Special Issues

Call for Proposals for 2024 Special Issues

The Journal of University Teaching and Learning Practice invites proposals for special issues on contemporary themes associated with effective and innovative teaching and learning practice in the higher education environment. The expectation is that the special issue would be of interest to an international audience. To propose a special issue for 2022 or 2023 please complete the Special Issue Proposal and return to the Senior Editor, Special Issues Dr Jo-Anne Kelder by email jo.kelder@utas.edu.au. The Journal periodically has specific calls for Special Issues, but also accepts unsolicited proposals.

Collaborative expressions of interest

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.

Current Calls for Papers

The following are Special Issues open for submissions, with a link to take you to the specific Call for Papers

Forthcoming Special Issues

The following are Special Issues closed for submissions that are preparing for future publication

SPECIAL ISSUE 2023 Sustainability in Learning and Teaching During and Beyond the COVID-19 Pandemic

Guest Editors

Background

The COVID-19 pandemic has undoubtedly impacted the higher education sector and has required significant shifts in the delivery of teaching and learning worldwide (Burki, 2020). At the same time, humanity faces an ongoing intensifying social and ecological crisis. For example, climate change is a persistent threat to human and non-humans alike as a consequence of anthropogenic global warming which requires urgent action across human systems (Pörtner et al., 2022). In addition, unprecedented species extinction in human history have been reported (IPBES, 2019). At the same time, these existential threats are inextricably linked to equity, diversity, inclusion and access. In other words, there is no sustainability without social and ecological justice. In this special issue, we are seeking contributions that explore the intersections of COVID-19, sustainability and higher education teaching and learning.

Higher education institutions are well positioned to contribute toward sustainable futures through thought leadership, teaching, innovative research and towards fostering generations of environmental and social change agent graduates. However, the COVID-19 pandemic demanded higher education institutions’ attention to ensure staff, faculty and students were safe, and teaching and learning were accessible throughout physical distancing mandates. How did these necessitated shifts in institutional focus influence and inform actions for sustainability? Did the COVID-19 pandemic induce new and creative sustainability practices, or were initiatives of sustainability put on hold, and if so, what does this mean for culture and practice in a post-pandemic era?

The United Nations Sustainable Development Goals have become an internationally recognised blueprint for guiding action on sustainable development transitions. Despite large gaps in implementation, the Sustainable Development Goals have been formally and informally enacted through a range of programs and declarations (Owens, 2017; Leal Filho et al., 2019; Sonetti et al., 2019). Though recent evidence suggests that sign ups by higher education institutions during 2020-2021 - at the height of the pandemic - were significantly lower than previous years (Crawford & Cifuentes-Faura, 2022). The pandemic forced teaching and learning practices online. In some cases, this shift improved access to higher education for people who previously experienced impediments to access due to inflexible scheduling and face-to-face attendance requirements (Atherton, 2021). However, increased pressures on academics were also reported (Adedoyin & Soykan, 2020; Watermeyer et al., 2021) including cases of gendered workload allocation (Steinþórsdóttir et al., 2021). Little research is currently available that explores the unintended consequences of the COVID-19 pandemic on the ways that sustainability was taken up in teaching and learning practice.

We are interested in understanding the lasting impacts to guiding philosophies and practice to what sustainability means and looks like in teaching and learning. Some possible topics could include, but are not limited to, how COVID-19 has influenced:

  • Education for sustainable development within curriculum
  • Academic and/or student wellbeing practices
  • Gender inequities or inequalities for students and/or staff
  • Equity, diversity, inclusion and access issues for students or faculty
  • Online or in-person teaching innovations or barriers
  • The future of teaching and learning sustainability
  • Student voice and student experience
  • Embedding of sustainable development goals in curriculum/pedagogy/policy
  • Transformative sustainability teaching and learning practices
  • Digital technologies and their social and environmental impacts
  • Affective learning and connections with and through virtual/physical environments
  • Novel spaces that were created i.e. outdoor learning spaces
  • Scholarship of teaching and learning
  • The role of educational and institutional governance and leadership

