Call For Papers
The focus of the International Journal of Teaching and Learning in Higher Education is broad and includes all aspects of higher education pedagogy, but it focuses specifically on improving higher education pedagogy across all content areas, educational institutions, and levels of instructional expertise. Manuscripts submitted should be based on a sound theoretical foundation and appeal to a wide higher education audience. Manuscripts of a theoretical, practical, or empirical nature are welcome and manuscripts that address innovative pedagogy are especially encouraged. This Call for Papers is also available in pdf format.
Types of Manuscripts

Research Articles: Research articles include 15-25 page manuscripts (approximately 4,000 - 7,000 words) that are theoretical or empirical in nature. Research articles are to be well grounded in the relevant literature and present knowledge, methods, and insights relevant to higher education pedagogy. The broad scope of the journal and its diverse readership necessitates that research articles address issues that have a wide appeal and significance to higher education practioners.

Instructional Articles: Instructional articles are 10-20 page manuscripts (approximately 3,000 - 6,000 words) designed to explain and clarify innovative higher education teaching methods. Instructional articles, while grounded in the literature on higher education pedagogy, focus on the explanation of tentative, emerging, or alternative teaching methodologies, rather than the strict reporting of empirical data.

Review Articles: Review articles are 3-5 page manuscripts (1,000 - 1,500 words) that include commentaries and evaluations of recently published works - books, articles, or web sites - related to higher education pedagogy.

Submission Guidelines

See the Submission Guidelines page for specific information regarding submitting manuscripts to IJTLHE.

Submission Procedure

All submissions to IJTLHE must be made online through the Online Submission Form. Prior to submitting a manuscript, please read carefully the Submission Guidelines. Do not send submissions by email or postal mail.

Review Process

Upon submission, all authors will receive an acknowledgement of receipt. Following a brief editorial review to determine the manuscript's appropriateness for IJTLHE, each manuscript will be blind reviewed by two members of the Review Board. The review process will take approximately 3 months. At the end of the review process authors will be notified as to the status of their manuscripts - accept, revise and resubmit, or reject - and will receive substantive feedback from the reviewers. Over the past two years, the manuscript acceptance rate for IJTLHE has been 19.5 percent.

Copyright Permissions

Manuscript authors are responsible for obtaining copyright permissions for any copyrighted materials included within manuscripts. The authors must provide permission letters, when appropriate, to the IJTLHE Editors. In addition, all published papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License. Creative Commons License

Journal Indexing

The IJTLHE is currently indexed in ERIC, EBSCO, Google Scholar, MSN, SilverPlatter, Cambridge Scientific Abstracts, OCLC, Ovid, ProQuest, and Thompson Dialog. This level of indexing provides millions of teacher, researchers, students, and administrators with access to IJTLHE published articles.

Editorial Policy

All manuscripts accepted for publication are subject to copyediting by Associate Editors. Subsequent to copyediting, and prior to publication, authors will be provided galley proofs to correct errors and provide final approval of all changes.

Before publication, authors of accepted manuscripts must assign copyright of the manuscript to the International Journal on Teaching and Learning in Higher Education (see Copyright Agreement Form). Requests to republish articles should be made to IJTLHE, although advance permission to copy articles is made in accordance with "fair use" guidelines.




Copyright © 2014, International Journal of Teaching and Learning in Higher Education
ALL RIGHTS RESERVED