Submissions

Inquiry Article

Inquiry Articles explore pedagogical, educational, and academic development topics, incorporating empirical observations and theoretical perspectives, with a focus on Norwegian SoTL/SoAD. While authors may choose their preferred structure, a modified IMRAD format is recommended.

Key Features:

• Investigates teaching and student learning across various contexts in Norwegian higher education.
• Provides a clear, theoretically and contextually grounded rationale within international, national, or local research fields.
• Articulates a well-defined research question or hypothesis.
• Discusses the role of students in the inquiry, such as co-investigators or collaborators.
• Employs a sound methodology appropriate to the research question or hypothesis.
• If empirical, includes data aligned with the stated research question.
• Presents justified conclusions based on data or reasoning.
• Contributes to the advancement of SoTL/SoAD knowledge in Norwegian higher education.

Author Guidelines:

• The submission cannot be published previously and cannot be under review for another publication outlet.
• Submissions must be in Microsoft Word format using the provided Word template (docx) or in PDF format if you use the LaTeX template (zip, created by Etienne Cheynet).
• Manuscripts may be written in Norwegian, Swedish, Danish, or English.
• The first page must include the title, abstract(s), author information, and keywords.
• Specify "Inquiry Article" as the manuscript type.
• Provide full author details, including one designated corresponding author. If first authorship is shared, indicate this via a footnote.
• Include an English abstract (up to 250 words). If written in Norwegian, Swedish, or Danish, an abstract in that language must also be provided (up to 250 words).
• Provide 2-5 keywords in both English and the article's language (if applicable).
• Manuscripts should not exceed 6,000 words, excluding the abstract and references.
• Authors must obtain permissions for previously published materials.
• Adhere to the formatting template, ensuring all tables and figures have captions and appear within the main text. Additionally, submit high-resolution versions as separate files.
• Use APA 7 for referencing, ensuring all citations are accurately matched to references. Provide URLs where available.
• Include funding details and disclosure statements as required.

Thinking Piece

Thinking Pieces offer reflective, experience-based contributions that explore transformative teaching practices and pedagogical insights within higher education. These submissions enrich the discourse on SoTL by integrating practical and theoretical perspectives.

Key Features:

• Shares personal experiences, insights, and educational philosophies.
• Engages with SoTL by discussing challenges, innovations, and transformative practices.
• Analyzes educational practices at all levels: from micro (classroom-based) through meso (study program) to macro (institutional/systemic) levels.
• Balances personal narratives with theoretical insights and critical analysis.

Author Recommendations:

• Use your own, personal voice, as author (we recommend to not using generative AI for Thinking Pieces).
• Use concrete examples to illustrate key points.
• Engage in deep reflection, addressing both successes and challenges.
• Structure the manuscript clearly, with an introduction, body, and conclusion.
• Maintain an academic yet accessible tone that integrates narrative storytelling and scholarly reflection.
• Connect reflections to broader educational theories and trends.
• Discuss future implications for teaching practices.
• Ensure confidentiality by anonymizing or omitting identifying details of students and colleagues.

Author Guidelines:

• The submission cannot be published previously and cannot be under review for another publication outlet.
• Submissions must be in Microsoft Word format using the provided Word template (docx) or in PDF format if you use the LaTeX template (zip, created by Etienne Cheynet).
• Manuscripts may be written in Norwegian, Swedish, Danish, or English.
• The first page must include the title, author information, and keywords.
• Specify "Thinking Piece" as the manuscript type.
• Provide full author details, including one designated corresponding author. If first authorship is shared, indicate this via a footnote.
• Provide 2-5 keywords in both English and the article's language (if applicable).
• Manuscripts should be 2,000-3,000 words, including abstract and references.
• Authors must obtain permissions for previously published materials.
• Adhere to the formatting template, ensuring tables and figures have captions and appear within the main text. Additionally, submit high-resolution versions as separate files.
• Use APA 7 for referencing, ensuring all citations are accurately matched to references. Provide URLs where available.
• Include funding details and disclosure statements as required.

Editorial Assessment and Evaluation Criteria 

Thinking Pieces undergo an editorial assessment conducted by members of the NorSoTL editorial team. Unlike Inquiry Articles, Thinking Pieces are not subject to a formal external peer-review process.

The editorial team assesses submissions based on their scholarly relevance, originality, critical reflection, and potential to stimulate meaningful discussion about teaching and learning in higher education. Where appropriate, the editorial team may consult additional subject experts to support its assessment.

