Learning and Teaching
The International Journal of Higher Education in the Social Sciences
Information for Authors
Aims and Scope
LATISS – Learning and Teaching is a refereed journal that uses the disciplines of sociology, anthropology, politics, international relations and social policy to reflect critically on learning and teaching practices in higher education and to analyse their relationship to changes in higher education policies and institutions.
The research field of Learning and Teaching includes:
- all aspects of learning and teaching and higher education reform from national and
- comparative perspectives, developments in curriculum, assessment, learning and teaching methods
- institutional, national and international policies on learning and teaching – e.g. shifts from elite to mass education, audit systems, quality enhancement, the Bologna process and markets in higher education.
The journal seeks to promote scholarship and research on learning and teaching and invites contributions from a wide and diverse community of practitioners, researchers and students.
Please review the submission and style guidelines carefully before submitting.
Mailed submissions will be reviewed, but e-mail submissions are preferred. Please note that all correspondence will take place via e-mail. Send e-mail submissions to the editors, Penny Welch at P.Welch@wlv.ac.uk and Sue Wright at firstname.lastname@example.org
Mailed submissions must include a disk or CD and three printed copies of the article. Please mail materials to:
University of Wolverhampton
Stafford Street, Wolverhampton
WV1 1SB, UK
Tel: 01902 321000.
Please refer to the Berghahn journal contributors' page for general information and guidelines regarding topics such as article usage and permissions for Berghahn journal article authors.
Authors published in Learning and Teaching (LATISS) certify that their works are original and their own. The editors certify that all materials, with the possible exception of editorial introductions, book reviews, and some types of commentary, have been subjected to anonymous peer review by qualified scholars in the field. While every effort is made by the publishers and the editorial board to see that no inaccurate or misleading data, opinions or statements appear in this journal, they wish to make it clear that the data and opinions appearing in the articles herein are the sole responsibility of the contributor concerned. For a more detailed explanation concerning these qualifications and responsibilities, please see the complete Learning and Teaching Ethics Statement.
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