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.
  • 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.
  • Theory and practice of teaching and learning. Critiquing and extend our theoretical and practical understanding of educational praxis.
  • 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.

      Relevant topics can include, but are not limited to:
    • How can gamification, robotics and virtual reality change the learning experience?
    • How will higher education become more data driven and evidence-informed?
    • How can universities incorporate new technologies into teaching to create more authentic experiences?
    • What will the 4th and 5th industrial revolutions look like in higher education?
    • What will be the innovations of the future that universities need to plan for today?

    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.

      Relevant topics can include, but are not limited to:
    • How do we diagnose, evaluate, assure teaching?
    • What is academic development and what does it achieve?
    • What is the focus of development (capabilities, skills, knowledge)?
    • What theories of teaching practice can we use?
    • What are the modes of developing teaching practice? (e.g. online, mentoring)
    • What is the role of reflective practice (in situ, post) for individual staff (reflecting on personal development, reflecting on the field of academic / faculty development)?
    • How do we resource the development of teaching practice?

    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.

      Relevant topics can include, but are not limited to:
    • What of the overall student experience (curricular and co-curricular) impact student outcomes?
    • How does the learning and teaching experience and the overall student experience intersect?
    • How do diverse university staff affect student experiences?
    • How does the concept of student experience differ between stakeholder groups?
    • What are the differences between the online and on-campus student experience?

    Theory and Practice

    We invite contributions that critique and extend our theoretical and practical understanding of educational praxis, including curriculum design, pedagogical choices, and critical engagements with the way student learning is imagined and enacted in university settings. Theory and practice of teaching and learning articles will further our understanding of how, why and in what contexts, specific choices in educational praxis are made and to what effect.

      Relevant topics can include, but are not limited to:
    • How do we engage critically with our understanding of student learning?
    • What is the impact of particular curriculum or pedagogical choices on student learning?
    • How do we extend our understanding of learning spaces and/or modes of teaching and how does that impact on our practices?
    • How can we engage critically with the theoretical and practical models we inherit or a required to enact?
    • How are choices in educational praxis a reflection of particular ways of knowing, being and doing within the disciplines?
    • What value does transdisciplinary thinking have to offer educational praxis?
    • What is the relationship between pedagogy, andragogy and heutagogy?