Manuscripts, between 3000 and 6000 words maximum (including the bibliography), should be submitted online the Teaching in Higher Education Manuscript Central site. New users should first create an account. Once a user is logged onto the site submissions should be made via the Author Centre.

Authors should prepare and upload two versions of their manuscript. One should be a complete text, while in the second all document information identifying the author should be removed from files to allow them to be sent anonymously to referees. When uploading files authors will then be able to define the non-anonymous version as “File not for review”.

They should be typed on the equivalent of one side of paper, double spaced with ample margins. Each article should be accompanied by an abstract of 100-150 words. All pages should be numbered. Footnotes to the text should be avoided wherever this is reasonably possible.

Books for review should be addressed to Barry Stierer, Educational Initiative Centre, University of Westminster, 35 Marylebone Road, London NW1 5LS.

Tables and captions to illustrations. Tables must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered by Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to symbols.

Figures. Please supply one set of artwork in a finished form, suitable for reproduction. If this is not possible, figures will be redrawn by the publisher.

Proofs will be sent to authors if there is sufficient time to do so. They should be corrected and returned to the Editor within three days. Major alterations to the text cannot be accepted.

Free article access: Corresponding authors will receive free online access to their article through our website (www.informaworld.com) and a complimentary copy of the issue containing their article. Reprints of articles published in this journal can be purchased through Rightslink® when proofs are received. If you have any queries, please contact our reprints department at reprints@tandf.co.uk

Copyright: It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at www.informaworld.com/authors_journals_copyright_position. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.

Teaching in Higher Education: Policy Statement

• examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society;
• developing conceptual analyses of issues relevant to teaching and learning, such as authority, power, assessment, and the nature of understanding;
• exploring the various values which underlie teaching and learning including those concerned with social justice and equity;
• offering critical accounts of the lived experience of teachers and learners which bring together theory and practice;
• The list is not exhaustive.

Authors are encouraged to engage with previous contributions and issues raised in the journal.  

Style
Forms and styles of writing in the journal reflect a wide variety of educational enquiry. The journal welcomes different approaches and styles of writing, including reflexive and personal writing; narrative and innovative formats.

Particular demands are placed upon the writers of articles for submission:

• to be aware of an audience which spans the cultures of different disciplines and professions as well as different nations and the different groups within them;
• to be careful in their use of concepts or terminology which are peculiar to their culture or discipline and to explain their meaning and context;
• to find forms and styles of writing which can illuminate practice; these may or may not be empirically-based;
• to show an appropriate level of methodological awareness;
• to adopt a questioning or critical approach in general and particularly in relation to discourses whose terms are normally unexamined in the debates on higher education.

Points for Departure: Policy Statement

Points of Departure (formerly Points for Debate) is a distinctive section of the journal which opens the way for articles that stimulate debate and inform readers in ways that differ from other writing in the journal. Points of Departure provides a space for new voices, new ways of writing, and new perspectives on teaching and learning in an international higher education context.

We do not prescribe particular kinds of submissions appropriate for this section, but the following suggestions indicate the breadth of contributions that will be considered:

• Pieces that address issues consistent with the aims of the journal using forms of writing other than the full-length academic journal article.
• Outline plans and ideas for more sustained research.
• Responses to previous articles in the journal – including earlier contributions to Points of Departure
• Commentaries on current major policy developments or controversial issues.
• Polemical pieces written to challenge dominant thinking or provoke debate.

Any reader considering making a submission to this section is welcome to contact the Points of Departure Editor. Completed submissions will be subject to ‘blind' refereeing by members of the Executive Editorial Board.

Contributions submitted for this section should be no more than 3000 words, and some creative forms of writing may be much shorter. While it is expected that they may not fulfil normal journal expectations with regard to styles of writing and referencing, and contextualising the discussion in relation to other literature, contributions to Points of Departure are expected to conform to the aim of the journal to promote a critical and reflective discourse on higher education teaching. 

Submissions for this section should be submitted online at http://mc.manuscriptcentral.com/cthe. The decision to publish or not is normally made earlier than with major articles and, where possible, an early publication date ensures that the section responds quickly to readers' interests.

Teaching in Higher Education

Reviews Policy Statement

The Reviews Section comprises a number of substantial review articles which discuss in some detail books relevant to the field of teaching in higher education. Reviewers will be given sufficient space to engage discursively with ideas and arguments and to articulate their own response to the book, or books, under review. Sometimes a review article will focus on more than one book: sometimes more than one reviewer will be asked to review the same text. The aim in each issue is to stimulate discussion around a few salient texts, rather than to offer through brief digests a comprehensive catalogue of newly published works.

An important assumption underlying the selection of books for review is that the practice of teaching in higher education is located within complex and overlapping institutional structures, and that it can best be understood when issues relating to its institutional location are acknowledged. This means that, while we shall be reviewing some books that focus primarily on the procedures and processes of teaching and learning, we shall also review works that approach pedagogical issues through a consideration of the institutional and cultural conditions of learning. In the main, we hope to achieve a balance of practically orientated and speculative texts within each issue. We are trying to draw reviewers from different intellectual and institutional backgrounds within higher education. As with other sections of the Journal, the aim is to stimulate debate about teaching and learning across disciplinary boundaries, and across deeply stratified systems of higher education. Ensuring an international perspective in the Review Section – both in terms of the books reviewed and the reviewers – is one of the ways in which we hope to keep the debate open and alive.

Any relevant books for review should be sent to Dr Barry Stierer, Educational Initiative Centre, University of Westminster, 35 Marylebone Road, London NW1 5LS.