Journal - Perspectives on Practice and Pedagogy
Journal - Perspectives on Practice and Pedagogy - Centre for Higher Education Research & Practice.
The aims of the Centre’s Journal ‘Perspectives on Practice and Pedagogy’ are to share practice in teaching and learning across the University provided by internal and external contributors with a focus on publishing work by colleagues who may be relatively new to the scholarship of teaching and learning (SoTL) and pedagogical research and to publication.
- Volume 6, January 2016
- Volume 5, September 2015
- Volume 4, September 2013
- Volume 3, September 2012
- Volume 2, September 2011
- Volume 1, September 2010
The journal is a key activity for engagement with Learning and Teaching, providing institutional and individual evidence of quality enhancement, recognition of professional practice and impact for the forthcoming Teaching Excellence Framework (TEF) 2&3.
Being the seventh year of the journal, 2016 was deemed an opportune time to plan ahead and consider how to revitalise the journal, improve the processes and expand its reach.
With that in mind, a Journal Planning workshop was organised during April 2016 and the interactive event was facilitated by our Visiting Professor, Torgny Roxa (Lund University). All staff with SFHEA or PFHEA were invited to attend and/ or submit a formal expression of interest in becoming members of the Editorial Board.
A total of 24 staff attended and participated in the interactive meeting and their input provided the Editorial Board with valuable information about key issues and suggestions for taking the journal forward in the future; a selection are detailed below:
Value & status of SoTL/ Pedagogic Research
- Concerns about the low status and value of SoTL/ pedagogic research;
- PPP publications carry little weight in promotion vs. publications can give some promotion applications an edge in the competitive process.
Staff Engagement/ Dissemination
- Lower the expectations of a journal submission/ make the submissions less formal to increase engagement;
- The journal should focus on sharing effective practice within Ulster but should be made available to external colleagues
- Speed up the publication process;
- Some staff are fearful/ lack confidence/ unsure of how to write for the SoTL and pedagogic research genre.