Welcome to the Sheffield Hallam Journals site. Here you will find our open access peer-reviewed journals. For details of how to submit an article, please see the individual journal sites. All articles are free to submit, publish, and read. Authors retain the copyright in their articles and can add them to institutional and other repositories. For further licensing details see the individual journal information.

Journals

  • Journal of Marlowe Studies

    ISSN 2516-421X

    Journal of Marlowe Studies is an open access journal which will publish peer-reviewed essays on Christopher Marlowe with the support of both the Marlowe Society (which is based in the UK) and the Marlowe Society of America. 

    There will be no discussion of the so-called authorship question and we will not print ad hominem attacks.

  • People, Place and Policy

    An independent forum for academic debate on the challenges faced by contemporary society.

  • UFHRD Conference Proceedings

    This journal contains submissions to the UFHRD conference. The initial submissions were peer reviewed prior to acceptance at the conference. Authors were then invited to put their abstract and paper and/or presentation forward for inclusion.

    The papers are issued with a CC-BY licence.

  • The Journal of Technology Enhanced Learning, Innovation & Change

    TELIC IS NO LONGER ACTIVE. THIS IS AN ARCHIVE.

    The TELIC e-journal was an online peer-reviewed journal published by the Sheffield Institute of Education, Sheffield Hallam University, for professionals in education who are working in, or who are interested in, the field of educational technology and technology enhanced learning.

  • Journal of FinTech and Artificial Intelligence in Finance

    FinTech and AI in Finance (FinTAF)

    ISSN 2756-2964

    FinTech and AI in Finance (FinTAF) publishes papers from the FinTAF conferences hosted by the Sheffield Business School at Sheffield Hallam University and partners. 

    The aim of FinTAF is to explore current developments within the FinTech industry, assess the key issues faced and delve deeper into a sustainable transformation of the financial world.

  • Student Engagement and Experience Journal

    PLEASE NOTE: SEEJ IS NO LONGER IN PUBLICATION. PLEASE DO NOT SUBMIT MANUSCRIPTS TO THE JOURNAL. 

    The Student Engagement & Experience Journal (SEEJ) was an online peer-reviewed journal published by Sheffield Hallam University. The journal aimed to reflect innovation in academic practice and support.

  • Early Modern Literary Studies

    Early Modern Literary Studies (ISSN 1201-2459) is a refereed journal serving as a formal arena for scholarly discussion and as an academic resource for researchers in the area. Articles in EMLS examine English literature, literary culture, and language during the sixteenth and seventeenth centuries; responses to published papers are also published as part of a Readers' Forum. Reviews evaluate recent work as well as academic tools of interest to scholars in the field. EMLS is committed to gathering and to maintaining links to the most useful and comprehensive internet resources for Renaissance scholars, including archives, electronic texts, discussion groups, and beyond.

    EMLS is published by agreement with, and with the support of, the Humanities Research Centre, Sheffield Hallam University.

    PLEASE NOTE: We are currently experiencing some issues with our system's registration facility. If you would like to make a submission and do not have a user profile with us, please contact Daniel Cadman on d.cadman@shu.ac.uk.

     

    For EMLS content from 2012 to 2022 (Issues 16.3-22.1 and Special Issues 21-28), see https://extra.shu.ac.uk/emls/journal/index.php/emls/index

     

    For EMLS content from 1994 to 2012 see http://extra.shu.ac.uk/emls

  • JoSTLE Logo of an open book with decorative stars

    Journal of Scholarship of Teaching and Learning Enquiry

    The Journal of Scholarship of Teaching and Learning Enquiry (JoSTLE) is a peer reviewed diamond open access publication dedicated to advancing thoughtful, evidence informed approaches to learning, teaching and assessment in higher education and related contexts. The journal provides a platform for educators, researchers and professional staff to share scholarly work that critically examines practice, explores innovation and contributes to the wider Scholarship of Teaching and Learning (SoTL) community.

    Note that JoSTLE is current a special issue only journal, and papers are accepted following submissions of a proposal for a specific call for papers or after a specific invitation to submit. We hope to broaden the scope for open submissions in the future.