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The Journal of Teaching and Learning for Graduate Employability (JTLGE)

JTLGE

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This journal is a scholarly forum for the dissemination of research and exemplary evidence-based practice in higher education teaching and learning for graduate employability.

Contributions are welcome in relation to any aspect of higher education teaching and learning which relates to the broad topic of graduate employability, including but not confined to:

  • How graduate employability can be evaluated, assessed, judged or measure
  • The relationship between graduate employability and the achievement of graduate attributes, professional competencies and skills and capabilities associated with civic engagement and global citizenship
  • Teaching and learning innovations, experiences, resources and assessments which enhance graduate employability
  • Industry partnerships and perspectives
  • Lifelong learning for capability and professional development.

We welcome the submission of scholarly papers (up to 8000 words for double-blind refereeing) on:

  • Research-based evaluations of innovations and practices
  • Scholarly investigations of the theoretical literature in the field, including new theoretical approaches derived from current literature
  • We particularly encourage papers which are partnerships between stakeholders (industry, graduates, students and academics).

Submissions to date include

  • Assuring curriculum quality for standards of graduate capability achievement
  • Portfolio approaches to the assessment of graduate capabilities
  • Work-integrated learning and authentic assessment across the spectrum (including service learning, scenario-based case studies, simulations, role play, field work, clinical placements, internships)
  • Career development learning
  • Building teaching staff capacity to model and assess graduate capabilities
  • Co-operative education and the implications for pedagogy.

The Journal of Teaching and Learning for Graduate Employability has a continuous publication system, offering scholars an efficient timeline for publication.

Editor
Professor Beverley Oliver, PVC Learning Futures, Deakin University

Deputy Editor
Ms Beatrice Tucker, Acting Director, Assessment and Quality Learning, Curtin University

Editorial Committee
Professor Stephen Billett, Emeritus Professor, Vocational and Adult Education, Griffith University

Dr Helen Chen, Designing Education Lab and Director of ePortfolio Initiatives, Stanford University

Mr Bruce Guthrie, Policy, Strategy and Stakeholder Relations Adviser, Graduate Careers Australia

Dr Sara Hammer, Learning and Teaching Support, University of Southern Queensland

Professor Lynne Hunt, Emeritus Professor, University of Southern Queensland, Adjunct Professor The University of Western Australia

Ms Judie Kay, Assistant Director, Careers and Employment, RMIT University

Associate Professor Kylie O'Brien, Director Assessment and Learning Design, Deakin Learning Futures

Dr Deborah Peach, Director, Work Integrated Learning, Faculty of Built Environment and Engineering, Queensland University of Technology

Professor Phil Race, Senior Fellow, Higher Education Academy, United Kingdom

Professor Geoff Scott, Emeritus Professor, University of Western Sydney

Associate Professor Kay Souter, Director Learning Environments, Research and Evaluation, Deakin Learning Futures

Dr Cassandra Star, Faculty of Social and Behavioural Sciences, Flinders University

Professor Ieva Stupens, School of Science and Technology, University of New England

Professor Sue Thompson, Emeritus Professor of Academic Development, Liverpool John Moores University

Professor Mantz Yorke, Visiting Professor, Department of Educational Research, Lancaster University

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