Journal of Perspectives in Applied Academic Practice

Journal Ethos

The Journal of Perspectives in Applied Academic Practice aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area) through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and ‘On the Horizon’ papers on emerging work.

The Author Guidelines provide further guidance on the thematic areas covered by the journal, and the format for submissions to the journal.

In relation to the general ethos of the Journal of Perspectives in Applied Academic Practice, the journal exists not only for the publication of papers within our thematic scope but also as a collegiate and developmental platform for new authors, those new to journal reviewing, and for scholars who are seeking to gain experience in journal editing and publishing.

This developmental ethos manifests itself in a range of activities and opportunities that currently include the following:

  • Direct support for authors who are seeking to publish their first paper in one or more of the thematic areas of the journal, through assigning ‘critical friends’ from within the editorial team who will be happy to advise on the development of initial ideas for the formats of paper we publish. Prospective authors wishing to discuss an idea should in the first instance e-mail and consult the Author Guidelines.
  • Peer support for those new to reviewing The Journal of Perspectives in Applied Academic Practice welcomes academics with experience in the thematic areas of the journal, but who are new to the journal submission reviewing process, to become involved as reviewers for the journal. This will include an opportunity to work for an initial period of reviewing with a colleague who is already experienced as a reviewer. See our Reviewer Guidelines.
  • Editorial internships The journal will soon be offering editorial internships, normally two a year, for academics who are experienced in the thematic areas of the journal, have some publications of their own and experience as a reviewer, and who wish to develop knowledge and experience on the editorial side of journal publishing. Further information on our first round of editorial internships will be forthcoming.
  • Special issues The Journal of Perspectives in Applied Academic Practice welcomes the opportunity to work alongside colleagues in the field to develop Special Issues of the journal dedicated to particular themes or emerging areas of work. Having a good idea for a special issue, and being willing to take on Guest Editor responsibilities for the special issue (with support provided from the regular Editorial Team for the journal), is much more important than prior editing experience.



JPAAP Vol 5, No 1 just published!

New issue published today!  
Posted: 2017-01-25 More...

Time extended for proposals for special issue on Student Transitions

The deadline for proposals for the special issue on Student Transitions has been extended to 9 January 2017.  
Posted: 2016-12-20 More...

Proposal Form – Special issue on Student Transitions

The call for proposals for the next special issue of the Journal of Perspectives in Applied Academic Practice is now open. The focus of this issue is 'Student Transitions'.  
Posted: 2016-11-29 More...
More Announcements...

Vol 5, No 3 (2017)

JPAAP issue Vol 5, No 3.

Table of Contents

Editorial, Vol 5, No 3 PDF HTML
JPAAP Editors

Original Research

The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach PDF HTML
Amy Burge, Maria Grade Godinho, Miesbeth Knottenbelt, Daphne Loads
Using Generic Templates to Promote the Use of High Quality Learning Designs in Higher Education PDF HTML
Leanne Cameron
Trapped Deep Beneath the Sewage: Representation of the University in Popular Music PDF HTML
Peter Gossman, Sam Illingworth
Where Facebook Meets Plagiarism: An Investigation and an Intervention PDF HTML
Heather Alison McQueen, Cathy Shields
An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies PDF HTML
Edward John Noon
Development and Evaluation of a Reflective Log Assignment Designed to Enhance Postgraduate Psychology Students’ Learning Experience PDF HTML
Rachael Powell, Panos Vlachopoulos, Rachel Shaw
Exploring the University as an e-Textbook Provider of Scholarly Work PDF HTML
Frank Rennie, Keith Smyth, Gareth Davies, Scott Connor, Laurence Patterson
Students as E-Moderators – An Action Research Project PDF HTML
Anna Robb, Brenda Dunn
‘This is Not Something You Solve in Week One of Third Year’: Applying a Transitions Perspective to Honours Learning and Teaching in an Undergraduate Degree Programme PDF HTML
Abby Shovlin, Pamela Docherty

Reflective Analysis Papers

Designing for Learning in a MOOC: A Pedagogical Model in Disguise PDF HTML
Claire Leonie Donald, Elizabeth Ramsay, Inken Joerg

Case Studies

Preventing Plagiarism and Fostering Academic Integrity: A Practical Approach PDF HTML
Nicole Brown, Rosalind Janssen
Should We Teach Students How to Learn? PDF HTML
Sonia Moniz

Book Reviews

Book Review - Innovations in Learning and Teaching: Showcasing New Approaches to Higher Education PDF HTML
David Laughton

On the Horizon

Online Peer Mentoring and Collaborative Reflection: A Cross-institutional Project in Sports Coaching PDF HTML
John Stoszkowski, Liam McCarthy, Joana Fonseca
The ‘Imagined to the Reimagined’ Revival of Learning in Higher Education PDF HTML
T Wright

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ISSN: 2051-9788