Types of publications accepted into this Special Issue

The types of publications that are eligible for acceptance into this Special Issue include:

  • Research papers
  • Case studies and evidence-based good practice examples

Developing a high-quality proposal

We recommend the creation of a single document (Word document preferably) that contains the following:

  • Proposed article title
  • Proposed authors names and affiliations
  • A clear evidence-based rationale for the line of inquiry proposed
  • Research question(s)
  • Proposed method (for both theoretical and empirical manuscripts)
  • Practice-based implications of the proposed research

The word limit for the proposal is 250 words (not including references) and is designed to give the Editorial Team a sense of the rigour of the manuscript proposed and the possible implications of such research. The Editorial Team may return with an invitation to combine similar manuscripts. Acceptance of proposals does not guarantee acceptance of final manuscripts.

Timeline

  • Proposals due: 30 October 2022
  • Acceptance notifications: 15 November 2022
  • Full articles due: 27 February 2023
  • Final revised papers due: 15 September 2023
  • Final publication: 15 October 2023

For further information, or to submit an abstract, please email: Dr Kim Beasy. You can download a .pdf version of the Call for Expressions of Interest by clicking here

References

  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180
  • Atherton, G. (2021). Perspectives on the challenges to access and equity in Higher Education across the world in the context of COVID. National Education Opportunities Network (NEON).
  • Burki T. K. (2020). COVID-19: consequences for higher education. The Lancet. Oncology, 21(6), 758. https://doi.org/10.1016/S1470-2045(20)30287-4
  • Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 1879. https://www.mdpi.com/2071-1050/14/3/1879
  • Pörtner, H. O., Roberts, D. C., Adams, H., Adler, C., Aldunce, P., Ali, E., Ara Begum, R., Betts, R., Bezner Kerr, R., Biesbroek, R., Birkmann, J., Bowen, K., Castellanos, E., Cissé, G., Constable, A., Cramer, W., Dodman, D., Eriksen, S. H., Fischlin, A., ... Zaiton Ibrahim, Z. (2022). Climate change 2022: impacts, adaptation and vulnerability. IPCC. https://edepot.wur.nl/565644
  • IPBES. (2019). Global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (Version 1). Zenodo. https://doi.org/10.5281/ZENODO.3831673
  • Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., Molthan-Hill, P., Pace, P., Azeiteiro, U. M., Vargas, V. R., & Caeiro, S. (2019). Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production, 232, 285–294. https://doi.org/10.1016/j.jclepro.2019.05.309
  • Owens, T. L. (2017). Higher education in the sustainable development goals framework. European Journal of Education, 52(4), 414–420. https://doi.org/10.1111/ejed.12237
  • Sonetti, G., Brown, M., & Naboni, E. (2019). About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education. Sustainability, 11(1), 254. https://doi.org/10.3390/su11010254
  • Steinþórsdóttir, F. S., Carmichael, F., & Taylor, S. (2021). Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University. Gender, Work & Organization, 28(5), 1859–1875. https://doi.org/10.1111/gwao.12709
  • Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y

SPECIAL ISSUE 2023 Internationalisation of Higher Education at Home: Implications for an Evolving World

Guest Editors

Background

Internationalisation of higher education was important in western countries from as early as 1919, with establishment of the Institute of International Education in the United States of America, followed by the Deutscher Akademischer Austauschdienst in Germany in 1925, the British Council in the United Kingdom in 1934, and the more recent European Commission Erasmus program from 1970s to 1980s. These initiatives were intended to promote goodwill, cooperation, and understanding between countries. The Columbo and New Columbo plan in Australia has been designed to embed similar sentiments (Hong, 2022).

