Learning and Teaching
The International Journal of Higher Education in the Social Sciences
Aims & Scope
Visit the new Learning and Teaching website here!
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
Volume 9, Issue 2, Summer 2016
Special Issue: Digital Media and Contested Visions of Education
Wesley Shumar and Susan Wright
Aftermath of the MOOC wars: Can commercial vendors support creative higher education?
Liminal spaces, resources and networks: Facebook as a shaping force for students' transitions into higher education
Sally Baker and Eve Stirling
Inside the global teaching machine: MOOCs, academic labour and the future of the university
Michael A. Peters
'Being TED': The university intellectual as globalised neoliberal consumer self
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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