Dear colleagues,
Wishing you all a very happy New Year!
We’re seeking offers to undertake blind peer-review of the following submission to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of the submission, please email the designated editorial contact below (not the whole list).
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 |
| 1493 | Opinion Piece | In Widening Participation (WP) a key sector strength is innovation: so why not promote evaluation and evidence-based practice in the same context? This opinion piece explores, with examples, how evidence-based innovation[1] can be fostered in the context of WP outreach within the English Higher Education (HE) system. Examples are drawn from the provision delivered by XXX. The paper demonstrates the rationale for employing a multifaceted approach rooted in person-focused, evidence-led educational methods such as active and asset-based learning, inclusive pedagogy and place-based outreach designed to empower pupils and local communities from disadvantaged backgrounds. Combining these two facets, evidence and innovation, is problematic but necessary in the context of WP Outreach due to the scale of equality gaps across provision and the high priority need to address them. [1] Innovation is defined (sociologically) as “the process of introducing new elements into a culture through either discovery or imitation” (Schaefer, 2012, p. 57) | Craig Morley C.J.Morley@salford.ac.uk |
| 1298 | Paper | Quality unit co-ordination: achieving excellence with sessional academic leaders This paper reports on an action research project to develop an informed, structured approach to the design of the professional learning program that prepares sessional (casual) academic staff teaching in one Australian university for roles as unit co-ordinators (UCs). The aim was to develop a consistent approach to the design and delivery of the professional learning program that would position sessional teaching staff personally, professionally, organisationally and theoretically to move into UC roles. The work of these UCs is critical to ensuring quality experiences for students who learn in primarily digital-based learning environments. Transformational approaches to professional development that focus on fostering positive long-term change (Sergiovanni, 1990; Burns, 2003; Lamm et al., 2021) were taken rather than transactional, one-way information-giving that characterises some professional learning. The approach recognises the complexity and interrelatedness of the various components of academic leadership roles in contemporary Australian higher education. Key to the approach was the utilisation of action research methodology and application of an action learning cycle, using tailored and diverse methods of engagement and employing various scaffolding frameworks and tools. The underpinning critical reflection elicited deep participant input and perspectives that created a fruitful social constructivist learning environment (Chuang, 2021). The paper demonstrates how transformational professional learning was achieved for the participant group and focuses on explaining their learning journey through the systematic application of Brookfield’s reflective lenses (2017) as well as other key scaffolds. | Amy Sampson A.Sampson@greenwich.ac.uk |
| 1506 | Paper | Culturally relevant pedagogy for international students in UK HE private business schools: can or cannot? This study explores the incorporation of Culturally Relevant Pedagogy (CRP) for international students in private business schools in UK higher education (HE), focusing on the experiences and perspectives of lecturers at xxx Business School. Although the number of international students in UK HE has significantly increased, there is still limited research on pedagogical frameworks for international students, especially in the context of private business schools. The study aims to address this gap. A qualitative methodology, using semi-structured interviews, was employed. Six participants were interviewed, and thematic analysis was conducted using NVivo. The findings suggest that it might be challenging to incorporate CRP principles as they are for international students in UK HE private business schools’ context. In contrast to the original CRP framework, participants in this study argued that not only are students responsible for their academic success, but also institutions are responsible for it. Furthermore, in HE context, academic success may be considered as final test results rather than learning in class. As xxx Business School emphasizes the importance of lecturers’ international business practice experiences for their students, it was clear that tenet 2 of CRP, cultural competence, was the tenet into which participants were drawn. However, unlike CRP in the US context, the participants in this study expressed their hesitation in discussing social injustice issues with international students in the classroom. Considering the challenges identified in this study, further study is required to reconceptualise CRP for international students in UK HE private business schools. | Laura Dyer L.V.Dyer@leeds.ac.uk |
| 1511 | Opinion piece | Inclusivity in focus: reimagining competency frameworks Inclusivity has become a cornerstone of contemporary higher education (HE), reflecting a growing commitment to creating equitable and accessible learning environments for all students. However, many professional competency frameworks for educators, including the widely recognised BALEAP Competency Framework for Teachers of English for Academic Purposes (EAP), seem to lack dedicated guidance on inclusion, a gap that persists despite increasing recognition of the importance of inclusive practices in addressing diverse learner needs. This opinion essay argues for a revision of this framework to incorporate a section dedicated on inclusivity. Building on insights from a BALEAP-funded research project, it proposes essential competencies in differentiated instruction, culturally responsive teaching, inclusive classroom strategies, equitable assessment, and the use of adaptive technologies. Although focused on EAP practitioners, the essay emphasises the relevance of these competencies across disciplines and educator roles, including learning developers and frontline educators. By situating this call for revision within the broader context of inclusivity in education, it aims to inspire updates to other professional frameworks and promote a more inclusive approach to teaching and learning at all levels. | Laura Dyer L.V.Dyer@leeds.ac.uk |
| 1494 | Paper | Future horizons in learning environment: transcending boundaries for empowered graduates through multi-disciplinary education This paper seeks to bridge the skills gap by establishing a graduate attributes educational framework through a programme centered on extra-curricular employability activities. This endeavour aims to equip students with well-rounded skills, enhancing their career readiness beyond academic qualifications to prepare them as graduates for the job market demands. | Lee Fallin Lee.Fallin@hull.ac.uk |
| 1488 | Paper | Participatory filmmaking: bridging education and industry through a collaborative approach This article examines the potential of curriculum partnerships in equipping students with skills for the professional world. Using the UNIVERSITY’S collaborative partnership with POLICE as a case study, the article highlights how participatory filmmaking can bridge the gap between academic training and workforce demands. Recognising employers’ concerns about graduate readiness, this initiative integrates experiential learning and real-world employability experiences into the curriculum, providing students with hands-on professional experiences that move beyond end point assessments. Participatory filmmaking—where students work alongside POLICE and their partners—supports students’ development of employability skills while creating films that align with POLICE’S crime prevention goals, addressing real-world concerns and fostering civic responsibility. In this way, the partnership underscores the role of arts for social change, particularly when presenting marginalised voices and promoting community empowerment. Grounded in career EDGE and USEM employability models, the partnership enables students to develop transferable skills, such as communication and collaboration, in a professional context. By embedding experiential learning into Higher Education (HE), this partnership exemplifies how university-industry collaboration can prepare graduates for meaningful careers while impacting societal issues. | Lee Fallin Lee.Fallin@hull.ac.uk |
| 1519 | Brief communication | What if listening rooms could become a method of assessment? The communication proposes that Heron’s listening rooms data collection method could be adapted and used as a method of assessment in higher education (HE) which could replace some written assessments, allowing for students to demonstrate capabilities they may find challenging to show through written words. Suggestions are given for the use of listening rooms in assessing three subjects before a discussion on the challenges and suitability of using listening rooms as an assessment method. This communication concludes with the restatement of the need for an inclusive variety of assessment methods. | Chad McDonald c.mcdonald@mmu.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