Teaching in Higher Education

Included in ISI Social Science Citation Index

Published By: Routledge

Volume Number: 16

Frequency: 6 issues per year

Print ISSN: 1356-2517

Online ISSN: 1470-1294

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Instructions for Authors

This journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the guide for ScholarOne authors before making a submission. Complete guidelines for preparing and submitting your manuscript to this journal are provided below.

Contributors should bear in mind that they are addressing an international audience. Manuscripts that do not conform to the requirements listed below will not be considered for publication or returned to their authors. Submissions will be seen anonymously by two referees.

Authors are advised to familiarise themselves with the editorial policy which can be found below.

Manuscripts, between 3000 and 6000 words maximum (including the bibliography), should be submitted online the Teaching in Higher Education Manuscript Central site. New users should first create an account. Once a user is logged onto the site submissions should be made via the Author Centre.

Authors should prepare and upload two versions of their manuscript. One should be a complete text, while in the second all document information identifying the author should be removed from files to allow them to be sent anonymously to referees. When uploading files authors will then be able to define the non-anonymous version as “File not for review”.

They should be typed on the equivalent of one side of paper, double spaced with ample margins. Each article should be accompanied by an abstract of 100-150 words. All pages should be numbered. Footnotes to the text should be avoided wherever this is reasonably possible.

Tables and captions to illustrations. Tables must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered by Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to symbols.

Figures. Please supply one set of artwork in a finished form, suitable for reproduction. If this is not possible, figures will be redrawn by the publisher.

As an author, you are required to secure permission if you want to reproduce any figure, table, or extract from the text of another source. This applies to direct reproduction as well as "derivative reproduction" (where you have created a new figure or table which derives substantially from a copyrighted source). For further information and FAQs, please see http://journalauthors.tandf.co.uk/preparation/permission.asp

Style guidelines
Description of the Journal's article style, Quick guide
Description of the Journal's reference style, Quick guide
Any consistent spelling style is acceptable. Use single quotation marks with double within if needed.
If you have any questions about references or formatting your article, please contact authorqueries@tandf.co.uk (please mention the journal title in your email).

Word templates

Word templates are available for this journal. If you are not able to use the template via the links or if you have any other queries, please contact authortemplate@tandf.co.uk

Proofs will be sent to authors if there is sufficient time to do so. They should be corrected and returned to the Editor within three days. Major alterations to the text cannot be accepted.

Free article access: Corresponding authors will receive free online access to their article through our website and a complimentary copy of the issue containing their article. Reprints of articles published in this journal can be purchased through Rightslink® when proofs are received. If you have any queries, please contact our reprints department at reprints@tandf.co.uk

Copyright: It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at http://journalauthors.tandf.co.uk/preparation/copyright.asp . Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.

Teaching in Higher Education: Policy Statement

This journal addresses the roles of teaching, learning and the curriculum in Higher Education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and international. It aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching, and who are developing a critical perspective on teaching and higher education.

Teaching in higher education has become an internationally recognised field which is more than ever open to multiple contestation. Higher education takes place in an increasingly varied range of educational contexts, not solely in universities. Debates about the purposes of higher education and its practices are therefore expanding.

Teaching in higher education presents challenges which are open to insights from different disciplinary perspectives and paradigms, and from inter-disciplinary approaches. Teaching in Higher Education has contributed to the development of critical discussion since its inception. Research can inform teaching, in terms of its relation to content and the kinds of creativity, rigour and exploration which might relate to both. Teaching can also inform research by its demand that ideas be clarified and presented in an accessible fashion which acknowledges the perspectives of students. The journal encourages exploration of the connections between research and teaching and how they might be brought into closer relationship. It invites research and writing which explores multiple disciplinary, professional and institutional contexts. The intellectual challenge which teaching presents has been inadequately acknowledged or theorised in higher education. The journal places this challenge at the heart of academic life.

This journal has a view of teaching and learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It explores how such aims can be realised in a variety of cultural and disciplinary contexts in higher education internationally. It welcomes articles which span a wide range of issues by for example:

examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society;
developing conceptual analyses of issues relevant to teaching and learning, such as authority, power, assessment, and the nature of understanding;
exploring the various values which underlie teaching and learning including those concerned with social justice and equity;
offering critical accounts of the lived experience of teachers and learners which bring together theory and practice;
The list is not exhaustive.

Authors are encouraged to engage with previous contributions and issues raised in the journal.

Style
Forms and styles of writing in the journal reflect a wide variety of educational enquiry. The journal welcomes different approaches and styles of writing, including reflexive and personal writing; narrative and innovative formats.

Particular demands are placed upon the writers of articles for submission:

to be aware of an audience which spans the cultures of different disciplines and professions as well as different nations and the different groups within them;
to be careful in their use of concepts or terminology which are peculiar to their culture or discipline and to explain their meaning and context;
to find forms and styles of writing which can illuminate practice; these may or may not be empirically-based;
to show an appropriate level of methodological awareness;
to adopt a questioning or critical approach in general and particularly in relation to discourses whose terms are normally unexamined in the debates on higher education.

Points of Departure: Policy Statement

Points of Departure (formerly Points for Debate) is a distinctive section of the journal which opens the way for articles that stimulate debate and inform readers in ways that differ from other writing in the journal. Points of Departure provides a space for new voices, new ways of writing, and new perspectives on teaching and learning in an international higher education context.

We do not prescribe particular kinds of submissions appropriate for this section, but the following suggestions indicate the breadth of contributions that will be considered:

Pieces that address issues consistent with the aims of the journal using forms of writing other than the full-length academic journal article.
Outline plans and ideas for more sustained research.
Responses to previous articles in the journal – including earlier contributions to Points of Departure
Commentaries on current major policy developments or controversial issues.
Polemical pieces written to challenge dominant thinking or provoke debate.

Any reader considering making a submission to this section is welcome to contact the Points of Departure Editor. Completed submissions will be subject to ‘blind' refereeing by members of the Executive Editorial Board.

Contributions submitted for this section should be no more than 3000 words, and some creative forms of writing may be much shorter. While it is expected that they may not fulfil normal journal expectations with regard to styles of writing and referencing, and contextualising the discussion in relation to other literature, contributions to Points of Departure are expected to conform to the aim of the journal to promote a critical and reflective discourse on higher education teaching.

Submissions for this section should be submitted online at http://mc.manuscriptcentral.com/cthe. The decision to publish or not is normally made earlier than with major articles and, where possible, an early publication date ensures that the section responds quickly to readers' interests.

For information about writing an article, preparing your manuscript and general guidance for authors, please visit the Author Services section of our website.

Essays: Policy Statement

The journal invites thoughtful and thought provoking essays which may, for example, reflect on or give an overview of:

ideas and concepts fundamental to education
emerging issues
new approaches
key books or thinkers
issues raised in a significant conference or symposium

Any reader with an idea or suggestion for an essay is welcome to contact the essay editor, Jan Parker, email: jan.parker@open.ac.uk.

Submissions should adhere to the journal policy statement and will be peer reviewed. Submissions for this section should be submitted online at http://mc.manuscriptcentral.com/cthe.