Gateway Papers

Through conversations with ITMS and Library and Learning Services, we are in the process of setting up a green open access journal for pedagogic and education research at DMU, which would incorporate research across a range of sectors, settings and themes. This might include work in Universities, Colleges, prisons, community settings, schools, and so on.

We had a journal of pedagogic research in higher education called Gateway Papers. There were two issues of this journal, in 2010 and 2011. The journal was peer-reviewed, for staff and students engaged in pedagogic research. It was interdisciplinary in approach, drawing from expertise in all areas of the University.

Below, we have amended the original aims and scope of Gateway Papers as a draft upon which our new editorial board will be working.

We would like a reinstated Gateway Papers to be owned by our pedagogic and education research community at DMU. We would like the journal to demonstrate the emerging depth and breadth of relevant research at DMU. A secondary gain for us would be to support staff in the process of running a journal, in terms of reviewing articles, being members of the editorial board, being journal editors or editors of special issues. If appropriate, this might help you in your career development.

ACTION: If you have any comments on the scope or aims, or if you would like to be involved in the governance of Gateway Papers as a reviewer or member of the editorial board, please email Richard Hall or Sarah Younie.

Aims and Scope

Gateway Papers is a peer-reviewed journal that reflects critically on learning and teaching in the changing contexts of education.

The journal invites students, staff and practitioners to explore their pedagogic and education practices in the light of changes in their institutions, national education policies, the strategies of international agencies and developments associated with the ‘knowledge economy’. The journal is interdisciplinary in scope.

The readership spans practitioners, researchers and students. It includes undergraduates and postgraduates interested in analysing their experience at university, early career academics, experienced teachers in higher education, and researchers engaged in a range of education settings.

The journal welcomes submissions in a variety of formats, including multimedia and text. Where appropriate, a range of methodological approaches are welcomed, including action research, participative action research, ethnography, grounded theory, case studies, and narrative theory. Submissions are grouped in three sections. First, full papers including critiques of policy, reports of research, case studies, and theoretical and methodological discussions of pedagogic and education research. These papers will be between 3-5000 words. Second, sharing practice papers with accounts and reflections on pedagogic practice, such as trials of new technologies, engagements with research-informed teaching, or the idea of students-as-producers. These papers will be between 1500-3000 words. Third, review papers providing critical discussions on new resources for those involved in pedagogic and education research and/or practice. These papers will be between 1500-3000 words.

The aims of the journal are:

  1. to foster and support dialogue between members of the DMU community (for instance academic staff and learning developers, UG and PGR students, and external project partners) engaged in pedagogic and education research in the full-range of settings for learning;
  1. to act as a bridge between REF and TEF activities, by establishing a distinctive scholarship culture and sharing innovative practice;
  2. to enable collaborative, interdisciplinary and cooperative pedagogic and education research; and
  1. to provide a stepping stone for further external publication at both national and international-levels.