Studies in Learning, Evaluation,
Innovation and Development
Focus and Scope
Section Policies
Peer Review Process
Publication Frequency
Open Access Policy
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.
 Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Mike Horsley, CQUniversity
Phillipa Sturgess, CQUniversity
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Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Mike Horsley, CQUniversity
Jo Luck, Central Queensland University, Australia
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Mike Horsley, CQUniversity
David Jones, Central Queensland University, Australia
Jo Luck, Central Queensland University, Australia
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Patrick Danaher, University of Southern Queensland, Australia
Mike Horsley, CQUniversity
Jo Miller, CQU
Fons Nouwens, Central Queensland University, Australia
Lorraine Rhind, CQU
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Fons Nouwens, Central Queensland University, Australia
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Patrick Danaher, University of Southern Queensland, Australia
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Patrick Danaher, University of Southern Queensland, Australia
Mike Horsley, CQUniversity
Fons Nouwens, Central Queensland University, Australia
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Mike Horsley, CQUniversity
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Mike Horsley, CQUniversity
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Mike Horsley, CQUniversity
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Jo Luck, Central Queensland University, Australia
Dolene Rossi, CQUniversity
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Geoff Danaher, Central Queensland University
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Donna Brien, CQUniversity
Ian Gaskell, CQUniversity
Steven Pace, Central Queensland University
Phillipa Sturgess, CQUniversity
|
Open Submissions Peer-Reviewed |
Indexed Research Support Tool |
Editors:
Jo Miller, CQU
Lorraine Rhind, CQU
Phillipa Sturgess, CQUniversity
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:
- Accept
- Accept with revisions
- Resubmit for review
- Resubmit elsewhere
- Decline
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.
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.
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.
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.
In addition to non-themed issues of unreleated articles, the journal will from time to time include two other types of issues:
- Themed sets of articles, edited by one or more guest editors (who will sometimes be members of the Editorial Team and/or the Editorial Board) around specific topics and/or in response to specific guide questions
- Research monographs, written by one or more authors and extended, scholarly interrogations of specific topics and/or in response to specific guide questions.
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:
- the author’s/editor’s title, name, position, postal address, e-mail address and telephone and facsimile numbers
- an overview of the proposed publication, including its aims and purpose (200-250 words)
- a rationale for the proposed publication (400-500 words)
- the target readership of the proposed publication (150-200 words)
- an indication of how the proposed publication both links with, and extends upon, the journal's focus and scope and its published issues to date (400-500 words)
- an indication of how the proposed publication both links with, and extends upon, existing literature in the field/s in which it is located (400-500 words)
- a summary of the proposed publication’s conceptual and methodological frameworks (400-500 words)
- a ‘soundbite’ that could be used to advertise and promote the proposed publication to potential readers (50-100 words)
- the title (and if applicable the subtitle) of the proposed publication
- a draft table of contents for the proposed publication
- a list of titles and abstracts of the chapters or articles in the proposed publication (200-250 words per abstract)
- the projected total length (in words) of the proposed publication
- if applicable, an indication of the kinds of figures and/or illustrations to be included in the proposed publication
- if applicable, an indication of the kinds of indexes to be included in the proposed publication
- an indication of when the manuscript would be ready for submission if the proposed publication were accepted for publication
- a statement of information about the author/editor, including position/s held, research interests and experience, and publishing and/or editing experience (200-250 words)
- a list of five (5) of the author’s/editor’s current/recent and significant publications/presentations
- the names, positions and postal and e-mail addresses of THREE (3) referees who are qualified to comment on the appropriateness, relevance and rigour of the proposal and/or the proposed publication.
The following Themed Issues are planned for SLEID. Authors interested in contributing to these issues should contact the nominated editors for more information.
- Wrestling, wrangling and reaping technology: Exploring the complex interactions amongst people and technologies that support learning and teaching in higher education(September 2011)
Guest Editors: Jo Luck and Dolene RossiA call for expressions of interest for articles for this issue will be released in October 2010. Final articles are to be submitted by April 2011
- Conceiving the whole:The attributes of creative arts education today (November 2011)
Guest Editors: Steven Pace, Donna Lee Brien, Ian Gaskell, Ashley HolmesA call for expressions of interest released in February 2011
Full articles are to be submitted by 6th May 2011 - Unthemed Issues
Each year at least one unthemed issue of SLEID is published. Submissions for these issues are always welcomed. - Contact - Phillipa Sturgess and Geoff Danaher (Eds)
- sleid@lists.cqu.edu.au