Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Aims & Scope

Get Email Updates


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 8, Issue 2, Summer 2015


Penny Welch and Susan Wright


‘Our Table Factory, Inc.’: learning Marx through role play
Neda Maghbouleh, Clayton Childress and Carlos Alamo-Pastrana 
Audit culture and the infrastructures of excellence: on the effects of campus management technologies
Asta Vonderau
High-stakes plumbing in the twenty-first century: fixing the cracks in the academic pipeline for undocumented English Language Learners
Holly Hansen-Thomas and Ludovic A. Sourdot


Countering the risks of vocationalisation in Master’s programmes in International Development
Tobias Denskus and Daniel E. Esser


Binational learning communities: a work in progress
Joan Gross 


Michael Billig (2013) Learn to Write Badly: How to Succeed in the Social Sciences
Review by Davydd J. Greenwood

Elizabeth A. Armstrong and Laura T. Hamilton (2013) Paying for the Party: How College Maintains Inequality
Review by Gaye Tuchman

Christy Johansson and Peter Felten (2014) Transforming Students: Fulfilling the Promise of Higher Education
Review by Julia Ganterer 


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