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—so why not try something new today!
| No. | Type | Title and abstract | Editorial contact |
| 1498 | Paper | All academic misconduct behaviours are equal, but some are more equal than others: understanding educator perceptions of criminalising contract cheating in the UK through the lens of TPA This small-scale case study assessed educator perceptions of the criminalisation of contract cheating in the UK. Semi-structured interviews were carried out with ten participants from UK-based Higher Education Institutions (HEIs), all of whom had taught/were currently teaching at a HEI and interacted with an academic misconduct case in the last five years. The study used Theory of Practice Architectures (TPA) to understand the arrangements influencing the practice of the academic misconduct behaviour contract cheating, and thematic analysis was performed on interview transcripts. The purpose of the case study was to assess if educators perceived the criminalisation of contract cheating in the UK to have changed the academic misconduct landscape. Findings suggest that educators held ambivalence towards the changes, and that some institutions were unlikely to pursue a criminal conviction, leaving educators feeling unsupported. Additionally, respondents were more concerned about the rise of Artificial Intelligence (AI) and its impact on academic integrity in the future. | Lee Fallin Lee.Fallin@hull.ac.uk |
| 1526 | Case study | A critical refection exploring the support offered to students with dyslexia in a higher education setting This critical reflection of professional practice will reflect on my professional practice in relation to the support offered to students with dyslexia in a Higher Education (HE) setting. Pedagogic theory, policy and practice will be analysed in relation to inclusive education and the support that is currently offered to students with dyslexia. The mode of delivery, use of lecture recording, and inclusivity of assessment will be focused on. Dyslexia is a specific learning difficulty that predominantly impacts individual’s reading and writing skills. The number of students with dyslexia attending HE has increased significantly in recent years. Although improvements in practice are evident, further improvements are required. This critical reflection demonstrates several positive aspects in relation to the inclusive support that is offered to students with dyslexia; and the benefits that they can have on all students. However, it has also identified areas that can be improved to enhance the inclusivity of the learning environment and learner experience. Specifically, the use of lecture recordings and provision of choice and flexibility in mode of attendance and assessment. | Steve Briggs steve.briggs@beds.ac.uk |
| 1527 | Case study | A pilot project to explore student perspectives about wellbeing literacy within a UK university Addressing student mental health and wellbeing is a strategic priority within universities because of the potential impact on student progression, academic success and future employment and study. Significant gaps exist in knowledge of mental health and wellbeing in higher education, including limited evidence of the effectiveness of early intervention and prevention approaches. A whole systems and embedded university approach which pivots towards encouraging the development of skills, language and personal agency to foster good wellbeing in oneself and the wider community and prevent mental health difficulties has been advocated. This project explored students’ visions and preferred language about wellbeing literacy, barriers to wellbeing and how wellbeing can be embedded throughout their student journey. Focus groups utilised LEGO® SERIOUS PLAY® (LSP) to explore students’ perspectives. Thematic analysis highlighted lack of clarity in the meaning of wellbeing literacy, and variable knowledge about the support available for student wellbeing. There was a desire for different types and models of wellbeing support and more flexible ways to learn about this. Significant barriers in relation to wellbeing literacy were also highlighted for international students regarding wider determinants of health and for mature students with caring responsibilities. This underlines the importance of evaluating wellbeing initiatives through a diversity, access and inclusion lens. Further research is needed with a larger sample across diverse groups of students, contexts and courses. | Laura Barnett l.barnett@surrey.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 title or abstract above.
Thank you, and 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