Dear colleagues,
As the editorial team of the Journal of Learning Development in Higher Education, we’re excited to invite you to contribute as a book reviewer for our December 2025 issue.
We are currently looking for reviewers for the following books:
| Book title and author(s) | Description of the book |
| Evidencing teaching achievements in higher education by Marita Grimwood and Steve McHanwell | This book demonstrates how university lecturers can document their impactful teaching and evidence their teaching achievements in the contemporary HE landscape. It is an essential read for all lecturers who might need to evidence their achievements for academic development including job promotions and Advance HE fellowship. It includes: the kinds of evidence that might be sought analysis and evaluation of the different forms of evidence available and how individuals can develop a narrative of teaching impact It also provides institutions with a framework they can use to support staff in collecting and developing qualitative and quantitative evidence for teaching achievements. Acknowledging the ever-increasing complexity of the teaching role within higher education, the book provides valuable support for individuals wishing to showcase their teaching and institutions looking to recognise and reward academic and professional staff. Further details about the book are available on the publisher’s website. |
| Transition from pedagogy to andragogy: an international perspective by Leslie A. Cordie | The landscape of higher education is rapidly evolving, presenting both new opportunities and significant challenges. In our interconnected world, institutions of higher learning must not only transmit knowledge but also actively address the social, economic, and cultural issues arising from diverse and dynamic societies. This book offers a comprehensive comparative analysis of higher education and lifelong learning, drawing insights from educators worldwide. Featuring contributions from experts across various countries, this book explores how higher education systems are adapting to the specific needs of adult learners while engaging with global trends. Each chapter delves into unique practices, policies, and challenges shaping learning experiences in different regions, providing readers with a broader understanding of the transformative period in higher education that prepares young adults for lifelong learning. Reflective questions at the end of each chapter encourage readers to engage deeply with the topics discussed. The book concludes with the introduction of Chuoagogy, a learning framework that aims to bridge theory and practice, transitioning from pedagogy to andragogy. By highlighting best practices, this book seeks to inspire the creation of learning environments that equip adult students with not only the necessary knowledge and skills but also a lifelong passion for learning. Thus, whether you are an academic, a student, a policymaker, or simply someone with an interest in education and lifelong learning, this book offers valuable insights that can inform your interdisciplinary understanding and practice. Further details about the book are available on the publisher’s website. |
| A 101 action research guide for beginners: demystifying research terminology using a concrete STEM action research project by Saba Ahmed | The main premise of the book is to demystify research terminology for those teaching, and completing action research projects; in particular for trainee STEM teachers engaged in action research. Research terms such as systematic reviews, and meta-analysis will be explained in a simple manner, with solid links made with teaching and practice. The author found research terminology hard to decipher after a long gap from doing their undergraduate dissertation, and then doing their action research project for the postgraduate diploma in education and training. This book is written to support all researchers in the same position. In the 101 action research guide, the real-life example of a STEM teacher action research project to improve literacy skills for STEM students in a FE setting, is used to promote the merits of action research in teaching. It is a must read for anyone, who hasn’t done a research project in a while to help them refamiliarise themselves with research terminology. Further details about the book are available on the publisher’s website. |
Our book review guidelines for authors are available on our website.
If you would like to undertake a review of one of the books above, please email Chad McDonald (c.mcdonald@mmu.ac.uk), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100 to 200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
An electronic/hard copy of the book will be sent to the reviewer.
We look forward to hearing from you.
With best wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education