The landscape of internationalisation has altered significantly due to the COVID-19 pandemic in many areas. Higher education institutions initially relied completely, and ongoing, substantially, on online modes of teaching which has brought new challenges to many aspects of teaching and learning such as access to appropriate technology, inclusive teaching, robust assessment (Shankey, 2022) and student experience, belonging and engagement (Andrew et al., 2021; Hews et al., 2022).

These changes suggest the value of revisiting the concept of internationalisation. Although internationalisation practices have been constantly evolving, our knowledge and conceptual frameworks to understand internationalisation are not aligned with the changes (Lee & Stensaker, 2021). Internationalisation at home is no longer only for ‘home’ or domestic students as it was originally intended (Crowther et al., 2001; Knight, 2010); instead, it is for all students (Beelen & Jones, 2015) and thus, is important to consider the implications for the distinction between domestic and international students.

We invite empirical research with a practice-emphasis to report and analyse contemporary initiatives to design and promote varieties of internationalisation across the higher education sector. Some possible topics could include, but are not limited to:

  • The definition of ‘home’ in an academic context
  • Feeling at ‘home’ on an internationalised campus
  • Internationalising the curriculum as de-colonising the curriculum
  • Embedding First Nations perspectives in an internationalised curriculum
  • Technology affordances to recognise and engage diverse student cohorts
  • Exploring diverse international contexts of internationalisation
  • Enriching student experiences through internationalisation

Types of publications accepted into this Special Issue

The types of publications that are eligible for acceptance into this Special Issue include:

  • Empirical research articles
  • Conceptual papers with a clear practice focus
  • Review articles (e.g., systematic review or meta-analysis)

Developing a high-quality proposal

We recommend the creation of a single document (Word document preferably) that contains the following:

  • Proposed article title
  • Proposed authors names and affiliations
  • A clear evidence-based rationale for the line of inquiry proposed
  • Research question(s)
  • Proposed method (for both theoretical and empirical manuscripts)
  • Practice-based implications of the proposed research

The word limit for the proposal is 250 words (not including references) and is designed to give the Editorial Team a sense of the rigour of the manuscript proposed and the possible implications of such research. The Editorial Team may return with an invitation to combine similar manuscripts. Acceptance of proposals does not guarantee acceptance of final manuscripts.

Timeline

  • Proposals due: 1 November 2022
  • Acceptance notifications: 10 December 2022
  • Full articles due: 10 May 2023
  • Final revised papers due: 30 September 2023
  • Final publication: 20 November 2023

For further information, or to submit an abstract, please email: Dr Dongmei Li. You can download a .pdf version of the Call for Expressions of Interest by clicking here

