Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Aims & Scope

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Editors: Penny Welch, School of Law, Social Sciences and Communication, University of Wolverhampton and Susan Wright, Danish School of Education, University of Århus

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 7, Issue 3, Winter 2014

 

SPECIAL ISSUE: Shaping Student Futures


Introduction: Neoliberal turns in higher education
Jakob Krause-Jensen and Christina Garsten


ARTICLES

‘A place where open minds meet’: the constraints of alignment and the effects of compulsory teacher training on teaching and learning in higher education
Paulina Mihailova

Neoliberal individualism in Dutch universities: teaching and learning anthropology in an insecure environment
Ellen Bal, Erella Grassiani and Kate Kirk

Making social scientists, or not? Glimpses of the unmentionable in doctoral education
David Mills and Julia Paulson

 


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