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 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 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 21, Issue 2 (2024) Intensive Modes of Learning and Teaching in Higher Education



Editorial: Intensive modes of teaching, past, present, and future
Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, and Sally Male




Student and faculty perceptions of summative assessment methods in a Block and Blend mode of delivery
Paulo Ricardo Vieira Braga, Carmen Maria Ortiz Granero, and Ellen Buck


Intensive Work-Integrated Learning (WIL): The benefits and challenges of condensed and compressed WIL experiences
Theresa M. Winchester-Seeto, Sonia J. Ferns, Patricia Lucas, Leanne Piggott, and Anna Rowe


The success, satisfaction and experiences of international students in an immersive block model
Elizabeth Goode, Thomas Roche, Erica Wilson, Jacky Zhang, and John W. McKenzie


Exploring academic perspectives on immersive scheduling in a UK university
Rebecca Turner, Debby R.E. Cotton, Emily Danvers, David Morrison, and Pauline E. Kneale


Guest Editors

Dr Gayani Samarawickrema, Victoria University, Australia
Ms Kaye Cleary, Victoria University, Australia
Professor Sally Male, University of Melbourne, Australia
Hon. Professor Ian Solomonides, Victoria University and James Cook University, Australia