The following criteria guide the editorial assessment:

• Originality and contribution: The extent to which the manuscript offers original perspectives, critical insights, or thought-provoking contributions to the Scholarship of Teaching and Learning (SoTL) and/or the Scholarship of Academic Development (SoAD).

• Scholarly grounding: The meaningful engagement with relevant educational research, theories, professional experiences, or scholarly debates.

• Critical reflection: The depth and quality of reflection on teaching and learning practices, including consideration of challenges, limitations, and alternative perspectives.

• Relevance: The significance of the contribution for understanding, questioning, or improving teaching and learning in higher education.

• Engagement: The potential to stimulate scholarly discussion, reflection, and exchange among educators and researchers.

• Clarity and coherence: The logical organization, accessibility, and clarity of the argument and presentation.

The editorial team provides feedback to authors and may request revisions before making a final publication decision. Final acceptance is determined by the editorial team.

Thinking Pieces are published as editorially assessed scholarly contributions rather than externally peer-reviewed scientific articles.

Original Idea

The Original Idea format invites educators to present innovative educational practices, such as novel course designs, assessment formats, or teaching methodologies, that have not previously been implemented within their disciplinary field. Empirical evaluation is not required; instead, the focus is on showcasing creativity and inspiring fellow educators.

Key Features:

• Introduces a novel educational practice (e.g., course design, classroom activity, assessment format, etc.).
• Specifies learning objectives and educational contributions.
• Provides a theoretical rationale.
• Describes the educational practice, including necessary preparation, materials, and implementation process.
• Shares reflections on the practice, ideally including student perspectives, potential challenges, and transferability to other disciplines.

Author Guidelines:

• The submission cannot be published previously and cannot be under review for another publication outlet.
• Submissions must be in Microsoft Word format using the provided Word template (docx) or in PDF format if you use the LaTeX template (zip, created by Etienne Cheynet).
• Manuscripts may be written in Norwegian, Swedish, Danish, or English.
• The first page must include the title, abstract(s), author information, and keywords.
• Specify "Original Idea" as the manuscript type.
• Provide full author details, including one designated corresponding author. If first authorship is shared, indicate this via a footnote.
• Include an English abstract (up to 250 words). If written in Norwegian, Swedish, or Danish, an abstract in that language must also be provided (up to 250 words).
• Provide 2-5 keywords in both English and the article's language (if applicable).
• Manuscripts should be 700-2,000 words, excluding the abstract and references.
• Authors must obtain permissions for previously published materials.
• Adhere to the formatting template, ensuring tables and figures have captions and appear within the main text. Additionally, submit high-resolution versions as separate files.
• Use APA 7 for referencing, ensuring all citations are accurately matched to references. Provide URLs where available.
• Include funding details and disclosure statements as required.

Editorial Assessment and Evaluation Criteria 

Original Ideas undergo an editorial assessment conducted by members of the NorSoTL editorial team. Unlike Inquiry Articles, Original Ideas are not subject to a formal external peer-review process.

The editorial assessment focuses on the originality, educational relevance, scholarly grounding, and potential applicability of the proposed educational innovation. Where appropriate, the editorial team may consult additional subject experts to support its assessment.

The following criteria guide the editorial assessment:

• Originality and innovation: The novelty of the proposed educational practice and its potential to introduce new approaches or perspectives to teaching and learning in higher education.

• Educational relevance: The significance of the proposed innovation for teaching practices, student engagement, or student learning.

• Scholarly grounding: The extent to which the proposed practice is informed by relevant educational theory, research, professional experience, or scholarly literature.

• Clarity and feasibility: The clarity of the description, intended learning objectives, and practical implementation requirements.

• Critical reflection: The consideration of potential benefits, challenges, limitations, and student perspectives.

• Transferability: The potential relevance or adaptability of the proposed practice to other courses, disciplines, or educational contexts.

• Potential contribution: The extent to which the idea may inspire further experimentation, scholarly discussion, or educational development.

Empirical evaluation of the proposed innovation is not required for this publication format. However, submissions should demonstrate sufficient scholarly grounding and critical reflection to make a meaningful contribution to educational practice and discussion.

The editorial team provides feedback to authors and may request revisions before making a final publication decision. Final acceptance is determined by the editorial team.

Original Ideas are published as editorially assessed contributions rather than externally peer-reviewed scientific articles.