Aims & Scope

The Journal of University Teaching and Learning Practice seeks well-designed and executed research and theory that changes how people think, and provides evidence-based theories, methods and findings to improve higher education learning and teaching practices. We invite a plurality of theoretical frameworks from across the disciplines to stimulate conversation around different ways of developing learning and teaching practice. We encourage practice-based research situated in the local context and the broader international literature.

    We ask all contributors to align their manuscript to one of the following themes:
  • Educational technology. Examining how technology can enable, change, or challenge pedagogy within higher education practice.
  • Educational leadership and management. In pursuit of good leaders, great leadership, and effective management within higher education that enables quality learning and teaching processes and practices
  • Educational psychology in higher education. Pursuing a more cohesive understanding of the psychology underlying and explaining tertiary learning and instruction practices.
  • Developing teaching practice. Improving how academics think about and practice teaching as well as describing and evaluating the design and implementation of academic development activities, resources or programs.
  • Student experience. Systematically deconstructing student interactions, outcomes, and experiences before, during, and after their higher education pathway.
  • Curriculum and assessment design.Defining and evaluating contemporary curriculum and assessment designs and structures that enable transformative student learning using different modes and levels of study and curriculum.
  • Practice Notes

    All manuscripts must include up to five brief Practice Notes before their introduction to present key implications and recommendations for university educators in applying the outcomes of the research to their context. Papers must engage critically in identifying a theoretical framework, defining methodological assumptions, presenting the findings, discussing these in the context of higher education practice, and being reflexive with strengths and limitations of the scholarship or research.

    Educational Technology

    We invite contributions that examine and evaluate technological innovations that facilitate or support high quality curriculum design and pedagogy, enable learners to cross boundaries to access higher education, and advances our knowledge, practice, and policy in university teaching and learning. Educational technology papers examine how technology and data can be used in university learning and teaching, and how innovations in this space will shape the future learning experience.

    Educational Leadership and Management

    We invite contributions that extend our current knowledge of good leaders, effective managers, and great leadership practices in higher education. We acknowledge key differences in leaders (i.e., those who influence others to act of their own volition) and managers (i.e., those who deploy formal power and authority). Educational leadership and management will further our practices of how learning and teaching is organised by individuals, organisations, and policy drawing on appropriate management, leadership, and organisational behavioural research.

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    Educational Psychology in Higher Education

    We invite contributions that extend on the current understanding of psychological processes and mechanisms in the higher education and university context. There are key contributions offered by developmental and educational psychology scholars in universities including defining affective, cognitive, and behavioural processes that affect learning, learners, and educators. Educational psychology in higher education studies will further learning and teaching practices through a psychological lens, with an emphasis on human learning and development in universities and colleges.

    Developing Teaching Practice

    We invite contributions to the critical conversations related to academic (faculty) professional learning that is intentional in developing teaching practice. We believe that teachers who are pedagogically supported and equipped for teaching disciplinary knowledge are essential in higher education. Developing teaching practice articles will contribute to improving how academics think about and practice teaching as well as describing and evaluating the design and implementation of academic development activities, resources or programs.

    Student Experience

    We invite contributions that deconstruct and interpret current and future academic, living, and social interactions between and of tertiary student flourishing, engagement, satisfaction, and success before, during, and after their higher education pathway. Student experience articles will contribute to a multifaceted understanding of what constitutes high quality student experiences and in what contexts does such knowledge apply.

    Theory and Practice

    We invite contributions that extend our current understanding of curriculum and assessment designs and structures that aim to provide quality learning opportunities for students across different modes of study. We seek to publish papers that demonstrate how research-based learning and teaching can impact contemporary curriculum and assessment processes to enable students to transform their current understandings of a discipline, the world, or themselves.