About the Journal
Focus and Scope
ETLHE offers an opportunity for those involved in University learning and teaching to disseminate their practice. It aims to publish accounts of scholarly practice that report on small-scale practitioner research and case studies of practice that involve reflection, critique, implications for future practice and are informed by relevant literature, with a focus on enhancement of student learning. This publication thus offers a forum to develop and share scholarly informed practice in Higher Education through either works in progress or more detailed accounts of scholarly practice.
Peer Review Process
A double-blind review process is followed. Two referees will review each manuscript submitted to the journal. Referees will be selected by the editor based on qualifications and the ability to provide a timely review.
Peer reviewers will have four possible options, for each article:
1. Accept without revision
2. Accept after revision without expecting to check those revisions
3. Neither accepts nor rejects until author(s) make revisions and resubmits
4. Reject because unsound, inappropriate or otherwise failing to make a contribution to the field.
Authors who publish with the Enhancing Teaching and Learning in Higher Education agree to the following terms:
- Author’s retain copyright to their work, and grant the journal right of first publication.
- Articles accepted by the journal for publication will be published under a Creative Commons Attribution (CC BY 4.0) licence, as indicated in our Open Access Policy.
- Author’s are permitted and encouraged to post their work online, e.g. in an appropriate pre-print server, institutional repository or on their personal website. Sharing a preprint or Author Accepted Manuscript (AAM) in this way does not constitute prior publication, and will not prejudice publication in the journal.
- Author’s submitting a work must obtain permission to reproduce any third-party material for online publication in perpetuity. It is the author’s responsibility to include any acknowledgements requested by copyright holders. It is also the author’s responsibility to mark clearly third-party material used with permission, material that has separate licensing terms, and material used under exceptions or limitations to copyright.
Open Access Policy
The Enhancing Teaching and Learning in Higher Education journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
- The Enhancing Teaching and Learning in Higher Education is a Diamond Open Access journal, and does not charge authors any Article Processing Charges (APCs) or other publication fees.
- Articles will usually be published under a Creative Commons Attribution (CC BY 4.0), meaning readers are granted permissions to read, download, copy, distribute, print, search or link to the full text of articles in this journal and to use them for any other lawful purpose, as long as the original author’s of the work are given appropriate credit.
- Should an author wish to discuss the use of a more restrictive open licence, they can contact the editor of the journal to discuss.
- Any submission should include a clear statement on if and how any supplementary materials (e.g. underpinning research data) can be accessed.
- Where there are no ethical, legal or commercial reasons to prevent access, any supplementary materials should be made available from an appropriate open access repository.
- The journal’s Open Access Policy is in line with UK Research funders’ policies, and allows UKRI and Wellcome Trust funded authors to meet the open access requirements of their funder.
Enhancing Teaching and Learning in Higher Education welcomes reviewers who work in the field of SoTL.
Please register and enter your reviewing interests to volunteer as a reviewer (no previous experience required!).