A Quick Flick Through Journals

A brief look at some journals published in the last few years suggests that there are no particular 'trendy' areas for investigations of teaching and learning at the higher education level. Even though the foci of articles are divergent, they can be broadly grouped under those that investigate perspectives and experiences of policy makers and administrators, of academics and of students.

Julius, Baldridge and Pfeffer (1996) attempted to capture the common concerns of the 'upper echelon' by inventing a memorandum from Machiavelli to leaders of universities and colleges. Part of the memorandum reads

You discussed technology, distance learning, diversity, student services, the need for alternative criteria to evaluate faculty, new relationships with unions, funding, and student and alumni constituencies. You discussed how the role of university, with the state, the city, and the federal government will change. You cited emerging relationships with the business community...(p. 113-114)

The impact of some of these issues on academics and students has been considered in journals such as Innovation in Education and Training International, Teaching in Higher Education, Studies in Higher Education, The Journal of Higher Education, Research in Higher Education and Higher Education Research and Development. These journal articles discuss the

• benefits and problems associated with using computers and other media in teaching and learning, including distance learning, for both staff and students
• learning needs of, and possible means to facilitate learning in, a diverse group of students
• aspects of better quality teaching and how to promote them
• issues related to assessment and evaluation of teaching and/or learning.

Articles that relate to academic staff development frequently argue in favour of reflective practice. Reflection is seen as a means to enhance teaching as well as deeper level learning among students.

• Julius, D., Baldridge, J. & Pfeffer, J. (1996). A Memo from Machiavelli. The Journal of Higher Education, 70(2), 113-133.