***Note to Authors: please make sure your contact address information is clearly visible on the outside of all packages you are sending to Editors.***

Manuscripts, between 3000 and 6000 words maximum (including the bibliography), should be sent electronically to Alison Stanton at A.Stanton@leedsmet.ac.uk. Where this is not possible 3 copies of the article, with any illustrations, should be submitted to Alison Stanton, Teaching in Higher Education, Carnegie Research Institute, Leeds Metropolitan University, Cavendish Hall, Headingley Campus, Leeds, LS6 3QS, UK. They should be typed on the equivalent of one side of paper, double spaced with ample margins, and bear the title of the contribution, name(s) of the author(s) and the address where the work was carried out. Each article should be accompanied by an abstract of 100-150 words on a separate sheet. The full postal address, telephone, fax and email numbers (where possible) of the author who will check proofs and receive correspondence and offprints should also be included. 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.

Style guidelines
Description of the Journal's article style
Description of the Journal's reference style, Quick guide
Any consistent spelling style is acceptable. Use single quotation marks with double within if needed.
A Word template is available for this journal (please save the Word template to your hard drive and open it for use by clicking on the icon in Windows Explorer).
If you have any questions about references or formatting your article, please contact authorqueries@tandf.co.uk

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.

A POLICY STATEMENT

This journal address the roles of teaching, learning and the curriculum in Higher Education in order to explore and clarify the intellectual challenges which they present. This is a broad field and the journal is interdisciplinary. It aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching.

The journal offers a particular challenge: to develop a discourse of teaching and learning which transcends disciplinary boundaries and specialisms while drawing upon the rigour of a range of disciplines. The journal aims to apply and develop sustained reflection, investigation and critique - which characterise the best research in any discipline - to the field of learning and teaching in higher education. By developing a questioning approach, and avoiding a narrowly technical view of teaching and learning methods, the journal will help to give intellectual and academic credibility to this aspect of our work.

Higher Education institutions in many countries have recently experienced fragmentation between specialised subject areas, and a pressure to separate teaching from research as they have faced an increasing requirement to account for their output in terms of these two aspects of their work. The journal will consider how teaching and research can be brought into a closer relationship, and how teaching in higher education can itself become a field of research.

Research can inform teaching, in terms of its relation to syllabus content, and the kinds of creativity, rigour and exploration which might relate to both. Teaching can also inform research by its demand that ideas be clarified and presented in an accessible fashion, and that the potentially innovative perspectives of students be taken into account.

The journal has a view of learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It will therefore appeal to those who wish to explore how such aims might be realised through a commitment to teaching in a variety of cultural and disciplinary contexts represented in higher education internationally. Articles are welcomed which span a wide range of teaching and learning issues. They may, for example:

• focus upon policy and its influence on the relationships between teaching and research;
• draw upon or develop forms of reseach into teaching and/or learning which are appropriate to an interdisciplinary audience;
• develop a conceptual analysis of issues relevant to teaching and learning, such as authority, power, assessment and the nature of understanding;
• consider the implications of technological developments on teaching and learning;
• explore the various types of values which underlie teaching and learning.

The list is not exhaustive, and a variety of focus and writing format will be encouraged, as part of the concern to theorise the nature of teaching in the context of higher education. Articles in the journal will be expected to adopt an approach which is prepared to take a critical view of currently dominant managerialist perspectives and policies.

The intellectual challenge which teaching presents has been inadequately acknowledged in higher education. The journal will place this challenge at the heart of academic life. Particular demands are placed upon the writers of articles for submission.

• They should be aware of an audience which spans the cultures of different disciplines as well as different nations. They will have to be careful in the use of concepts or terminology which are peculiar to their culture or discipline, while drawing upon insights from their discipline in order to throw light upon the issue under discussion.
• They should adopt a questioning or critical approach in general, and particularly in relation to concepts such as 'quality', 'standards' or 'academic freedom' which are part of a professional discourse whose terms are often unexamined in the debates on higher education.
• They should celebrate the value of learning by taking seriously the contribution which people make to their own learning and their perspectives on it.

To meet these demands is no easy task, itself an indication of the need for this journal. Articles are welcomed from those who are directly involved with teaching and learning in higher education from all disciplinary backgrounds and vocational orientations.

POINTS FOR DEBATE: POLICY STATEMENT

Each issue of the journal will include at least one article in the 'Points for Debate' section. The purpose of this is to open the way for articles which may be different in content or form from other submissions, but have the function of stimulating debate and informing the readership of the journal. Articles submitted for this section should be no more than 2000 words. While it is expected that they may not fulfil normal journal expectations with regard to referencing and contextualising the discussion in relation to other literature, these articles would be expected to conform to the aims of the journal to promote a critical and reflective discourse on higher education teaching.

Articles in 'Points for Debate' may be somewhat tangential to the normal focus of major articles, while relating to issues which inform and broaden our understanding and practice of teaching and learning in an international higher education context. The kinds of submission appropriate for this section are not prescribed. The following suggestions, however, indicate the breadth of articles to be expected.

• Responses to previous articles in the journal.
• Accounts of national policy developments and debates.
• Current controversial issues.
• Other forms of writing appropriate to the aims of the journal but which are not appropriately expressed in terms of a 'full length' journal article (e.g. poetry, dialogue, short rhetorical or journalistic pieces).
• Outline ideas which might stimulate more sustained research.

Pieces of writing submitted for this section should be sent to Stephen Rowland at Department of Education & Professional Development, University College London, 1-19 Torrington Place, London WC1E 6BT, UK. They should conform to the normal standards with regard to layout. It is intended that a decision to publish or not will be made earlier than with major articles and, where possible, an early publication date will ensure that the section responds quickly to readers' interests.

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 Barry Stierer, Educational Initiative Centre, University of Westminster, 35 Marylebone Road, London, NW1 5LS.