References

  • Anand, P., & Lui, B. (2019). Developing 21st century intercultural and collaborative competencies through transformative internationalisation projects: A post neo-colonialism approach. In P. Kommers, T. Issa, P. Isaías, & W. Hui (Eds.), International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (pp. 176-180). IADIS Press. https://doi.org/10.33965/icedutech2019_201902C004
  • Andrew, L., Wallace, R., & Sambell, R. (2021). A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning. Journal of University Teaching & Learning Practice, 18(4). https://doi.org/10.53761/1.18.4.14
  • Beelen, J., Jones, E. (2015). Redefining Internationalization at Home. In Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, P. (Eds) The European Higher Education Area (pp. 59-72). Springer. https://doi.org/10.1007/978-3-319-20877-0_5
  • Brown, S. and Jones, E. (2007). Internationalising higher education. London, Routledge. Clifford, V. and C. Montgomery (2014). Challenging conceptions of Western higher education and promoting graduates as global citizens. Higher Education Quarterly, 68(1), 28-45. https://doi.org/10.1111/hequ.12029
  • Clifford, V. and C. Montgomery (2017). Designing an internationalised curriculum for higher education: embracing the local and the global citizen. Higher Education Research & Development, 36(6), 1138-1151. https://doi.org/10.1080/07294360.2017.1296413
  • De Wit, H. and P. G. Altbach (2021). Internationalization in higher education: global trends and recommendations for its future. Policy Reviews In Higher Education, 5(1), 28-46. https://doi.org/10.1080/23322969.2020.1820898
  • Gao, Y. (2018). A set of indicators for measuring and comparing university internationalisation performance across national boundaries. Higher Education, 76(2), 317-336. https://doi.org/10.1007/s10734-017-0210-5
  • Hews, R., McNamara, J., & Nay, Z. (2022). Prioritising lifeload over learning load: Understanding post-pandemic student engagement. Journal of University Teaching & Learning Practice, 19(2), 128-146. https://doi.org/10.53761/1.19.2.9
  • Hong, M. (2022). Evaluating the soft power of outbound student mobility: an analysis of Australia's New Colombo Plan, Higher Education Research & Development, 41(3), 743-758. https://doi.org/10.1080/07294360.2021.1872054
  • Lee, J. J., & Stensaker, B. (2021). Research on internationalisation and globalisation in higher education-Reflections on historical paths, current perspectives and future possibilities. European Journal of Education, 56(2), 157-168. https://doi.org/10.1111/ejed.12448
  • Leask, B. and J. Carroll (2011). Moving beyond 'wishing and hoping': internationalisation and student experiences of inclusion and engagement. Higher Education Research & Development, 30(5), 647-659. https://doi.org/10.1080/07294360.2011.598454
  • Patil Vishwanath, T. and J. Mummery (2019). Reflecting critically on the critical disposition within Internationalisation of the Curriculum (IoC): The developmental journey of a curriculum design team. Higher Education Research & Development, 38(2), 354-368. https://doi.org/10.1080/07294360.2018.1515181 4
  • Sankey, M. D. (2022). The state of Australasian online higher education post-pandemic and beyond. Journal of University Teaching & Learning Practice, 19(2), 14-26. https://doi.org/10.53761/1.19.2.2
  • Tran, L. T. and N. T. Nguyen (2015). Re-imagining teachers' identity and professionalism under the condition of international education. Teachers and Teaching, 21(8), 958-973. https://doi.org/10.1080/13540602.2015.1005866

SPECIAL ISSUE 2024 Intensive modes of learning and teaching in higher education

Guest Editors

Background

Variously described as ‘accelerated’, ‘block mode’, ‘compressed’ and ‘fast-tracked’, the increasing popularity of intensive modes of learning and teaching has given rise to calls for greater insights into these formats and modes of study. Their one common feature is a shorter time frame than a ‘traditional’ study period (Davis, 2006). Higher education institutions world-over have often adopted intensive modes of study to accommodate adult and non-traditional learners (Dixon & O’Gorman, 2020), implement government policy (Kitchener, 2017), prepare a population for a workforce (Sewagegn & Diale, 2021), to ‘catch up’ post-pandemic and other extreme situations (Nerantzi & Chatzidamianos, 2020), and for a myriad of other reasons.

There has been growing recognition for the potential value of non-traditional delivery schedules globally. In the Australasian context, the Higher Education Research and Development Society of Australasia (HERDSA) recently published the guide, Intensive modes of study (Samarawickrema et al., 2022) distilling key ideas from the authors’ collective research and experience. While this Guide showed a good range of practice case studies from Australia, it amplified the need for deeper exploration of intensive modes of study through evidence-based scholarly papers from the international arena. Articles in this special issue will address this gap.

This special issue seeks international contributions on the following key areas:

  • Curriculum and pedagogical choices for student learning in relation to intensive modes of study, and critical engagements thereof. Of special interest are papers on assessment practices, their authenticity, validity and reliability, engagement of internal and external stakeholders, feedback, and the role of learning technologies in enhancing and supporting the learning experience in intensive modes of study.
  • The student experience during and after learning in intensive modes. Of specific interest are well-being issues related to study
  • Program evaluations that include changes to institutional governance and infrastructure required in intensive modes, and/or longitudinal studies of the impact of intensive modes of study on students, course design, retention, quality, and employment
  • Capability development and professional learning that is intentionally designed to develop and support effective teaching practice for intensive modes of study
To gain acceptance into this Special Issue, all papers must demonstrate a clear evidence-base and methodology and address the practice-based implications of the research.

