JGHE call fpr papers

 

JGHE Call for Submissions: Research issues, methods and techniques

 

The Journal of Geography in Higher Education editorial board invites proposals for short articles (up to c2000 words) examining research issues, methods and techniques in geography in higher education. The aim of these articles will be to support and inform the building of educational research capacity within the international geography community.  Submitted articles will be refereed.  Jointly written articles from geographers and educational researchers are welcomed.

Topics might include action research, experimental design, interviewing, designing questionnaires, innovative methodologies, searching the literature, analysing qualitative data. Submissions would also be welcome on issues such as ethics in pedagogic research, developing research questions, writing up and publishing pedagogic research.

Articles should include examples of how the methods or techniques might be employed in geographical contexts (including ESD) in higher education.

While not written as a ‘how to guide’, articles will give sufficient information and references to support someone wanting to address the issue or use the method or technique in their own research.

Further information, please contact:

Dr. Debby Cotton, Acting Head of EDaLT, University of Plymouth, Devon PL4 8AA

dcotton@plymouth.ac.uk

 

 

 

 

FW: LATHE peer-reviewed journal: invitation for contributions

Peer-reviewed Journal / Theme:  Work-based Learning
Invitation for articles and case studies for the 2009/10 issue of LATHE (Learning and Teaching in Higher Education)

Teaching and Learning Innovation (TLI) and the Pedagogic Research Institute (PRSI) at the University of Gloucestershire are inviting articles and case studies for the fourth volume of our peer-reviewed scholarship journal, LATHE - Learning and Teaching in Higher Education, on the theme of Work-based Learning.

LATHE is an interdisciplinary refereed journal which aims to provide an accessible international forum for scholarly debate related to learning, teaching and assessment in higher education.  The LATHE Editorial Board seeks to promote innovative teaching, learning and assessment approaches that may be considered for adoption or adaptation by academics worldwide, through the publication of scholarly articles, book reviews and case studies.  The journal is distributed in hard copy free of charge to all UK higher education institutions and HE Academy Subject Centres, and also published in downloadable format on the University of Gloucestershire website. The first three volumes – on the scholarship of assessment, e-learning and inclusive curricula respectively – are available at http://resources.glos.ac.uk/tli/lets/journals/lathe/index.cfm.

In brief, we are seeking 3,000 - 5,000 words for papers, and 500 - 1,000 words for case studies, on a Work-based Learning theme.  Author Guidelines are available at http://resources.glos.ac.uk/tli/lets/journals/lathe/index.cfm.  As LATHE is a peer-reviewed journal, the Guidelines include detailed information on the criteria by which all papers are evaluated by the review panel.

Expressions of interest are requested by 30 January 2009 at the latest, with submission of copy by 31 March 2009.  We would be grateful if you would forward this email to any of your colleagues who may be interested in this opportunity.

Thanking you in advance,
(with apologies for cross-posting)

Michele Hills

on behalf of the LATHE Editorial Board (Chair: Phil Gravestock) 

Note:  Please reply to lathe@glos.ac.uk

Teaching in higher Education - call for papers

CALL FOR PAPERS
SPECIAL ISSUE on “Purposes, knowledge and identities”

There is a growing international consensus about the purposes of higher education which has not been sufficiently challenged and debated in the public domain. Fundamental shifts are taking place in what counts as knowledge, how and where it is created and accessed, and what purposes it serves. This has implications for what needs to be known, and ways of knowing and learning, which affect what it means to be a teacher and a learner in higher education.
We welcome contributions which explore knowledge, identities and teaching in relation to the purposes of higher education.

Questions might include:

• What kinds of knowledge are brought into play in teaching?
• What do we need to know in order to understand teaching?
• In what ways are teaching and the conditions of teaching being critically re-imagined and transformed?
• What sorts of identities are brought into play in teaching and what alternative identities are possible?
• How are teachers' roles and sense of self changing?
• What might be the broader purposes of higher education?
• How do the purposes of higher education relate to wider processes of social change, the needs of employers, social inclusion and economic competitiveness?
• Are these relationships changing and should they be challenged?

We encourage contributions from a wide range of perspectives and different ways of giving voice to the lived realities of teaching in higher education including critically reflective accounts of practice and what it is to be a teacher.

Contributions might explore:

• What a teacher needs to know
• The perception that forms of knowledge are less stable both within and without the university
• The relationships between disciplinary and personal, public, and professional knowledge
• The social, economic and political contexts of teaching
• Whether teaching expertise and scholarship are being reframed
• Changing relationships between universities and other providers of higher education and their communities and contexts

Articles, together with an abstract of 150/200 words, should be forwarded by email to: Professor Sue Clegg, Editor, c/o Alison Stanton, Teaching in Higher Education, a.stanton@leedsmet.ac.uk on or before 31st August 2008.

