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 |
| 1521 | Case study | The role of the supervisor in developing student researcher identity: a cross-university reflection from bioscience departments How do research degree students (MRes, PhD) develop their sense of identity beyond that of student to that of researcher? What skills and characteristics are important for this, and what is the role of the supervisory team in nurturing these? Many of these developmental needs feel intangible and cannot be taught through learning objectives, dissertations and portfolio exercises. This reflective article explores the role of the supervisor in supporting research students as they navigate this journey, since effective supervision is a known contributory factor linked to completion of research degrees. Drawing on pedagogic research and our own experiences as both research students and supervisors, we explore themes around role models, learning to identify as a researcher and the blurred lines between thought processes as skills and embedding them as part of one’s personality. We also explore the social and academic contexts in which such development takes place and discuss how privilege influences how both supervisors and students see themselves and each other. Having reflected on our own experiences and considering the most important priorities of students identified through surveys and published literature, we propose five key actions supervisors can take to support their research degree students. These actions can help them develop into independent researchers, contribute to timely degree completion, and set them up for their future careers. This work is highly significant as it highlights the ever-changing needs and demographics of our doctoral students, and how we as educational developers can better support them. | Laura Barnett l.barnett@surrey.ac.uk |
| 1522 | Opinion piece | Designing supervision logs with Padlet: a streamlined approach to dissertation supervision Dissertation supervision is a critical component of higher education, requiring clear communication, consistent feedback, and effective project tracking. Traditional methods often struggle to meet the organisational and engagement needs of supervisors and students, particularly in remote settings. This piece examines how Padlet transforms supervision logs into an interactive, student-driven process. Drawing on three years of experience using Padlet, the article highlights its features, such as organising meeting schedules, sharing resources, and documenting feedback. By streamlining the supervision process, Padlet enhances student autonomy and allows supervisors to efficiently manage multiple projects. This paper argues that adopting digital tools like Padlet can address key challenges in dissertation supervision and provide a model for scalable, inclusive practices in higher education across disciplines and departments. | Laura Barnett l.barnett@surrey.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