Types of publications accepted into this Special Issue

The types of publications that are eligible for acceptance into this Special Issue include:

  • Research papers
  • Evidence-based case studies

Call for extended abstracts

You are invited to submit an extended abstract as a single Word document that addresses one of the topics listed above and provide the Special Issue editorial team with a sense of the rigour of the manuscript proposed and the possible implications of the research. Please include the following in your proposal:

  • Proposed article title
  • Proposed authors names and affiliations
  • A clear evidence-based rationale for the line of inquiry proposed
  • Research question(s)
  • Proposed method (for both theoretical and empirical manuscripts)
  • Practice-based implications of the proposed research

The maximum word limit for this extended abstract is 750 words, excluding references. The editorial team may return with an invitation to combine similar manuscripts. Acceptance of extended abstracts does not guarantee acceptance of final manuscripts.

Timeline

  • Proposals due: 21 November 2022
  • Acceptance notifications: 30 January 2023
  • Full articles due: 24 April 2023
  • Final revised papers due: 28 August 2023
  • Final publication: 20 January 2024

For further information, or to submit an abstract, please email: Dr Gayani Samarawickrema. You can download a .pdf version of the Call for Expressions of Interest by clicking here

References

  • Davis, M. (2006). Intensive teaching formats: A review. Issues in Educational Research, 16(1), 1-20. https://www.iier.org.au/iier16/davies.html
  • Dixon, L., & O'Gorman, V. (2020). 'Block teaching' - exploring lecturers' perceptions of intensive modes of delivery in the context of undergraduate education. Journal of Further and Higher Education, 44(5), 583-595. https://doi.org/10.1080/0309877X.2018.1564024
  • Kitchener, I. L. (2017). Are accelerated degrees the future for higher education? Journal of Learning and Teaching, 10(3 October). https://doi.org/10.21100/compass.v10i3.569
  • Nerantzi, C., & Chatzidamianos, G. (2020). Moving to block teaching during the COVID-19 pandemic. International Journal of Management and Applied Research, 7(4), 482-495. https://doi.org/10.18646/2056.74.20-034
  • Samarawickrema, G., Cleary, K., Male, S., & McCluskey, T. (2022). Designing learning for intensive modes of study. Higher Education Research and Development Society of Australasia Inc. https://www.herdsa.org.au/publications/guides/designing-learning-intensive-modes-study
  • Sewagegn, A. A., & Diale, B. M. (2021). Modular/block teaching: Practices and challenges at higher education institutions of Ethiopia. Teaching in Higher Education, 26(6), 776-789. https://doi.org/10.1080/13562517.2019.1681391

SPECIAL ISSUE 2022 Higher education and digital writing in a post—pandemic world

Guest Editors

Timeline

  • Proposals due: 28 February 2021
  • Acceptance notifications: 30 March 2022
  • Full articles due: 1 September 2022
  • Final revised papers due: 1 December 2022
  • Final publication: 1 February 2023

For further information please email: rebecca.johinke@sydney.edu.au. You can download a .pdf version of the Call for Expressions of Interest by clicking here

SPECIAL ISSUE 2022 Skills, attributes, literacies, and capabilities: Developing our students at every level

Guest Editors

Timeline

  • Proposals due: 12 July 2021
  • Acceptance notifications: 23 July 2021
  • Full articles due: 5 January 2022
  • Final revised papers due: 25 April 2022
  • Final publication: Extended beyond initial timeline

For further information please email: leads-JUTLPSpecIss2022@glasgow.ac.uk. You can download a .pdf version of the Call for Expressions of Interest by clicking here