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Reinvention: a Journal of Undergraduate Research

We have now published the second issue of Reinvention: a Journal of Undergraduate Research – see www.warwick.ac.uk/go/reinventionjournal

 

Volume 1 Issue 1 of the journal has proved to be a big success. We have had nearly 600 readers of Vol 1 Iss 1 in the first two months alone and our site has now had 25,000 hits and around three and a half thousand individual visitors. We are now undertaking research to discover how the publishing experience has affected students, including how students' understanding of their area of interest might have been altered. We are also developing training opportunities for students who want to get involved with peer review or want to submit a paper for publication.

 

Building on our success we are now opening the journal up to submissions from all undergraduate students, rather than just those based at Warwick and Oxford Brookes. This will be an exciting development and any ideas you might have on how we can spread the word of the journal to institutions around the UK and internationally will be gratefully received. Opening up to all students has meant that we have already experienced an increase in submissions for our October 2008 issue - it seems there is a real demand for a publication such as ours and undergraduates are extremely keen to develop their work for publication.

 

Call for Contributions

 

An academic journal for the publication of undergraduate research

Peer-reviewed

Online

Published twice a year

Run collaboratively by staff and students at the

University of Warwick and Oxford Brookes University

Welcomes submissions from ALL subject areas and ALL undergraduate students

Launch issue and Volume 1, Issue 1 available online

 

Reinvention: a Journal of Undergraduate Research

Reinvention is a new, online, peer-reviewed journal, dedicated to the publication of

high-quality undergraduate student research from all disciplines and all students.

The Reinvention Centre

The journal is funded by the Reinvention Centre for Undergraduate Research, a

collaborative Centre for Excellence in Teaching and Learning based at the

University of Warwick and Oxford Brookes University. The Reinvention Centre

promotes research-based learning.

Undergraduate Authors

Reinvention publishes papers based on research carried out by undergraduate

students. The journal is now open to submissions from all undergraduate students in

the UK and overseas.

Multi-disciplinary

Reinvention welcomes submissions from all academic disciplines and aims to

illustrate the range of research currently being conducted by undergraduate

students.

Peer-reviewed

All papers accepted by Reinvention are subject to double-blind peer review. The

journal aims to provide a supportive environment in which students can learn more

about writing for publication and as such reviewers give substantial and constructive

feedback. Training will be provided to enable students to become peer reviewers.

Collaboration

Reinvention is produced, edited and managed by students and staff at Oxford

Brookes University and the University of Warwick. It is published bi-annually in April

and October.

Online

Reinvention is hosted electronically on its own dedicated website:

www.warwick.ac.uk/go/reinventionjournal . The website is fully interactive and allows

photographs, diagrams, URLs and film clips to be embedded into papers.

 

NEW TO STUDIES IN HIGHER EDUCATION: ONLINE SUBMISSION & PEER REVIEW PLATFORM

Routledge is pleased to announce that online article submission and peer-review is now available for Studies in Higher Education

ManuscriptCentral - the publishing industry's number one tool for managing manuscripts through the scholarly journal peer review process - has been chosen as the preferred platform.

All submissions should be made online at the Manuscript Central site:

http://mc.manuscriptcentral.com/cshe

New users should first create an account. Once a user is logged onto the site submissions should be made via the Author Centre.

For more information about submitting to SiHE , please visit www.informaworld.com/sihe and click on Instructions for Authors

International Studies in Sociology of Education: Globalisation, HE and the struggle for change

Volume 19 numbers 1, 2 and 3 2009 will be concerned with the theme:

 

Globalisation, HE and the struggle for change.

 

Number 4 is non-themed.

 

Deadline for the first three issues is 1 December 2008 and for the fourth 1 March 2009.

 

For details contact Helen Oliver via h.j.oliver@sheffield.ac.uk

 

Widening Participation and Lifelong Learning Journal

The Journal is published three times a year by the Institute for Access Studies at Staffordshire University and aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning. Contributions are welcomed.

 

See http://www.staffs.ac.uk/journal/ for more info.

New action research e-journal

A warm hello from Japan. At last I seem to have unfrozen my brain and
some sort of normality is returning to be as I no longer have to reach for
the latest book or spend hours searching for references..or so I
thought. Smile. I would like to refer you to an interesting project
which is the establishment of an e- journal for practitioner research.
Some of you may have had the rather dubious experience of being rejected
for publication with little understanding, feed back as to why you
sterling manuscript was reject by those complexly uneducated individuals
who reviewed you!. Well , now you have the chance to explore
http://ejolts.net/ an on line journal with great potential to provide an
educative space to practitioner accounts . This is by no means saying that
the hard thought out paper you prepared in the pub over a Guinness will be
accepted. However, unique to ejolts, you are part of the review process.
Please check it out, sign up as a reviewer and let's see if we can really
live the changes we want to be. We are only as strong as our will to
commit and many already have. Another good point is the openness of the
journal to modifications , new ideas and best your stories of your
practice. Do not be put off by the language or the high English used by
some. If you place your narratives in the best English that you for the
moment, you will be surprised by the help you will receive. All educative
stories are welcome from self-study, teachers, nurses, the police,
military whatever walk of life from whatever country. Multimedia evidenc
is encourage, so write that paper you always wanted to write and post that
video that showed you a life affirming moment. I hope too see some of you
soon at ejolts.

Love and respect
Je KAn