About the Journal

Focus and Scope

The Journal of Teaching and Learning for Graduate Employability (JTLGE) publishes Scholarship of Teaching and Learning (SoTL) research and evidence‑based practice about how higher education teaching and curricula enable graduate employability. 
We prioritise studies that investigate teaching practices, curriculum design, assessment and educational development that build students’ capabilities for work and life. 

Scholarship of Teaching and Learning (SoTL) refers to systematic, evidence informed inquiry into teaching and learning that is made public, open to peer review, and intended to improve educational practice and student learning beyond a single local context. 

What we publish 

We welcome submissions that advance SoTL in one or more of the following areas: 

1. Policy, frameworks and success measures in curricula: Research that critically examines how employability is defined, taught, assessed and evidenced in higher education; linking curriculum and pedagogy to graduate attributes, professional capabilities, citizenship and lifelong learning.
2. The future of work and implications for teaching: Studies showing how universities adapt teaching and assessment for evolving labour markets and the digital economy (e.g., micro‑credentials, AI‑enabled practice, entrepreneurship), with clear pedagogical or curriculum contributions.
3. Teaching practice, curriculum innovation and student success: Empirical, theoretical or design‑based work on work‑integrated learning (WIL) and embedded careers and employability learning; experiential pedagogies; academic integrity and professional identity formation; assessment artefacts and portfolios; approaches that enhance belonging, and/or transition and capability development.
4. Educators, educational development and the academy: Research on preparing and supporting educators (including career practitioners, academic developers, learning designers) to enact employability curricula; building institutional capacity for SoTL in employability across roles and career stages. 

Out of scope (desk‑reject without review) 

To reduce confusion, especially where “employability” is conflated with “employment outcomes”, JTLGE does not publish: 

• Tracer studies, graduate destination surveys and papers focused on employment outcomes or labour‑market statistics without a clear connection to teaching, curriculum, assessment or educator practice. 
• Human‑resources or employer‑needs analyses that do not examine implications for higher‑education pedagogy or curriculum. 
• Pure policy commentaries lacking an evidence‑informed educational focus (e.g., no curricular/teaching implications). 
• Practice reports that describe services or activities but do not provide scholarly analysis, evaluation or theoretical contribution to SoTL. 
• Small‑scale practice evaluations or pilot activities that are highly localised, replicate well‑established outcomes or offer limited transferable insight without a clear scholarly contribution to SoTL, curriculum design or teaching practice. 

Authors are encouraged to review the submission templates and rubrics below when considering fit, as these articulate the specific expectations for each submission type.

JTLGE has a continuous publication system and aims to provide a prompt and efficient review process. All submission undergo a constructive, confidential, fair and impartial double blind review process.

Author(s) will be provided with reviewer comments and the outcome of the review process may fall under one of the following categories:

1. Accepted
2. Conditionally Accepted: minor revisions to be made by the author(s)
3. Revise and Resubmit: major revisions needed
4. Declined.

No fees are charged for authors to publish or readers to read articles in JTLGE.

Guidance for Authors and Reviewers

The Journal of Teaching and Learning for Graduate Employability (JTLGE) provides dedicated templates and quality rubrics for each submission type. Authors are expected to prepare manuscripts using the relevant template, and reviewers assess submissions using the corresponding rubric. 

These documents are designed to: 

• clarify expectations for different forms of scholarship 
• support consistent, transparent peer review 
• help authors clearly articulate their contribution to teaching, learning and curriculum embedded employability/career development learning (CDL). 

Guidance for authors 

Authors are expected to: 

• use the appropriate template for their chosen submission type 
• ensure their manuscript aligns with the scope and purpose of that submission category 
• clearly articulate the original and significant contribution of their work 
• follow formatting, ethical, and referencing requirements as outlined in the template. 

Submissions that do not align with the selected submission type or do not engage with the relevant template may be returned for revision prior to review.  

Guidance for reviewers 

Reviewers are asked to: 

• use the relevant rubric or indicative review criteria when evaluating submissions 
• assess manuscripts in relation to the expectations of the specific submission type, rather than applying a single standard across all forms 
• provide constructive feedback that helps authors strengthen clarity, rigour, contribution and relevance to JTLGE’s focus.

The use of common templates and rubrics supports fairness, transparency, and consistency in the peer review process. 

Becoming a Reviewer

The Journal of Teaching and Learning for Graduate Employability welcomes new reviewers. To enquire about becoming a reviewer with us, please email the Journal Managers via jtlge@deakin.edu.au. When you email us, please attach your academic CV and provide a brief statement explaining why you would like to be a reviewer for Journal of Teaching and Learning for Graduate Employability, including any relevant experience/expertise. Areas of review interest (specific topics related to the journal's scope and focus; methodologies; etc.) would also be helpful as we try to find the best possible reviewers for each submission so as to maximise benefit and learning for both authors and reviewers.

If your expression of interest is accepted, we will register you as a reviewer with the journal and you will be provided with login instructions, which will require you to log in from the journal's Home page to set a new password. Please store your username and password somewhere safe so you can edit your profile and reviewing interests at any time. 

Use of Artificial Intelligence (AI) in Submissions 

The Journal of Teaching and Learning for Graduate Employability (JTLGE) supports the ethical, transparent and responsible use of Artificial Intelligence (AI) in scholarly work. AI tools may be used to support research and writing, provided that their use does not replace scholarly judgement, authorship or responsibility. 

All submissions to JTLGE must comply with the journal’s Guidance on the Use of Artificial Intelligence (AI) in Scholarly Work, which sets out: 

• acceptable and unacceptable uses of AI 
• authorship principles (AI tools cannot be listed as authors) 
• requirements for transparency and disclosure 
• expectations for verification of AI generated material, including references, figures, and tables 
• ethical considerations, including data protection and human research ethics. 

For authors 

Authors are required to: 

• disclose all use of AI tools in accordance with the guidance 
• clearly describe how AI was used and how outputs were verified 
• remain fully responsible for the accuracy, integrity, and originality of all content submitted. 

Failure to disclose AI use, or inappropriate reliance on AI tools, may constitute a breach of academic integrity. 

For reviewers 

Reviewers may be asked to consider whether: 

• AI use has been transparently and appropriately disclosed 
• scholarly judgement, analysis, and authorship remain clearly human led 
• references, arguments, and evidence demonstrate appropriate verification and rigour. 

Editors may request further clarification from authors where AI use is unclear or raises ethical concerns. 

Read the full Guidance on the Use of Artificial Intelligence (AI) in Research and Scholarly Writing.

Publication Frequency 

The Journal of Teaching and Learning for Graduate Employability publishes one issue per year via a continuous system. This means each annual edition opens in the first month of the new year that has a publishable article. Other successfully reviewed articles are then added during the ensuing months as soon as they are ready for publication. 

Open Access Policy 

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Accordingly, no charge is made to submit, accept or publish manuscripts. 

Journal and Author Profile 

The Editorial Committee is committed to promoting the JTLGE in a variety of ways including through social media and pursuing indexing of the Journal in relevant and high quality journal and information resource databases. Authors also encouraged to enhance their visibility and reach by including their ORCID iD in their Journal profile and on the Title page when making a new submission. 

Similarly, authors should consider the inclusion of key words to enhance search engine optimisation and retrieval of Journal content. For assistance with choosing disciplinary-relevant terminology authors may wish to refer to the Australian Education Index and ERIC.