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.
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 |
| 1790 | Paper | Institutional-level practices directed at sustainably nurturing the research capacity of the next generation of academic practitioners With long-term relevance in mind, sustainable research capacity building (SRCB) in postgraduate education is crucial for cultivating a long-term research excellence and innovation culture. It equips future scholars with the necessary skills and resources to undertake high-quality research, ensuring a continuous influx of new knowledge and solutions to societal challenges. This qualitative study explored institutional-level practices that may sustainably nurture the research capacity of the next generation of academic practitioners. The study purposefully sampled ten participants from two South African (SA) higher education institutions (HEIs). To achieve the objectives of this study, ten semi-structured interviews grounded in a postmodern research paradigm, guided by the principles of grounded theory, were conducted. Previous studies have devoted attention to the development of postgraduate students. However, the element of sustainability is missing, which this study addressed. The findings revealed that SA HEIs effectively employ institutional-level practices such as mentorship, supervision, and funding to foster the SRCB of the next generation of academics. Regardless of their commendable efforts, the emerging theory pointed out that the research ecosystem is in an unsustainable state since HEIs do not provide all students with exceptional mentorship, effective supervision, and adequate funding. With sustainability in mind, it is recommended that the previously stated shortfalls be addressed and that HEIs balance their numeric targets with the job satisfaction of their supervisors and postgraduate students. | Vic Boyd: victoria.boyd@cityofglasgowcollege.ac.uk |
| 1796 | Case study | Fostering belonging and reflection: supporting continuation and degree success among Foundation and Year 0 students This case study examines the impact of targeted pedagogic interventions on student progression and continuation within a Foundation (Year 0) programme at a UK university. Over three academic years, strategies including a reflective Personal Development Planning (PDP) module, structured collaborative group work, adaptive interdisciplinary curriculum design, and measures to foster a sense of belonging were implemented. Analysis of student outcomes demonstrates improvements in Foundation pass rates, progression to degree courses, and continuation within higher education, compared to previous cohorts. The findings suggest that reflective practice enhances resilience and self-awareness, while collaborative activities and interdisciplinary learning cultivate supportive peer networks and social integration. Access to degree-level spaces and tailored curriculum adaptations further strengthened students’ engagement and motivation. These results provide evidence that holistic, community-focused interventions can positively influence both academic outcomes and student experience, with applicability across a range of disciplines. The study highlights practical strategies for designing Foundation-level programmes to support diverse student cohorts and offers a model for enhancing transitions into higher education. | Laura Dyer: L.V.Dyer@Leeds.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.
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