Editorial Policies

Focus and Scope

The experience of learners in Higher Education has changed greatly in recent years, reflecting significant shifts in participation rates, diversity, delivery patterns, progression opportunities, and flexibilities afforded by technology. However, the learner experience, as articulated through the student voice, remains under-researched.

Enhancing the Learner Experience in Higher Education is an international, peer-reviewed academic e-journal published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. The journal seeks to explore innovations which impact on student learning, and to share effective practice across different contexts. It aims to enhance the student experience of learning by an engaged commitment to the student voice. Enhancing the Learner Experience in Higher Education thus has a unique mission. It aims to bring together a developing body of pedagogic research investigating the theories and practices associated with learning opportunities (in their broadest interpretation) in HE, with an emerging interest in the learner experience as elicited through the student voice.

Enhancing the Learner Experience in Higher Education seeks to galvanise interest in the field of HE learning, and act as a catalyst and stimulus for further research and dissemination. It seeks to provide a learned forum through which those interested in all aspects of learning and teaching, academic development and study support in HE can debate emerging issues as institutions confront the challenge of more students, studying more flexibly, in managerialist and performative environments. It will be a platform for new authors as well as established ones. It will reflect a participatory paradigm in which the perspectives and understandings of HE students are elicited in order to examine and enhance learning.

The journal is interdisciplinary in scope. It welcomes a diverse range of articles, drawing on a variety of critical, comparative and reflective approaches responding to key agendas in Higher Education. Committed to evidence-informed practice, it will also encourage the setting of new agendas where the student experience can be enhanced.

The journal actively seeks four approaches to articles:
• substantive credible research of 3-6000 words theorising the ‘how’ and ‘why’ of enhancing the student experience in HE;
• 3-4000 word critical case studies of institutional practice out of which original conceptualisations of enhancing the student experience can be considered (the ‘what’ questions);
• shorter reports of less than 2000 words of work-in-progress
• book reviews (500-1000 words)
All of these article types need to represent engagement with the student voice in some form.

 

Section Policies

Editorial

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Work in progress

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Critical case studies

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book reviews

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed
 

Peer Review Process

Refereed articles are usually between 3,000 and 6,000 words, with critical case studies and reports of work in progress expected to be shorter. Authors are asked to submit an Abstract (100-150 words) and a description of the author(s) (up to 25 words per author to a maximum overall of 75 words). They should also ensure all authors are included in the author list and add acknowledgements where these are appropriate for other contributions to the research. ELEHE's focus is on “research into practice”. Authors are therefore asked to keep contributions as clear and practical as possible, and to explain how the research results should affect practice. Authors should also clearly articulate how the student voice has been integrated into the research or practice presented. Authors are also asked to report any research methodologies thoroughly. As authors retain their copyright in contributions to ELEHE, they should also supply an e-mail address in order that permission seekers may contact them if necessary. Authors should use the Author Guidelines when laying out their contributions.

Each submission will be blind-reviewed by two members of ELEHE's editorial board, and the editor will aim to have reviews returned as soon as possible. To ensure blind review, authors are asked to refer to the Guidelines for ensuring a blind review

ELEHE is published twice per year. Whilst specific 'call for papers' might be advertised, we welcome submissions to the journal at all times. Where reviewers supply comments, they will be sent to the authors along with notification of the reviewers’ decision. Authors are asked to prepare and submit a revised electronic version of their papers according to these instructions and email it to the Editor on completion.

 

Open Access Policy

Enhancing the Learner Experience in Higher Education is an electronic, open-access journal, available to all. Journal content may be used freely, with proper attribution, in educational and other non-commercial settings.

 

Archiving

CLOCKSS system has permission to ingest, preserve, and serve this Archival Unit

 

Journal from The University of Northampton, UK

Enhancing the Learner Experience in Higher Education is an international, peer-reviewed academic e-journal published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. The journal seeks to explore innovations which impact on student learning, and to share effective practice across different contexts. It aims to enhance the student experience of learning by an engaged commitment to the student voice. Enhancing the Learner Experience in Higher Education thus has a unique mission. It aims to bring together a developing body of pedagogic research investigating the theories and practices associated with learning opportunities (in their broadest interpretation) in HE, with an emerging interest in the learner experience as elicited through the student voice.

The journal is interdisciplinary in scope. It welcomes a diverse range of articles, drawing on a variety of critical, comparative and reflective approaches responding to key agendas in Higher Education. Committed to evidence-informed practice, it will also encourage the setting of new agendas where the student experience can be enhanced.

 


ISSN: 2041-3122