Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and so looks at academic theory and practice applicable in/to all disciplines and contexts/countries in higher education.
"This journal has, so far, more than met my expectations. It is refreshing to see both a high practically-oriented content in an educational journal, and material that can be easily understood by those of us without training in Eduspeak." Mark Davies
"Active Learning in Higher Education serves as a medium for everyone interested in how to improve educational practice… the journal has a clear value in the field of learning and instruction." Mien S R Segers
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education.
Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
|James Arvanitakis||Western Sydney University, Australia|
|Edith Braun||University of Giessen, Germany|
|Prof Phil Candy||University of Southern Queensland, Australia|
|John Cowan||Napier University, Scotland, UK|
|Henry Ellington||The Robert Gordon University, UK|
|Lewis Elton||University College London, UK|
|Dary Erwin||James Madison University, USA|
|Chris Evans||University College London, UK|
|Rosemary Fisher||Swinburne University of Technology, Australia|
|David Gijbels||University of Antwerp, Belgium|
|Michael Grimley||Swinburne University of Technology, Australia|
|Tony Harland||University of Otago, New Zealand|
|Cinnamon Hillyard||University of Washington Bothell, USA|
|David Hornsby||University College London, UK|
|Prof Dai Hounsell||University of Edinburgh, UK|
|Mark Huxham||Edinburgh Napier University , UK|
|Prof Tansy Jessop||Southampton Solent University, UK|
|Charles Juwah||Robert Gordon University, UK|
|Linda Leach||School of Educational Studies, Massey University, New Zealand|
|Roger Lewis||Education Consultant, UK|
|Steve Pidcock||University of Warwick, UK|
|Maureen Reed||Ryerson University, Canada|
|Emeritus Professor Danny Saunders OBE||University of South Wales, UK|
|Prof Ian Scott||University of Cape Town, Rondebosch, South Africa|
|Chia-Wen Tsai||Ming Chuan University, Taiwan|
|Elizabeth Wilson||E A Wilson Education Services, UK|
|Ursula Wingate||King's College London, UK|
|Nick Zepke||Massey University, Wellington, New Zealand|
This Journal is a member of the Committee on Publication Ethics.
Please read the guidelines below. Please note that manuscripts not conforming to these guidelines may be returned.
Only manuscripts of sufficient quality that meet the aims and scope of Active Learning in Higher Education will be reviewed.
There are no fees payable to submit or publish in this journal.
As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you.
- What do we publish?
1.1 Aims and Scope
1.2 Article Types
1.3 Writing your paper
- Editorial policies
2.1 Peer review policy
2.2 Editorial procedure
2.3 Criteria used in the review
2.7 Declaration of conflicting interests
- Publishing policies
3.1 Publication ethics
3.2 Contributor's publishing agreement
3.3 Open access and author archiving
- Preparing your manuscript
4.2 Artwork, figures and other graphics
4.3 Supplementary material
4.4 Reference style
4.5 English language editing services
- Submitting your manuscript
5.2 Information required for completing your submission
- On acceptance and publication
6.1 SAGE Production
6.2 Online First publication
6.3 Access to your published article
6.4 Promoting your article
- Further information
Before submitting your manuscript to Active Learning in Higher Education, please ensure you have read the Aims and Scope.
The suggested word count for an article is up to 7500 words. This includes absolutely everything; from the first word of the title to the very last word in the list of references, or tables/figures (or whatever the article ends with). Texts of a length greatly exceeding this will be considered as interest warrants and space permits. Upon submission, please also include a seperate title page with title, abstract and author information.
The SAGE Author Gateway has some general advice and on how to get published, plus links to further resources.
1.2.1 Make your article discoverable
When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online.
Active Learning in Higher Education operates a strictly blind peer review process in which the reviewer’s name is withheld from the author and, the author’s name from the reviewer. The reviewer may at their own discretion opt to reveal their name to the author in their review but our standard policy practice is for both identities to remain concealed. Should an article/manuscript be considered suitable for review, it is reviewed by two reviewers.
All articles/manuscripts are initially reviewed by the Editor. Only those articles/manuscripts that meet the standards of the journal, and fit within its aims and scope, will be sent to expert reviewers. Authors of articles/manuscripts can expect a decision normally within three working days as to whether or not their article/manuscript will be sent to the reviewers or instead be rejected at this stage. Should the decision be to ‘desk reject’ it at this stage, authors can be assured of a supportive response which offers feedback that is constructive and helpful in nature.
If an article/manuscript is sent to the reviewers, all references to the author name and institution are removed from the article/manuscript. Active Learning in Higher Education recognises that authors are keen to get a decision as soon as possible, and reviewers are asked to return their decisions to the Editor within four weeks so that the decision can be sent to authors within that timeframe.
