Submission of Papers
Manuscripts should be submitted as e-mailed attachments to the Editor, Professor Alan Sangster, at ae_editor@btinternet.com. These should be prepared using a standard word processing package. All submissions will be subject to refereeing by experts in the field. There is no submission fee and no page charges. Only papers receiving favourable recommendations from the referees will be accepted for publication.

The Editor will be pleased to deal with enquiries from potential authors about papers they may be considering writing or submitting to Accounting Education an international journal. However, comments will not be given on drafts that have not been formally submitted. Papers submitted to Accounting Education: an international journal must not be under review elsewhere.

The first page (title page) should contain the title of the paper, authors' names and institutional affiliations. The address, telephone number, fax number, telex number and E-mail address (if available) of the author to whom decisions, proofs and offprints should be sent should also be given.

Abstract
The second page should include the paper's title and an abstract (up to 150 words). The abstract should be an accurate representation of the paper's contents. Major aim, key results, conclusions, and/or recommendations should be given with brief details of methods, etc. There should be no indication (other than on the title page) of the identity of the author(s) or the author's (or authors') affiliations.

Keywords
Up to six keywords or descriptors that clearly describe the subject matter of the paper should be provided.

References
Citations in the text should follow the Harvard scheme (i.e. name(s) of author(s) followed by the year of publication and page numbers where relevant, all in parenthesis). Where a source has more than two authors, cite the first author's name and et al. For multiple citations in the same year use a, b and c immediately following the year of publication.

The reference section should only contain references cited in the text. These should be arranged in alphabetical order by surname of the first author (then chronologically). Each reference should contain full bibliographic details: journal titles should not be abbreviated. The following style is expected:

Permission to reproduce illustrations from other published work must be obtained by the author before submitting an article and any acknowledgement should be included in the figure captions.

Tables should be titled, numbered consecutively and independently of any figures, and referred to within the text.

It is suggested that submissions should normally include three sections:

1. a brief introduction informing the reader of the usage of the material (such as the title of the degree programme; module title and level; how the teaching material fits into the remainder of the module; details of when the material was used and with how many students; details of assessment and evaluation);
2. the material, as distributed to the students, in a form suitable for photocopying and distributing to students by educators wishing to utilise the material;
3. further material for the educator only. This section should include reflections upon the usage of the material, the context in which it has been used, its perceived benefits, any problem areas or notes of caution for subsequent users, any modifications planned and any other recommendations based on the author's experience. There should be some evidence of classroom validation (e.g. students' views) and/or peer evaluation (e.g. the views of 'critical friends' or fellow educators involved in the process). While the number of references cited is likely to be less than for other types of paper, authors should feel free to include such relevant references as they deem appropriate.

It is suggested that submissions should normally include the following:

1. a section contextualising the note providing details such as the title and nature of the degree programme; module title and level; details of assessment; national context and any other details that would help to inform the reader, as appropriate;
2. the educational rationale for the teaching being discussed;
3. reference to appropriate literature, not necessarily confined to accounting education literature but incorporating educational literature and literature from other disciplines as appropriate;
4. a critique of the teaching being discussed and suggestions for utilisation by other educators.

Teaching Materials
These may relate to individual topics, modules, subject streams or programmes. They could range from materials or the approach taken in a single teaching situation, such as a lecture or seminar, to the design of a complete module or to the design of a model curriculum for an accounting programme. Innovative suggestions for teaching are particularly welcome and it is hoped that inclusions in this section will stimulate discussion and debate.

These descriptions are not intended to be exhaustive and potential contributors are welcome to contact the Editor to discuss possible submissions.

Postcards from the Podium
Occasionally, accounting educators are confronted by challenging and/or unusual teaching-related experiences or incidents. Accounting Education: an international journal seeks to promote a sharing of these experiences and, in particular, the coping strategies adopted. Such sharing is likely to be an enjoyable experience for their providers but, more importantly, it is also likely to help facilitate better teaching by others.

Accordingly, Accounting Education: an international journal seeks "postcards" or vignettes - anecdotal accounts of challenging teaching-related incidents and how they were dealt with. "Postcards" might canvass such matters as the demanding parent, the distressed student, first lecture nerves, the deafening silence in a tutorial when the tutor asks a question and no-one responds, the ruckus students can create in a large lecture theatre, or any other 'critical incident' which readers might have experienced in their roles as teachers.

Submissions must not exceed 1500 words. They should outline the teaching incident clearly; explain how it was dealt with; and reflect on what we might learn from it. Submissions will be assessed in terms of readability, interest and the likely benefits of the coping strategy provided. "Postcards" should preferably address topics that will resonate with accounting educators internationally. Indirectly, at least, they should provide insights that will lead to better teaching practice and learning outcomes.

There is no required structural template and submissions need not comply with the usual conventions of literature review or referencing. All "postcard" submissions will be subject to a double-blind review.

Examples of published "postcards" can be found in many issues of Accounting Education: an international journal, including Volume 18, No. 1 (2009).

Visit our Author Services website for further resources and guides to the complete publication process and beyond.