Our approach to peer review is different. In line with our educational development background, all papers are, in the first instance screened by one or more of the editors. The editors must declare an interest if the submission is from a colleague or other close associate, or someone whose work is well known. If there is no special interest, the editors may come to a consensus on publication, or not, with or without revisions. If there is a declared interest, we must send the article out for review. As the work becomes more substantial the more robust the review process must be. But HEJLT is also committed to continuous development in academic writing as practice. If we think an idea is worth developing we will work with the author(s) to help bring it to fruition. Editors will help the authors. Call it benign editorial interference. As to criteria, I will reference and acknowledge those of the International Journal for the Scholarship of Teaching and Learning as a model to be aspired to.
We aim to publish at least two peer reviewed research articles each issue, along with case studies, reviews and the kind of analysis and argument you might come to look forward to.
Please submit using our submission template/style guide if at all possible.
or send enquiries by email to the editor:
By taking a pragmatic, developmental approach we aim (when all is finally up and running) to reduce the time from submission to publication without sacrificing the reliability or evidence base for the works published here.