LATISS – Learning and Teaching is a peer-reviewed journal that uses the social science 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:
most aspects of learning and teaching and higher education reform from national and comparative perspectives, including developments in curriculum, assessment, learning and teaching methods
institutional, national and international policies on learning and teaching – for example, 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. The editors will work closely with authors whose papers have the potential to be excellent but need further development.
*While we welcome studies that use any approaches from the social sciences to study higher education, LATISS will not accept:
articles on English as a second language
training in school-teaching practices, or scientific training
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 Arts, Business and Social Sciences, University of Wolverhampton, UK
Susan Wright, Danish School of Education, Århus University, Denmark
Jakob Williams Ørberg, Royal Danish Embassy, Delhi, India Mary Brydon-Miller, College of Education and Human Development, University of Louisville, USA
Editorial Board Pamela Abbott,School of Social Sciences, University of Aberdeen, UK Jeffrey Bernstein, Department of Political Science, Eastern Michigan University, USA Marion Bowl, School of Education, University of Birmingham, UK Helle Bundgaard, Department of Anthropology, Copenhagen University, Denmark
John Craig, School of Social Sciences, Leeds Beckett University, UK Dorle Dracklé,Department of Empirical Cultural Research, University of Bremen, Germany Martin Forsey,Department of Anthropology & Sociology, University of Western Australia Robert Gibb,Department of Sociology, Anthropology and Applied Social Sciences, University of Glasgow, UK Barbara Grant, School of Critical Studies in Education, University of Auckland, New Zealand
Davydd J. Greenwood, Department of Anthropology, Cornell University, USA Mary Huber, The Carnegie Foundation for the Advancement of Teaching, USA
Jakob Krause-Jensen, Danish School of Education, Århus University, Denmark Charlie Lees, College of Business, Government and Law, Flinders University, Australia
Wanhua Ma, Graduate School of Education, Peking University, China Liz Marr,Centre for Widening Participation, Open University, UK David Mills,Department of Education, Oxford University, UK Pier-Paolo Pasqualoni,University of Applied Sciences, Austria Alan Scott, Institute of Sociology, University of Innsbruck, Austria
Cris Shore,Department of Anthropology, Goldsmiths, University of London, UK Bob Simpson, Department of Anthropology, Durham University, UK Stephen Thornton, Politics and International Relations, Cardiff University, UK
Bonnie Urciuoli,Department of Anthropology, Hamilton College, USA Barbara Waldis,University of Applied Sciences of Western Switzerland
Please send submissions as Word or Rich Text Format (rtf) files attached to an email to the editors, Penny Welch at P.Welch@wlv.ac.uk and Sue Wright at firstname.lastname@example.org. All correspondence will take place via e-mail.
Our Special Issue Proposal Form can be found here.
Have other questions? Please refer to the Berghahn Info for Authors page 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.
Susan Wright, Aarhus University
Penny Welch, Wolverhampton University
Around the globe, universities are being reformed to supply two crucial ingredients of a purported ‘global knowledge economy’: research and graduates. Higher education’s aims, concepts, structures and practices are all in process of change. Together with its sister journal, LATISS, this series provides in-depth analyses of these changes and how those involved – managers, academics and students - are experimenting with critical pedagogies, reflecting upon the best organization of their own institutions, and engaging with public policy debates about higher education in the 21st Century.