The Higher Education Journal of Learning and Teaching (HEJLT), founded as BeJLT IN 2004, promotes, enhances and disseminates research, good practice, development and innovation in all aspects of learning, teaching and assessment in tertiary education, internationally. Our primary audience is all those who teach, research and support learning, and those who make or influence policy and practice.
HEJLT encourages dissemination of good practice and promotes networking and collaboration. HEJLT offers the opportunity for a wider audience to engage in debates on learning, teaching and pedagogical research. HEJLT is designed to have maximum impact through being freely available online, fully archived and peer-reviewed.
HEJLT welcomes your submissions
Short articles (1000-3000 words) might be accounts of current practice, opinions on current issues for higher education, book reviews or commentaries on previous publications. We may edit articles for length and style, sending authors a final version to check before publication.
Research papers (3000-5000 words) are welcomed from all disciplines and subject areas. These papers will be subject to peer review. Subjects covered include the broad areas of policy, strategy, curriculum, learning and teaching, assessment, resources, and quality enhancement. Both conceptual and empirical approaches are welcome and, in particular, articles reflecting on, and critically reviewing current practice with a view to sharing experiences, enhancing quality and promoting professional standards, are encouraged. Manuscripts may take the form of research papers, case studies, literature reviews, critical evaluations, new methodologies and action research.
Please read For authors and then send any submissions directly to the Editor.