Read the latest issue: Education in Practice Volume 4 issue 2 (December 2023)
In support of sharing effective practice in teaching and learning and educational enhancement the University of Birmingham has established the journal 'Education in Practice'.
Education in Practice has been designed for all University staff working to enhance the student learning experience, be they academic members of staff or those from professional or support services. It provides an accessible publication route for those looking to disseminate teaching and learning practices, ideas and developments or outcomes from internally and externally funded projects, or from those studying on the PGCHE. Contributions are also welcomed from both undergraduate and postgraduate students discussing learning, teaching, and educational matters. All submissions will be reviewed and edited in a way that is consistent with standards expected by established higher education journals. Submissions will be reviewed by a cross-University editorial board.
Education in Practice is a publication route that ‘bridges’ the interface between newsletters and journals of educational research. It is an ideal first publication route for those new to publishing on teaching and learning, and an opportunity for those who are more experienced to share and test their ideas with other colleagues from across the University. Although intended as an institutional journal, it is available Open Access, and so has the potential for authors to reach an audience beyond the University of Birmingham.
Volume 4, Issue 2 (December 2023)
Education in Practice Volume 4 issue 2 (December 2023) (PDF, 1.2MB)
Building inclusive learning environments for postgraduate students with specific learning difficulties (SpLDs) across higher education: a case study approach (PDF, 7.5MB) Gemma McKenna
Using co-authored Learning Agreements when teaching challenging subject matter: a case-study from History of Art (PDF, 5.8MB) Sophie Hatchwell
Developing laboratory practicals for the modern curriculum: a place for virtual laboratory sessions (PDF, 6.3MB) Richard Elsworthy, Alex Wadley, and Sarah Aldred
"Robots cannot drink coffee or real ale": the undeniable spark of face-to-face teaching moments in digital learning journeys (PDF, 7MB) Claudia Favero, Ian Heptinstall, and John Dyson
Scaffolded formative assessment: fit for purpose? (PDF, 6.4MB) Maria Psyllou, Mary Dawood, and Kamilya Suleymenova
Benefits and challenges in teaching civic leadership (PDF, 6.6MB) Lloyd Jenkins and Julian Pänke
Teaching students to learn from feedback: a narrative review of best practices for educators on essay-based assignments for improved feedback literacy (PDF, 6.6MB) Evelyn Svingen
Example of practice: accessibility statements for inclusive education (PDF, 5MB) Claudia Favero and Alison Gibson
Volume 4, Issue 1 (May 2023)
Education in Practice Volume 4 issue 1 (May 2023) (PDF, 885Kb)
Improving transition to higher education by developing students’ academic self-concept. Neil Drury (PDF, 263Kb)
Student mindset: emotional responses to the university learning journey. Lloyd Jenkins, Kamilya Suleymenova, Anke Büttner and Ruth Whittle (PDF, 377Kb)
Neurodiverse students within higher education –initial thoughts from a collaborative project. Barbara Sandland, Andrea MacLeod and Neil Hall (PDF, 452Kb)
Decolonising the academic atmospheres of higher education. Pilar Rojas-Gaviria and Chloe Preece (PDF, 283Kb)
Meta-planning as a collaborative approach to creating a presessional summer teacher development programme. Chris Martin (PDF, 270Kb)
Small steps on the journey to "flipping the classroom". Kamilya Suleymenova (PDF, 251Kb)
Types of contributions and criteria
Education in Practice is focused upon practices in teaching and supporting learning within the University of Birmingham. A range of contributions are sought from colleagues including: original papers; case studies;reflective or discursive papers; reviews; and, examples of practice.
Contributions that explore the findings from education research and discuss or apply these within the context of University of Birmingham teaching and supporting learning are also warmly welcomed. In general contributions should:
- Be practical, focusing upon informing the work of others and be aimed at directly influencing approaches and practices that impact upon students and their learning.
- Be written in a style that enables the transferability of ideas; either within a discipline or between disciplines. Whilst submissions may be grounded within a specific discipline, they should be written in a style that allows those from other disciplines to understand and appreciate the ideas, and in a manner that ensures their content is accessible and readable by all.
Submission details and guidance
Education in Practice will be typically published twice per year1 and may include special thematic issues which may be relevant to the strategic priorities of the University, including Educational Enhancement Fund (EEF) themes.
Submissions are welcome at any time, and accepted contributions will be prioritised for publication based upon submission date. All contributions submitted for publication will be subject to a peer academic review process prior to them being accepted for publication.
Further guidance: Guidelines for EiP Authors (Word, 50KB)
To submit your paper email HEFi.EiP@contacts.bham.ac.uk.
Editorial Board and Contacts
You can contact members of the Editorial Board individually, or by emailing HEFi.EiP@contacts.bham.ac.uk .
Alternatively you may wish to discuss your ideas or seek advice and guidance from a member of the Journal’s Editorial Review Team who each have expertise in particular disciplinary or thematic areas – individual email addresses are provided.
Become a contributor or reviewer
Colleagues wishing to submit papers for the journal, or interested in becoming reviewers, please contact firstname.lastname@example.org.