SLEID Home > About the Journal > Editorial Policies
Editorial Policies

Focus and Scope
Section Policies
Peer Review Process
Publication Frequency
Open Access Policy

Focus and Scope

STUDIES IN LEARNING, EVALUATION, INNOVATION AND DEVELOPMENT is an international, scholarly, independently and anonymously peer-reviewed, research-based, electronic journal focused on the intersections and interstices among and between learning, evaluation, innovation and development. These four educational elements are seen as interdependent and mutually sustaining rather than as necessarily linear or sequential. They are also seen as the appropriate concern of research and scholarship that is theoretically framed, methodologically rigorous and empirically responsive.

STUDIES IN LEARNING, EVALUATION, INNOVATION AND DEVELOPMENT is published by the Learning, Evaluation, Innovation and Development Centre in the Division of Teaching and Learning Services at Central Queensland University, Australia, and was established in 2004. It is aimed at researchers, policy makers and practitioners working in education, particularly but not exclusively university and post-compulsory education.

The mission of STUDIES IN LEARNING, EVALUATION, INNOVATION AND DEVELOPMENT is to contest, disrupt and transform unhelpful and disabling binaries confronting contemporary educational research and practice. These binaries include disciplines of knowledge (such as the arts and the sciences), face-to-face and distance/flexible/online delivery modes and sectors of provision (such as higher and further education). Accordingly the journal is interested in publishing research that explores education that is multidisciplinary, multimodal and multisectoral in character – and that is also formal and informal, lifelong and lifewide, and liable to contribute to sociocultural resistance and transformation.

One binary that STUDIES IN LEARNING, EVALUATION, INNOVATION AND DEVELOPMENT is particularly concerned to challenge is the so-called ‘theory/practice divide’. The journal’s editors assume that, rather than research and practice being separate and even mutually exclusive, they are on the contrary interconnected and interdependent: effective research must be situated in ‘real world’ contexts and settings; and effective practice must be explicitly framed and informed by research. In furthering that recognition, the journal features the innovative Reflection, Evaluation and Collaboration in Teaching (REACT) process, whereby educational practitioners benefit from a rigorous mentoring to produce research articles reflecting on and extending their practice. The results of that mentoring, which undergo the same anonymous refereeing as other articles submitted to the journal, are published regularly in a special section of the journal.

Section Policies
Refereed Articles
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Matt Eliot,

Matt Eliot, LTERC

Book/Media Reviews
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

REACT
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

Guest Editorial
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

Respondent
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Preface
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

List of Referees
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

Y's, Web and Wherefores: Changes in higher education
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Non-refereed Articles
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

CQU Women in Research
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Supporting Beginning Learners in Higher Education
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Editorial
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

Unthemed Articles
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Mike Horsley, CQUniversity

Wrestling, Wrangling and Reaping
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Regional University Futures
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Conceiving the whole: Attributes of creative arts education
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Donna Brien, CQUniversity

Embedding an Internal Evaluation Culture (AHEEF 2012)
  Open Submissions
  Peer-Reviewed
  Indexed
  Research Support Tool

Editors:

Peer Review Process

General articles

Each article is refereed by two anonymous peer reviewers who do not know the author’s(s') identity(ies) or the identity of the other reviewer. Each peer reviewer will rate the article according to a set of criteria, using a template supplied electronically by the journal’s editors.

Each peer reviewer will assign a recommendation to the article:

It is anticipated that if the peer reviewer does not accept the article outright he or she will provide comments justifying his or her recommendation and giving feedback about the article.

The editors will collate the peer reviewers’ comments and recommendations and communicate them to the author(s), as well as any required changes in the case of that being the agreed recommendation about the article.

In the case of inconsistent recommendations by the two peer reviewers, the editors will solicit a review of the article by a third anonymous peer reviewer. They will base their final decision about the article’s acceptance for publication or otherwise on the majority view among the three peer reviewers.

REACT articles

The REACT articles will be reviewed in a similar manner to the general articles.

Individuals who work with the author(s) during the REACT process will not be eligible to been assigned as peer reviewers for REACT articles.

Publication Frequency

At least one issue of the journal will be published in each calendar year. The frequency of publication of issues will vary according to the number of papers accepted for publication at particular times.

Open Access Policy
Open Access Research

This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources.

Special theme issues and research monographs

In addition to non-themed issues of unreleated articles, the journal will from time to time include two other types of issues:

Researchers who are interested in the possibility of guest editing a theme issue of the journal and/or in writing a reseach monograph as an issue of the journal are requested to send their detailed proposals via e-mail as Microsoft Word attachments to the Editorial Team.

Proposal writers need to address the following points:

Future Issues

The following Themed Issues are planned for SLEID. Authors interested in contributing to these issues should contact the nominated editors for more information.


top