SoTL@SHU

This page provides information about institutional SoTL special issues at Sheffield Hallam University. More information about SoTL@SHU is available at our external facing LTA website. For the latest externally open special issue calls for papers, please visit the Call for Papers page.

Sheffield Hallam University Conference Proceedings Special Issue 2026

We are delighted to now open our call for papers for the second issue of JoSTLE. In this issue we are publishing full papers from the Sheffield Hallam University Learning, Teaching and Assessment and SoTL Conference, July 2026. Issue 1 was our conference book of abstracts and was published for the conference on 7 July 2026. Presenters at the conference are now eligible to submit full papers for this issue.

Eligibility to Submit

Authors who presented at the Sheffield Hallam University Learning and Teaching Conference (July 2026) are invited to submit a paper for consideration in the conference proceedings issue of the Journal of Scholarship of Teaching and Learning Enquiry (JoSTLE). Presenting at the conference does not guarantee publication. All submissions will be peer reviewed, and publication decisions made following that review. JoSTLE takes a practice and development stance, and authors will be supported to reach publication as much as possible. Note that all types of conference presentation are eligible (i.e. workshops, posters, presentations, roundtables etc.)

Types of Papers Accepted

Authors may submit one of the following paper types. The conference presentation format does not have to map directly to the paper type, but the topic and substance of the original abstract and presentation should be maintained:

  1. Original Research: Report systematic inquiry into learning, teaching, or assessment; clearly articulated research questions or aims; appropriate methodological design and ethical considerations; and evidence-informed discussion linked to existing literature. Expected sections include Abstract, Keywords, Introduction, Literature Review, Methods, Results, Discussion, Conclusion. Indicative length: 5,000–7,000 words.
  2. Reflective Analysis: Critically reflect on professional practice, leadership, educational development, or pedagogic decision-making through a reflexive lens and aligned to a theoretical positioning. Indicative length: 3,000-5,000 words.
  3. Practice Case Study: Present an evaluation of a specific educational intervention, innovation, module, programme, or project, drawing on evidence of impact and relevant literature. Indicative length: 3,000–5,000 words.
  4. Method Papers (inc. workshops): Focus on the design, implementation and evaluation of methods, approaches or processes used in educational inquiry, educational development, or professional learning activities. Papers should make methodological insights transferable beyond the immediate context. Indicative length: 3,000–5,000 words.
  5. Opinion or Position Papers: Arguments for a particular approach or perspective on scholarship of teaching and learning. Indicative length: 2,500–4,000 words (including references).
  6. Innovation Reports: Describe and evaluate a new pedagogic approach, technology, curriculum design, assessment practice, or educational initiative. Papers should provide evidence of effectiveness, lessons learned, and implications for wider adoption. Indicative length: 2,500-4,000 words.

Author Guidelines

All papers should:

  • be written in clear, accessible academic English
  • use British English spelling
  • avoid unnecessary jargon and explain specialist terms
  • demonstrate alignment with the principles of Scholarship of Teaching and Learning
  • explicitly connect practice to evidence, literature, or theory
  • and include a clear statement of ethical considerations, including student involvement.

Peer Review Approach

The special issue will use a developmental peer review model, aligned with the ethos of SoTL@SHU. This means:

  • reviewers will provide constructive, supportive feedback
  • authors may be invited to revise and resubmit
  • the focus will be on strengthening scholarly quality rather than gatekeeping

All papers will be reviewed by at least two reviewers, overseen by the issue editorial team.

Submission Process

Submissions will be made via the journal’s online submission system. Authors will be asked to:

  • indicate that the submission relates to their presentation (inc. all types of presentations including posters, research papers, workshops, etc.) which was given at the SHU Learning and Teaching Conference 2026.
  • confirm that the paper is not under consideration elsewhere and has not been published previously

Key Dates and Deadline

The following timeline is designed to allow authors time to develop conference outputs into publishable scholarship.

Stage

Date (Provisional)

Conference takes place and call for full papers opens

10 July 2026

Submission deadline

Friday 2 October 2026

Peer review feedback returned

Friday 30 October 2026

Revised papers due for second round peer review

Friday 14 December 2026

Final acceptance decisions and initiate copy editing

Friday 15 January 2027

Completion of copy editing and editorial tasks

Friday 26 February 2027

Publication date

1 March 2027