At that stage, authors get one of the four standard decisions, that is, ‘accept, as is’, ‘conditional accept, but minor changes are required’, ‘conditional accept, but major changes are required’ or ‘reject’. Active Learning in Higher Education recognises that authors, and the Journal, are keen to ensure that any article/manuscript accepted for publication is the best that it can be and so authors can be assured of comprehensive, constructive comments from the reviewers and the Editor. Authors whose work has been considered by Active Learning in Higher Education regularly praise this, and also the fast turnaround time, as two of the strengths of this particular journal.
When revisions have been satisfactorily completed, the Editor explains the next steps in the publication process, including when the article/manuscript is likely to appear in print, hard copy (it will appear in Online First within a very short timescale and long before it appears in print, hard copy).
The emphasis is very much on research. This is taken to mean that the study described within the article/manuscript should make a contribution to the body of knowledge (‘fill’ a ‘gap’ in this body of knowledge) about an aspect of the learning and teaching of adults in higher education, regardless of discipline, and regardless of context/country. Examples of the kinds of topic which affect us all, regardless of where/what we teach, are assessment, induction, personal development planning, the use of technologies, etcetera. Articles/manuscripts should not be ‘a description of what we do/did with our own students’, as this is a study which makes a contribution to the knowledge of the authors rather than making a contribution to the body of knowledge. It should instead address a common and particular problem, a challenge, an issue identified in the literature, and so report a piece of research which has shed some light on that problem, challenge, issue. It should fill this particular gap in our knowledge by making its contribution to practice and the theory or theories underlying this.
A description of such a piece of research normally comprises the following. A review of the literature is followed by the identification of the problem, challenge or issue and this is normally expressed in terms of research questions or similar. A section describing the suitably rigorous research methods used to address these then follows, and the findings/results presented after that. A discussion of the findings/results concludes the piece of research, and it is here that it is evident that there is a contribution to knowledge, because the findings/results are discussed in light of the literature. Rather than simply ‘here are the results’, given the aims and scope of Active Learning in Higher Education, although not a requirement, the article/manuscript usually ends with something that the reader can take from that work and use, in some way, in their own context.
All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.
All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.
Any acknowledgements should appear first at the end of your article prior to your Declaration of Conflicting Interests (if applicable), any notes and your References.
Active Learning in Higher Education requires all authors to acknowledge their funding in a consistent fashion under a separate heading. Please visit the Funding Acknowledgements page on the SAGE Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
Active Learning in Higher Education encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the SAGE Journal Author Gateway
SAGE is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the SAGE Author Gateway.
Active Learning in Higher Education and SAGE take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software.
Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.
3.1.2 Prior publication
If material has been previously published it is not generally acceptable for publication in a SAGE journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the SAGE Author Gateway or if in doubt, contact the Editor at the address given below.
Before publication, SAGE requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. SAGE’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants SAGE the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than SAGE. In this case copyright in the work will be assigned from the author to the society. For more information please visit the SAGE Author Gateway.
Active Learning in Higher Education offers optional open access publishing via the SAGE Choice programme. For more information please visit the SAGE Choice website. For information on funding body compliance, and depositing your article in repositories, please visit SAGE Publishing Policies on our Journal Author Gateway.
The format for your manuscript is Word. Please ensure your paper is in Arial font, 10pt size, single spaced and includes page numbers.
For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit SAGE’s Manuscript Submission Guidelines
Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from SAGE after receipt of your accepted article.
This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplementary files.
Active Learning in Higher Education adheres to the SAGE Harvard reference style. View the SAGE Harvard guidelines to ensure your manuscript conforms to this reference style.
Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using SAGE Language Services. Visit SAGE Language Services on our Journal Author Gateway for further information.
Active Learning in Higher Education is hosted on SAGE Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit https://mc.manuscriptcentral.com/alhe to login and submit your article online.
IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created. For further guidance on submitting your manuscript online please visit ScholarOne Online Help.
All papers must be submitted via the online system. If you would like to discuss your paper prior to submission, please contact the Editor at the following address: Lynne.Baldwin@brunel.ac.uk
As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a persistent digital identifier that distinguishes researchers from every other researcher and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities ensuring that their work is recognised.
We encourage all authors to add their ORCIDs to their SAGE Track accounts and include their ORCIDs as part of the submission process. If you don’t already have one you can create one here
You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).
Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the SAGE Author Gateway
Your SAGE Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be sent by PDF to the corresponding author and should be returned promptly. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate. Please note that if there are any changes to the author list at this stage all authors will be required to complete and sign a form authorising the change.
Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the SAGE Journals help page for more details, including how to cite Online First articles.
SAGE provides authors with online access to their final article.
Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The SAGE Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice. In addition, SAGE is partnered with Kudos, a free service that allows authors to explain, enrich, share, and measure the impact of their article. Find out how to maximise your article’s impact with Kudos.
Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Active Learning in Higher Education editorial office as follows:
Editor: Lynne Baldwin