Publikasjoner

Uniped – Tidsskrift for universitets- og høgskolepedagogikk

Uniped publishes research that sheds light on education quality, learning and teaching at universities and university colleges. Articles are mainly conceptual, empirical and practice-based, and we also publish reviews of new, relevant book releases.

Uniped is an open access scholarly journal. As such, it is freely available online, and published only in digital format. Uniped aims to have an extensive content where different disciplines and professions are represented. Articles are peer reviewed by researchers outside the editorial board, and the journal is rated at level 1 in the Norwegian Association of Higher Education’s list of approved academic publication channels.

 


Nordic Studies in Education

Nordic Studies in Education publishes articles, information and debate on subjects within, and of relevance for, education in the Nordic countries. In particular, the journal focuses on Nordic dimensions of education. Through peer reviewed research articles, through debate, and through information on current issues, educational problems are presented from various points of view.

The journal is a source of information on the various Nordic research environments, and a source of information for publications, conferences and other events. Its target audiences are researchers, educators at different levels, and readers with a general interest in the field of education.

 


International Journal for Academic Development

The International Journal for Academic Development (IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally.

The editors welcome submissions of articles, reflections on research, reflections on practice, and book reviews. Contributions should explore the wider implications for academic/educational developers by both drawing on and connecting back to the literature.