Journal Guide

The Journal of Academic Ethics is an interdisciplinary, peer reviewed journal devoted to the examination of ethical issues related to all aspects of post-secondary education, primarily within a university context.

The journal will provide a forum for the publication and discussion of original research on a broad range of ethical considerations in research, teaching, administration and governance. In the presence of the rapidly changing global knowledge economy, there is a need for sustained inquiry into the values, purposes and functions of the world's principal institutions responsible for the creation and dissemination of knowledge. The Journal of Academic Ethics aims to encourage, foster and promote this inquiry.

Representative areas of investigation include ethical considerations in: Research e.g.,
Selection of research subjects and research methods: Treatment of human and animal subjects:
Treatment of diversity regarding race, gender, class, ethnicity:
Referencing and citation behaviour:
Grant and funding assessments:
Publication editing, refereeing processes and procedures:
Conflicts of interest:
Plagiarism, deception, fraud: and
Graduate training versus exploitation of graduate students. Teaching e.g., Broader education, including ethical education, versus disciplinary specialization:
Character deportment with respect to treatment of students, colleagues, staff - harassment, discrimination, exploitation:
Commitment to learning, keeping current in area of specialization:
Performance standards - assignments, examinations, grading, office hours, mentoring, consultations:
Carrying on the tradition (i.e. the Canon) versus challenging tradition:
Graduate training versus exploitation of graduate students: and
Online graduate and undergraduate education. Service e.g., To the institution:
To the profession:
To the larger commu, nity:
Institutional versus individual outreach:
Popularization and professional standards:
Volunteering and merit assessment: and
The role of the citizen scholar. Administration e.g., Accountability and management to all shareholders (students, the State, private and corporate donors, the public):
Philanthropy, conditionality and university autonomy:
Tenure and academic freedom:
Collective agreements:
Disciplinary matters:
Recruitment and retention (competition for students and faculty):
Administration of scholarships and bursaries:
Leadership, integrity and compromise:
Performance indicators, individual and institutional: and
Private goods and public goods. Governance e.g., Selection of Governors and Trustees:
Role of Boards of Governors, Trustees in management:
Role of government in management: and
Role of faculty and students in management. Contributions: The journal publishes articles, short research notes, letters and book reviews.

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The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide.The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-à-vis a listing of educational objectives associated with the case.The Best Practices section includes individual and institutional practices related to, for example, student recruitment, student advising, student retention, alumni relations, and efforts to integrate accounting practice and accounting education. These articles are typically shorter in length than Main Section (i.e., research-based) articles. While such papers do not need evidence obtained on the basis of an experimental design (e.g., pre- versus post-test comparison), some evidence regarding the value or benefit of the best practice should be included, along with a discussion of relevant costs (out-of-pocket as well as opportunity costs, such as faculty time, practitioner involvement, etc.). Finally, note that the JAEd publishes manuscripts on all topics that are relevant to accounting education, including uses of technology, learning styles, assessment, curriculum, and faculty-related issues.

The Journal of Adult Theological Education is an academic, peer-reviewed journal that promotes dialogue among those involved in adult theological education, whether aimed at the laity or ministry. Its perspective is both international and ecumenical. Its contribution to this field is both theoretical and practical and we encourage original research. The journal welcomes articles and book reviews or proposals for themed issues on specific aspects of the field.

JATE began life as a British Journal reflecting on methodology and pedagogy in adult theological education and that has remained the focus since it became an international journal from 2005. As we emphasise reflection and research on pedagogy (some would use the term andragogy) we make a particular contribution and therefore complement more technically focussed journals such as Theological Education and Teaching Theology and Religion.

Articles range widely; adult faith formation in congregations through both formal and informal learning; aspects of pedagogy and ministerial formation in formal university, seminary and theological college settings; lifelong learning for ministers, to name a few. We welcome articles from first-time researchers and writers who have not published yet. We seek to expand the breadth of the journal such that we welcome articles from faiths other than Christian and from as wide a range of countries and places as theological education takes place.

