Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of one of the submissions, please email the designated editorial contact below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). 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.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1909 | Paper | The use of diagnostic and self-reflective tools in Learning Development This paper examines how diagnostic and self-reflective tools are used within Learning Development to support an increasingly diverse student body. Universities are seeing greater variation in learners’ needs, requiring more individualised academic support. Through a mixed-methods study involving a sector-wide survey and practitioner reflections, the research identifies the diagnostic models currently in use and evaluates their effectiveness in providing tailored learning opportunities. Thematic analysis highlights four recurring issues: the complex relationship between diagnostics and student confidence; the challenges and value of encouraging meaningful student reflection; engagement and accessibility concerns, particularly for non-traditional students; and the central role of learning developers in designing and delivering supportive interventions. The paper concludes that while diagnostics can enhance self-efficacy and learner identity, their impact depends heavily on thoughtful feedback and sustained, personalised follow-up support from learning developers. | Steve Briggs: steve.briggs@beds.ac.uk |
| 1953 | Paper | “That’s not my name”: the importance of using a student’s name and pronouncing it correctly It is vital that students are addressed by their name as this promotes belonging, inclusivity, and equality. Due to the diversity of students and increasing cohort sizes, name usage and correct pronunciation can pose challenges in the university setting. Pronouncing a person’s name correctly promotes acceptance, inclusion and engagement. These feelings are vital for students attending university, promoting a sense of belonging and mattering. The study investigated two elements around the use of names: (1) how students feel when addressed by their name by teaching staff (2) how students feel when their name has been mispronounced throughout their life. Data was collected via an anonymous online questionnaire followed by two modes of analysis, thematic analysis and descriptive statistics. Many respondents had not been addressed by their name while at university and had had their name mispronounced throughout their life, resulting in them feeling hurt, belittled and ignored. | Paula Villegas Verdu: pvv1@st-andrews.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper titles or abstracts above.
We look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education