AIMS AND SCOPE
The Work Based Learning e-journal has a clear focus upon practice and especially the spaces that connect higher education with work practices (paid and unpaid). Our intention is for our journal publications to raise debate, generate ideas and drive change. We aim to take relevant, high quality critical developments, ideas and research to our international readership who include researchers, students and specialists in a wide variety of professional and academic areas.
We support an inclusive approach to research that encompasses research data and the purposive role of experiential knowledge in the evaluation of research. Research articles and other articles in our Dialogue and Debate section reflect ‘real world’ thinking and have relevance to actual change initiatives brought about by researchers and developers who are often practitioner-researchers seeking to develop their own or their profession’s area of practice. Articles written by academics are often in the cross disciplinary areas of work based learning and professional practice.
We bring together research with the experience and expertise of practitioners to inspire practices that enhance the social good. Through informed debate on theory and practice we address pertinent topics raised by university teachers concerning learning and teaching in the professions and the innovative developments of specialists who wish to underpin their practice with research.
We consider a wide range of research outputs including articles suitable for peer review, summaries of ideas and projects and examples of good practice. We advocate prompt turnaround from submission to publication, transparency, easy access to publication and reaching a wide audience across professional, community and academic spheres.
The journal publishes articles with strong impact implications for practice and policy development. Providing broad international coverage of issues, developments and innovation, the journal particularly showcases work in the pedagogical areas relating to professional and practice-based doctorates and taught programmes that include work based learning.
Peer Review
All articles in the peer review section of the journal have undergone double blind peer review and all published contributions have had initial editor screening.
We support an inclusive approach to research that encompasses research data and the purposive role of experiential knowledge in the evaluation of research. Research articles and other articles in our Dialogue and Debate section reflect ‘real world’ thinking and have relevance to actual change initiatives brought about by researchers and developers who are often practitioner-researchers seeking to develop their own or their profession’s area of practice. Articles written by academics are often in the cross disciplinary areas of work based learning and professional practice.
We bring together research with the experience and expertise of practitioners to inspire practices that enhance the social good. Through informed debate on theory and practice we address pertinent topics raised by university teachers concerning learning and teaching in the professions and the innovative developments of specialists who wish to underpin their practice with research.
We consider a wide range of research outputs including articles suitable for peer review, summaries of ideas and projects and examples of good practice. We advocate prompt turnaround from submission to publication, transparency, easy access to publication and reaching a wide audience across professional, community and academic spheres.
The journal publishes articles with strong impact implications for practice and policy development. Providing broad international coverage of issues, developments and innovation, the journal particularly showcases work in the pedagogical areas relating to professional and practice-based doctorates and taught programmes that include work based learning.
Peer Review
All articles in the peer review section of the journal have undergone double blind peer review and all published contributions have had initial editor screening.