Teaching and learning for global graduates
This year's theme focuses on preparing for global graduates and the implications for teaching and learning. We trust that this year's keynotes, papers and presentations will be thought-provoking and inspiring, and conference delegates will leave with ideas and practical tips for enhancing their own teaching and for research into learning and teaching practices.
Table 1 presents TL Forum's standard summary of numbers of submissions and outcomes. As we now have five years of data accumulated under the current review criteria (namely two categories of Refereed paper publication, Research and Professional practice), it is timely to ask whether we can discern any interesting trends. Table 2 is an attempt at an 'overview'.
|Category (a)||Submitted (b)||Accepted||Rejected||Offered||Withdrawn(b)||Net outcome(b)|
|Ref prof prac||14||5||9(d)||8(e)||1||7|
|Year||Research||Professional practice||Abs only|
Table 2 shows that TL Forum's review process receives more submissions in the Research category (about 65%, 5-year average) compared with Professional practice (about 35%). Acceptance rates (5-year average) tend to be higher for Professional practice (about 61%) compared with Research (about 45%). As about 16% of submissions in Research are offered publication in Professional practice, the average numbers published per year in the two categories are similar (columns 3 and 7). Whilst there is considerable variation in each year's number of submissions in all categories (column 9), the acceptance rate summed over all categories (column 10) is consistently high, notwithstanding relatively low acceptance rates for the Refereed paper categories, especially Research. This reflects TL Forum's tendency to make liberal offerings of the Abstract only publication category to authors who were not accepted for Refereed publication. Although only 59% of submissions are for Abstract only publication (column 8), 73% of total offers (column 10) are in this category. This tendency, applied consistently over the years and well-supported by authors, is in accord with our desire to project TL Forum as "a popular avenue for presenting, discussing and 'working up' research and professional practice topics in university teaching and learning, in contrast to being an avenue for the final publication of completed projects." (TLF, 2008).
We express the hope that TL Forum presentations, in all categories of publication, will encourage and help authors to continue developing their research and professional practice topics for future publication in a journal, a book chapter or a conference proceedings. If going in this direction, we recommend that you include an Acknowledgement paragraph in your paper, stating that an earlier (or summary, or preliminary, etc) version of it was presented at Teaching and Learning Forum, and give the URL for your abstract or full paper. Generally, most editors will note with approval that your paper has been 'worked up' and 'tested' in a peer group environment (though they should delete such a paragraph before sending the paper out for double blind review!). In the increasingly competitive matter of getting your research into a Tier A* or Tier A journal (ARC, 2008), 'working up' through a conference presentation may be especially worthwhile.
As we prepare for the 2009 academic year, we wish all colleagues best wishes for a fruitful and stimulating Forum.
TLF (Teaching and Learning Forum) (2008). TL Forum 2008: Proceedings - Welcome and Editorial. http://otl.curtin.edu.au/tlf/tlf2008/editorial.html
|Please cite as: TL Forum (2009). Welcome. In Teaching and learning for global graduates. Proceedings of the 18th Annual Teaching Learning Forum, 29-30 January 2009. Perth: Curtin University of Technology. http://otl.curtin.edu.au/tlf/tlf2009/editorial.html|
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