shira Viel, and Kim Manturuk
The out-of-field phenomenon: Perceptive consequences and Support Needs Through the Lens of graduating second career preservice teachers
Anna Elizabeth Du Plessis, Elizabeth Wheeley, Helen Klieve, and Eunjae Park
A rubric approach to assessing information literacy competency in tertiary curricula
Adrienne Burns, Lisa Lobry de Bruyn, and Susan C. Wilson
Developmental evaluation of teaching quality: Evidencing practice
Fiona Boyle and Elizabeth J. Cook
Online learning during the COVID-19 pandemic: Does social connectedness and learning community predict self-determined needs and course satisfaction?
Erin Geary, Kelly-Ann Allen, Nicholas Gamble, and Saeed Pahlevansharif
Personalising the student first year experience – an evaluation of a Staff Student Buddy System
Nick Fewster-Young and Paul A. Corcoran
Collaborative creativity among undergraduate students as game creators during gamification in a university-wide elective course
Julia Lee, Ruxin Lim, Fitri S. Mohamad, Kim Geok Chan, and Faizah Mas’ud
Self-agency and Academically High-performing Students’ Success: Towards a Praxis for Academic Support in one South African University
Victor Nnadozie and Samukelisiwe Khumalo
Teachers' pedagogical competences in higher education: A systematic literature review
Maria Alfredo Moreira, Begoña Rumbo Arcas, Tania Gómez Sánchez, Rosarío Bermejo García, María José Ruiz Melero, Neide Brito Cunha, Maria Aparecida Viana, and Maria Elizabeth Almeida
Job satisfaction of university teachers: A systematic literature review (2010-2021)
Qi Yang and Kazi Enamul Hoque