Welcome to the Higher Education Journal of Learning and Teaching (HEJLT)



Sketch by Laura Novo de Azevedo

Welcome to the Higher Education Journal of Learning and Teaching.

HEJLT is an international multimedia scholarly journal by and for higher, tertiary, lifelong, community and professional education teachers in all disciplines. After 12 years, eight volumes and 21 issues, HEJLT is the successor title to the Brookes e-Journal of Learning and Teaching (BEJLT). Development comments and history are in the blog.

HEJLT actively promotes sharing and publication of practitioner perspectives. The journal will support teachers and others in or near higher education to undertake and publish research about learning and teaching, using publication itself as a development process.

We offer HEJLT as one way of helping to foster a broader community of researchers into higher education. There are shoulders, platforms and scaffolds on which we all stand and without which we could not go on. Archive issues are available through the link top right. Now that we are live we invite you to read the current issue and hope you like it. We will be pursuing a policy of continuous improvement to the journal please let us know what you think.

Our next issue will be out in mid March 2018, edited by Didi Griffioen. The deadline for submissions is late October 2017. Following that,  we are preparing a special issue, edited by Mary Briggs on “Dissertations within studies” The issue invites papers which discuss the rationale for dissertations in different subject contexts; papers which explore student perspectives on dissertations- what have they learnt about research or literature review or other and what have they learnt about themselves undertaking a larger piece of work; and papers that address supervision- policies and practices across subject areas


Please submit or send enquiries by email to the editor:
George Roberts

Universities are location, symptom and cause of community, fields and spaces to think, learned societies, civic institutions and academies, workplaces and places where life transitions are managed, directed, governed and maybe even taught and learned. And in our small way HEJLT is brought out by a team of dedicated people who believe in that wider epistemic project that is higher education We all on the editorial team and wider committee are honoured and humbled to be part of this.