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 |
| 1859 | Paper | Evaluating peer support for postgraduate student transition: insights from a post-1992 UK institution Peer mentoring plays a crucial role in supporting students’ transition to university, particularly for international students adapting to higher education abroad. This study examines the role of Student Engagement Champions (SECs), a team of trained student mentors who provide ongoing support through regular calls and interactions to assist new students entering a post-92 UK university with a predominantly international cohort. Drawing on survey data from 440 students across two academic intakes, the study employs descriptive statistics, thematic analysis, and crisp-set Qualitative Comparative Analysis (csQCA) to evaluate the impact of the peer initiative and identify the configurations associated with high effectiveness ratings by the students. The findings indicate that the SECs are perceived as affable, expeditious, and able to provide timely and relevant guidance, which significantly fosters students’ sense of belonging and community integration. The students perceived the peer support initiative as beneficial for their transition. This study contributes to the limited literature on UK postgraduate peer support and offers practical insights for Learning Development practitioners seeking to enhance transition experiences and belonging among diverse student populations. | Steve Briggs: steve.briggs@beds.ac.uk |
| 1681 | Case study | Enhancing occupational therapy theory comprehension through peer learning: an action research case study Peer learning fosters active engagement, allowing knowledge to be socially constructed through collaborative interaction. This case study explores the effect of a peer-led workshop on first-year (level 4) occupational therapy apprentices’ understanding of theoretical models, specifically the Person, Environment and Occupational Performance (PEOP, Baum et al, 2015) model. Using an action research approach with a pre- and post-intervention group design, fourteen students completed a Likert-scale questionnaire following a core seminar and repeated it after a voluntary peer learning workshop. Findings revealed a marked shift from neutral or moderate agreement towards strong agreement in understanding and confidence, though the data collection method lacked clarity on whether it measured knowledge acquisition or perceived confidence. The study identified potential benefits of peer learning in developing professional skills, aligning with occupational therapy’s educational standards, while highlighting methodological refinements for future research cycles, including the integration of formal assessment and qualitative feedback. The outcomes informed teaching practice and module design highlighted the potential for peer learning to support both academic and employability outcomes in higher education. | Amy Sampson: A.Sampson@greenwich.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