In line with the aims of BeJLT to promote, enhance and disseminate research in learning, teaching and assessment in higher education, all research papers are subject to double blind peer review by at least two reviewers. All members of our Editorial Board are active reviewers for the journal and are supported by experts from across the world.
Reviewers support the Editor to by advising on the extent to which the research paper:
a) is relevant to BeJLT’s aim to enhance learning, teaching and assessment in higher education;
b) is of interest to, and written appropriately for, BeJLT’s audience of those who teach, support learning and make policy in higher education;
c) makes an original contribution to the literature
Reviewers are also asked to produce detailed and constructive advice for authors, recognising that for some authors publishing in BeJLT is their first experience of academic publishing outside of their subject discipline.