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Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Aims & Scope

Learning and Teaching (LATISS) is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education.

The journal invites students and staff to explore their education practices in the light of changes in their institutions, national higher education policies, the strategies of international agencies and developments associated with the so-called international knowledge economy.

The disciplines covered include politics and international relations, anthropology, sociology, criminology, social policy, cultural studies and educational studies. Recent topics include curriculum innovation, students’ academic writing, PhD research ethics, neo-liberalism and academic identity, and marketisation of higher education.

The readership spans practitioners, researchers and students. It includes undergraduates and postgraduates interested in analysing their experience at university, newly appointed staff taking a qualification in learning and teaching, staff of learning and teaching units, experienced teachers in higher education and researchers on university reform.

Learning and Teaching is now available on JSTOR!

Subjects: Education, Social Sciences


Current Issue

Volume 8, Issue 3, Winter 2015 



Coping with Cultural Difference: Chinese Students and the Internationalisation of Higher Education


Chinese transnational students and the global education hierarchy
Anders Sybrandt Hansen and Stig Thøgersen 


Engaging Chinese international undergraduate students in the American university
Heidi Ross and Yajing Chen

(Self)Confidence or compliance: students' experience of academic quality in study-abroad contexts
Kirsten Jæger and Malene Gram

An emotional journey of identity change and transformation: the impact of study-abroad experience on the lives and careers of Chinese students and returnees
Qing Gu

From free to fee: neoliberalising preferential policy measures for minority education in China
Naomi C.F. Yamada

Workshop Report

Early career anthropologists: vocation and occupation
Karolina S. Follis and Christian R. Rogler


Interview with Les Back on the Online Publication of His Academic Diary


An interview with Les Back, professor of sociology at Goldsmith's College by his colleague in the department, Kate Nash, on the online publication of Academic Diary, his collection of essays reflecting on, often small, incidents in his daily life as an academic in relation to processes of change in higher education in Britain. In a wide-ranging conversation, Les and Kate touch upon the relationship between the form and content of the diary, the changing environment of British academia, the diary as an example of the "sociological imagination" as an attempt to join conversations about what universities are and may become, and the present and future of the university.


Part 1- Form and Content of the Diary

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