Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- Submission: The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- Format: The submission file is in OpenOffice, Microsoft Word, or RTF, document file format.
Full list of references being provided for all citations at the end of the work, in alphabetical order.
Use APA style, for guidance see: http://www.tandf.co.uk/journals/authors/style/reference/tf_APA.pdf.
Please ensure any hyperlinks included in the text and referencing list have been recently tested and are up to date. Any source you use must be accessible to all.
Please format your submissions:
- Do not use Styles in Word or equivalent in other word-processing software
- In Arial 12 point
- Single line spacing
- Justified to the left margin
- Section headings should be emboldened (Arial 12)
- Sub-section headings should be italicised (Arial 12)
- Single line break between paragraphs, do not indent text
- Do not use bold, italics or underlining in the main text
- Quotes- if less than one line use double quotation marks. If longer than one line the quote should be separated by a line break, in italics, and use an indentation of 0.6cm from the left margin. Please put page number from source.
- No footnotes.
- Endnotes are permitted but do keep brief and avoid too many.
- Tables and figures should be inserted into the position preferred by the author.
- Insert page numbers. Bottom of the page, right (Plain no 3 in Microsoft Word)
We seek submissions which consider an international audience and our wide constituency of all involved in Higher/Tertiary Education. So do be mindful of the audience. This includes the usage of terms that may not be understood outside of any national context in HE or constituency of roles (including, but not limited to, the use of; years 4/5/6 in place of first year, second year or final year etc ). It is also important to remember to give further explanation of description of nation based organisations (such as, Ofsted, Office of Learning and Teaching), this may be done as an endnote.
- If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
ArticlesBased on ongoing or completed research that provide a clear rationale for the study, an overview of the research methodology adopted (we welcome both qualitative and quantitative research), presentation of findings and a discussion of those findings in relation to existing knowledge (a maximum of 8000 words). An indicative template is available on the main RAISE network pages, but you are not restricted to this style.
Based on personal experience of studying at University, what engaged you with your studies or what disengaged you. How you felt about student engagement initiatives and how they impacted on your studying (a maximum of 2000 words)
These are fairly short contributions based on the perspective of the writer. These will be informed opinions which may reference scholarship but are not expected to be rigorous as papers. Usually these will be invited by the editors (a maximum of 2000 words)
Case studies/Practice Pieces
Based on student engagement and students as partners practices within the setting of the curriculum (learning, teaching and assessment in practice), extra-curricular activities or broader student experience initiatives. These should describe the context and a rationale for the work, a review of the literature (if relevant but do keep this to a minimum), implementation and evaluation.
There are two styles which we will accept. Formal case studies to a template (see the main RAISE network pages for two examples) or more reflective, thought pieces about practice. (a maximum of 3000 words in any case)
Non-text submissions – this would include short films, animations, audio files/podcasts or other forms of media that can be shared on-line and are accessible to our readers. Contact the editorial team to ensure that the submission is in a suitable format for the journal.
A critical review of a book related to student engagement (a maximum of 1000 words)
Creativity special issuespecial edition organisation
This section is for authors seeking developmental feedback on their articles before peer review.
Special Edition Abstracts
What impact has the pandemic had on student engagement in higher education? Are there things you've been forced to do quickly which are working well which you would like to keep? How has student engagement changed? We think our readers would like to find out more about how it's been and then think about how these experiences may shape the future of student engagement.
We hope to capture all the dimensions of engagement - interactions, community-building, partnership, co-creation, design, peer learning and whatever else has affected you. We invite case studies, articles, opinion pieces and student voice pieces; we are always keen to encourage pieces co-authored with students, and provide support for student-led pieces.
Copyright NoticeAuthors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).