Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Penny Welch, Faculty of Social Sciences, University of Wolverhampton
Susan Wright, Danish School of Education, University of Aarhus

Subjects: Education, Social Sciences

 Available on JSTOR

Learning and Teaching is a part of the Berghahn Open Anthro subscribe-to-open initiative, a pilot aiming to convert 13 Anthropology journals to full Open Access on an on-going and sustainable basis.

LATISS 12(3) Special issue
Action research for university reform: The CASA-Sevilla study abroad programme in Spain

Guest edited by Eva Infante Mora, Davydd J. Greenwood and Melina Ivanchikova


Guest editorial

Eva Infante Mora, Davydd J. Greenwood and Marina Markot


Part 1
Active learning and intercultural competence: Action research reform of a US study abroad programme in Seville, Spain

Eva Infante Mora and Davydd J. Greenwood

The CASA-Sevilla Programme

Setting the context in the relevant literature

Action research as a way to improve a university programme

The action research process in CASA-Sevilla


Part 2
The development of an active pedagogy

Pedagogical changes by area of responsibility

Eva Infante Mora

The transition to learning language and culture in the active voice: Adapting the Common European Framework of Reference for Languages to the CASA-Sevilla Programme

Juan Muñoz Andrade

The Common Framework for Intercultural Learning

Davydd Greenwood, Richard Feldman and Melina Ivanchikova

The transition from theory to practice in using the Common Framework for Intercultural Competence

Eva Infante Mora

The experience of mentoring using the combined CEFR and CFIL

Eva Infante Mora, Davydd Greenwood and Melina Ivanchikova

Mentoring experience 1

Jorge Cívico Gallardo

Mentoring experience 2

Purificación García Saez


Part 3
Disciplines in an active voice

Restructuring the teaching of anthropology, history, and art/art history in the reformed programme

Eva Infante Mora, Davydd Greenwood, Melina Ivanchikova

An ethnographic focus as a pedagogical strategy

Carmen Castilla Vázquez

History in active voice

Rafael Cid Rodríguez

Focusing on art for active learning

Bartolomé Miranda Díaz

The role of the faculty member-in-residence in mentoring and programme support

Gustavo A. Flores-Macías


Part 4
Developing intercultural competence in Seville outside the classroom

Seville as a learning community / Active learning in community organisations

Eva Infante Mora

Homestays as a learning environment

Luisa Álvarez-Ossorio Piñero

Active learning through cultural visits (not excursions!)

Bartolomé Miranda Díaz


Part 5
Organisational changes required by these programme reforms

CASA-Sevilla organisational change

Eva Infante Mora

Perspectives from the Director of Cornell Abroad

Marina Markot

Changes in the responsibilities of staff members at the lead institution

Stephen Capobianco and Melina Ivanchikova

Course redesign and community engagement: new approaches and new partnerships

Richard Kiely

Student input and feedback

Richard Feldman

The Cornell University challenges and changes

Melina Ivanchikova

Support from academic technologies and Center for Teaching Innovation

Amy Cheatle

The study abroad advising connection

Stephen Capobianco


Part 6
Formative and summative evaluation and action research

Eva Infante Mora


Volume 12 / 2019, 3 issues per volume (spring, summer, winter)

Aims & 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.


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)
  • Scopus (Elsevier)
  • TOC Premier Table of Contents (EBSCO)

Penny Welch, Faculty of Social Sciences, University of Wolverhampton
Susan Wright, Danish School of Education, University of Aarhus

Reviews Editors
Jakob Williams Ørberg, Danish School of Education, Aarhus University 
Mary Brydon-Miller, College of Education and Human Development, University of Louisville

Editorial Board
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
Mary Brydon-Miller, College of Education and Human Development, Univeristy of Louisville
Helle Bundgaard,Department of Anthropology, Copenhagen 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
Barbara Grant, School of Critical Studies in Education, University of Auckland
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, Goldsmiths, University of London 
Bob Simpson, Department of Anthropology, Durham University
Stephen Thornton, Politics and International Relations, Cardiff University
Bonnie Urciuoli, Department of Anthropology, Hamilton College
Barbara Waldis, University of Applied Sciences of Western Switzerland 
Jakob Williams Ørberg, Danish School of Education, Aarhus University


Manuscript Submission

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 suwr@dpu.dk

Mailed submissions must include a disk or CD and three printed copies of the article. Please mail materials to:

Penny Welch
University of Wolverhampton
Stafford Street, Wolverhampton
Tel: 01902 321000.

Our Special Issue Proposal Form can be found here.

Guest Editor Guidelines are available here.

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.

Ethics Statement

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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