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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


Forthcoming Issue

Volume 11, Issue 3, Winter 2018

In Memoriam: Tribute to Joyce Canaan
Shirin Housee

Penny Welch and Susan Wright


‘I feel really good now!’ Emotions and independence in undergraduate supervision
Maria Zackariasson

Major factors in the development of political attitudes
Hailey L. Huckestein, Steven M. Mikulic and Jeffrey L. Bernstein

Examining the graduate attribute agenda in Australian universities: A review of (continuing) problems and pitfalls
Peta S. Cook

Don’t know much about NAFTA: The continued importance of a global issues general education course
Carol D. Miller

‘We are not all equal!’ Raising achievement and aspiration by improving the transition from the BTEC to higher education
Richard Peake

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