Guidance Notes Published by the Journal

This page presents a curated collection of works written by current and past editors of the Journal of University Teaching and Learning Practice (JUTLP). These Guidance Notes provide feed-forward advice to authors seeking to publish with the Journal.

Each Note was originally published as an Editorial or Commentary, often in response to recurring quality or conceptual challenges in submissions. Their purpose is to equip authors with the same developmental insights that may otherwise appear in editorial decision letters, supporting improvement before first submission.

For detailed information on how to prepare and submit manuscripts, including author templates and formatting instructions, please visit the Submissions page.

Publishing Guidance

These Guidance Notes address broad issues of research quality and publication readiness—helping authors strengthen theoretical framing, align their studies with scholarly expectations, and uphold ethical standards in higher education research.

Section Guidance

These Notes help authors position their manuscripts within JUTLP’s major sections. They outline what constitutes a strong contribution to areas such as educational leadership, technology, and development, and clarify expectations for alignment between research design and section scope.

Specific Literatures

The following Guidance Notes focus on particular themes or theoretical areas frequently addressed in JUTLP submissions, helping authors to clarify conceptual boundaries and engage critically with key debates within their chosen literature.

Specific Methodologies

These Notes provide methodological guidance for authors employing common approaches in higher education research. They offer advice on the use of surveys, quantitative analyses, and review methodologies to ensure rigour and clarity in design and reporting.

Peer Reviewer Guidance

These Guidance Notes support reviewers and editors in maintaining the integrity and quality of peer review. They discuss effective review practices, human-centric approaches, and ethical use of AI in the review process.