Journal of University Teaching and Learning Practice

The Journal of University Teaching and Learning Practice seeks well-designed and executed research and theory that changes how people think, and provides evidence-based theories, methods and findings to improve higher education learning and teaching practices. We invite a plurality of theoretical frameworks from across the disciplines to stimulate conversation around different ways of developing learning and teaching practice. We encourage evidence-based practice research situated in the local context and the broader international literature. We ask all contributors to align their manuscript to one of the following themes: Curriculum and assessment design. Defining and evaluating contemporary curriculum and assessment designs and structures that enable transformative student learning using different modes and levels of study and curriculum. Educational technology. Examining how technology can enable, change, or challenge pedagogy within higher education practice. Educational leadership and management. In pursuit of good leaders, great leadership, and effective management within higher education that enables quality learning and teaching processes and practices Educational psychology in higher education. Pursuing a more cohesive understanding of the psychology underlying and explaining tertiary learning and instruction practices. Academic development. Improving how academics think about and practice teaching as well as describing and evaluating the design and implementation of academic development activities, resources or programs. Student experience. Systematically deconstructing student interactions, outcomes, and experiences before, during, and after their higher education pathway.