About BeJLT

The Brookes eJournal of Learning and Teaching is a peer-reviewed journal which aims to:

The Brookes eJournal of Learning and Teaching aims to promote, enhance and disseminate research, good practice, development and innovation in all aspects of learning, teaching and assessment in higher education. Its primary audience is all those who teach, research and support learning in higher education, and those who make or influence policy and practice, within Oxford Brookes and externally.

For Oxford Brookes staff, BeJLT encourages dissemination of good practice and promotes networking and collaboration within the university. Externally, BeJLT offers the opportunity for a wider audience to engage in debates on learning and teaching and to contribute to pedagogical research. BeJLT is designed to have maximum impact through being freely available online, fully archived and peer-reviewed.

BeJLT welcomes the following types of submissions:

News items (up to 100 words) deal with news and good practice in learning, teaching and assessment, with an informal, non-academic style. We want it to truly reflect your news, views and concerns, so we need contributions from you. Is there a teaching and learning event coming up in your department? Do you have a useful web link or a teaching tip to share? Do you have some news to talk about?

Short articles (1000-2000 words) might be accounts of current practice, opinions on current issues for higher education, book reviews or commentaries on previous publications. We will edit articles for length and style, sending authors a final version to check before publication.

Research papers (3000-6000 words) are welcomed from all disciplines and subject areas. These papers will be subject to peer review. Subjects covered include the broad areas of policy, strategy, curriculum, learning and teaching, assessment, resources, and quality enhancement. Both conceptual and empirical approaches are welcome and, in particular, articles reflecting on, and critically reviewing current practice with a view to sharing experiences, enhancing quality and promoting professional standards, are encouraged. Manuscripts may take the form of research papers, case studies, literature reviews, critical evaluations, new methodologies and action research.


Please read the Instructions to Authors and then send any submissions directly to the Editor.


Editing: Steve Ball and Tracy Banghart


ISSN 1744-7747

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