LATISS – Learning and Teachingis 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.
LATISS is indexed/abstracted in:
Australian Council for Education Research
Bibliometric Research Indicator List (BFI) – Level 2
Education Abstracts (H.W. Wilson/EBSCO)
Education Index (H.W. Wilson/EBSCO)
Education Research Complete (EBSCO)
Education Resources Information Center (Institute of Education Sciences)
Emerging Sources Citation Index (Web of Science)
ERIC Digital Library
European Reference Index for the Humanities and the Social Sciences (ERIH PLUS)
IBR – International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (De Gruyter)
IBZ – International Bibliography of Periodical Literature (De Gruyter)
MLA International Bibliography
Norwegian Register for Scientific Journals, Series and Publishers
Research into Higher Education Abstracts (Taylor & Francis)
TOC Premier Table of Contents (EBSCO)
Penny Welch, Faculty of Social Sciences, University of Wolverhampton
Susan Wright, Danish School of Education, University of Aarhus
Jakob Williams Ørberg, Innovation Centre Denmark, New Delhi
Pamela Abbott Ac SS,School of Social Sciences, University of Aberdeen Jeffrey Bernstein, Department of Political Science, Eastern Michigan University Marion Bowl,School of Education, University of Birmingham Helle Bundgaard,Department of Anthropology, Copenhagen University Joyce Canaan,†Faculty of Law, Humanities, Development and Society, Birmingham City University John Craig, School of Social Sciences, Leeds Beckett University Dorle Dracklé,Department of Empirical Cultural Research, University of Bremen Martin Forsey,Department of Anthropology & Sociology, University of Western Australia Robert Gibb,Department of Sociology, Anthropology and Applied Social Sciences, University of Glasgow Davydd J. Greenwood, Department of Anthropology, Cornell University Mary Huber, The Carnegie Foundation for the Advancement of Teaching
Jakob Krause-Jensen, Danish School of Education, University of Århus Charlie Lees, Department of Politics, Languages, and International Studies, University of Bath
Wanhua Ma, Graduate School of Education, Peking University Liz Marr,Centre for Widening Participation, Open University David Mills,Department of Education, Oxford University Pier-Paolo Pasqualoni,University of Education Edith Stein Alan Scott, School of Cognitive, Behavioural & Social Sciences, University of New England
Cris Shore,Department of Anthropology, University of Auckland Bob Simpson, Department of Anthropology, Durham University Bonnie Urciuoli,Department of Anthropology, Hamilton College Barbara Waldis,University of Applied Sciences of Western Switzerland
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 email@example.com
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.
Have other questions? Please refer to the various Berghahn Info for Authors pages for general information and guidelines including 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.