Journal of Adventure Education & Outdoor Learning is the official journal of the Institute for Outdoor Learning. The main purpose of the journal is to provide a central point for the publication and dissemination of research and scholarship on adventure and the 8216;outdoors' as media for learning as well as recreation. It aims to promote dialogue, research, thinking, teaching and practice from critical perspectives in the fields of adventure education and outdoor learning. It intends to publish papers concerned with social, cultural, political, ethical and environmental issues in the outdoor studies field.Outdoor Learning is a broad term that includes: outdoor play in the early years, school grounds projects, environmental education, recreational and adventure activities, personal and social development programmes, expeditions, team building, leadership training, management development, education for sustainability, adventure therapy.Adventure Education refers to educational implications of activities which are perceived to have elements of personal, social or psychological risk.Papers that report on research with a wide international interest are especially welcome as are papers engaging with critical, theoretical and methodological perspectives.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the Institute for Outdoor Learning makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Institute for Outdoor Learning and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Institute for Outdoor Learning.

Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited.

The Journal of Applied Security Research: Prevention and Response in Asset Protection, Terrorism and Violence (re-titled from the Journal of Security Education to reflect a more comprehensive focus) is a one-stop resource on security research, education, and training programs that will help scholars, educators, practitioners, and students meet the increasing need for security in the United States. The journal is the official journal of the Security & Crime Division of the Academy of Criminal Justice Sciences and is affiliated with the Academy of Security Educators and Trainers and Protect New York -- a new academic organization representing faculty from a variety of disciplines and colleges and universities, including the State University of New York system. The journal presents the latest developments in theory, practice, research, and assessment with an emphasis on up-to-date methods, techniques, and technology. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The Journal of Architectural Education (JAE) has been published since 1947 for the purpose of enhancing architectural scholarship in design, history, urbanism, cultural studies, technology, theory, and practice. Published on behalf of the Association of Collegiate Schools of Architecture, JAE appears twice annually in October and March, with the October issue being the first of a new volume.

Journal of Behavioral Education is an international forum devoted to publishing original research papers on the application of behavioral principles and technology to education and on the use of within subject replication designs to study educational issues, problems, and practices. The journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting--and education is defined broadly. Discussion articles and critical reviews also are published.

The principal aim of Journal of Beliefs & Values is to focus critical enquiry relevant to four fields of study:theologyreligious studiesreligious educationvalues in educationThe journal welcomes international, interdisciplinary and ecumenical debate.The distinctive contributions of the journal include:theological reflections on educationeducation in religionspirituality in educationempirical perspectives on religionspiritual life of children and adultsJournal of Beliefs & Values maintains a specific interest in the scriptures of the major world faiths, especially their use in teaching within a multi-cultural context, in school, college and university.Particular emphasis is placed on the interface between the theory and practice of religion and education, including research in formative factors like gender, race and religious pluralism.Each edition of the journal will contain four main sectionsmajor articles, subject to peer reviewbrief research reports, subject to peer reviewnotes on work in progress, limited to 150 wordsbook reviewsPeer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. The referees consist of the members of the Editorial Board supplemented as necessary by the additional expertise of relevant specialists in accordance with the content of the article being reviewedDisclaimer for Scientific, Technical and Social Science publications:Taylor & Francis make every effort to ensure the accuracy of all the information (the Content ) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed. Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous referees. Disclaimer for Scientific, Technical and Social Science publications The Society of Biology and Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, The Society of Biology and Taylor & Francis, and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of The Society of Biology and Taylor & Francis.

This journal presents research that aims to improve current cancer education techniques and solve current problems that exist in educating patients, and strengthening existing programs. The Journal of Cancer Education serves as the ideal source to educate physicians, dentists, nurses, students, social workers as well as other allied health professionals, patients, and the general public in various aspects of cancer education techniques and current problems. International in scope, the journal features a varied editorial board made up of MDs and PhDs working in the field, who see the importance of disseminating information about improving cancer education worldwide.