Submissions

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Author Guidelines

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The Editor welcomes original research papers and articles that have not been published elsewhere and are not being considered for another journal. We particularly encourage papers co-authored in partnership with industry, students, professional staff and academics. The Editor, in consultation with the Editorial Committee, reserves the right to accept or reject any manuscript.

Style Guide

Title Page and corresponding author

  • Each journal paper must have a cover page with the title of the article, a list of all authors and their titles, affiliations, their ORCID and the email address of the corresponding author. The Title Page should explicitly identify the author to whom correspondence about the paper should be addressed and that author's email address, telephone number and postal address must be clearly stated.
  • Statements regarding the following are also required on the Title page as relevant: Acknowledgements; Conflict of Interests; Funding; Use or non-use of Artificial Intelligence; and Contributions against CReDIT.

Body of Text

  • Content: Submissions should address issues relating to the Journal's scope and readership.
  • Length: Scholarly paper submissions should be between 6,000 and 8,000 words (excluding endnotes and references); Practitioner reflection submissions should be no more than 2,000 words (excluding endnotes and references); Provocations should be no more than 1,000 words (excluding endnotes and references).
  • Abstract: All submissions should include a 250 word unstructured abstract (no sub-headings or breaks).
  • Keywords: A list of up to eight (8) key words, for the purpose of indexing, must be included.
  • Spacing and Paragraphing: Single-spaced with no indenting for paragraphs and one line spacing between paragraphs.
  • Font: 11 point, Calibri.
  • Spelling: Australian English.
  • Endnotes: Should be used sparingly.

Use of Headings

  • The paper title should be in sentence case (first word capitalised) in 16 point Calibri font, bold, left aligned.
  • Second level headings for sections should be in 14 point Calibri font, bold, left aligned, double spacing before and after.
  • Third level headings should be bold, in 12 point Calibri font, left aligned, double spacing before and after.
  • The reference section should be called References and is a second level heading. Do not start a new page for References.

Use of Figures and Tables

  • Figures (diagrams and schemata) and tables should be located in the text.
  • All figures and tables should be numbered separately. For example, Figure 1, Table 1 etc.
  • Captions for tables and figures should be in 11 point Calibri font, bold, italicised, left aligned with capitals for words of more than four letters.
  • Captions should be above tables and figures (as per APA 7th style).

Use of Quotations

  • Direct long quotations (40 words or more) should be indented 1cm from the left, italicised and without quotation marks.  
  • Short quotations (< 40 words) should not be indented or italicised but should have 'single quotation marks'.
  • Use [...] for omitted words.

Citation and Referencing

  • JTLGE requires authors to ensure that manuscripts conform to the American Psychological Association (APA) 7th style of citation and referencing, with the reference list single-spaced and in hanging indent format.  The APA style webpage provides examples of how to display references.
  • DOIs for references must be included when available. Place the DOI at the end of the reference, and don’t add a period at the end of it. The DOI needs to be hyperlinked and in the following format: https://doi.org/10.1037/a0040251
  • In-text citations should include both authors’ surnames up to 2 authors. For 3 or more authors use the first author only followed by et al. All authors' names are included in the reference list entry (up to 20 authors).

For more information on DOIs and URLs see the APA website.

Ethics and Malpractice

The Journal of Teaching and Learning for Graduate Employability (JTLGE) makes every effort to ensure the accuracy of the content contained in our publications. However, JTLGE, our agents and our licensors make no representations or guarantees whatsoever as to the accuracy, completeness, or suitability for any purpose of the content. Any opinions or views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by the JTLGE. The accuracy should not be relied upon and should be independently verified with primary sources of information. The JTLGE shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages or other liabilities caused arising directly or indirectly in connection with, in relation to, or arising from, the use of the content.

Where appropriate, the submitted article should indicate whether the research has undergone an ethics approval process within the author's institution. All research must adhere to the NHMRC National Statement on Ethics and the Australian Association for Research Education Statement of Ethics. Any instances of research malpractice will be considered in relation to these guidelines.

In no circumstances will the Editors encourage misconduct, or knowingly publish papers where misconduct has occurred.  Should the Editors be made aware of allegations of misconduct they will take appropriate steps to remove the publication and investigate the allegations in accordance with NHMRC Guidelines – this includes reporting the matter to the lead authors institution and working with the relevant institutions Human Ethics Committee to investigate the allegation.  In accordance with the NHMRC guidelines a minor oversight will be subject to correction and noted as a corrected version.  Significant breaches will see the paper removed from the journal record and a retraction notice recoded in lieu.

To be named as an author on a paper, all authors must have significantly contributed to the research reported. It is the responsibility of lead authors to ensure that they obtain written agreement from all co-authors in relation to their being named an authors. In the event of errors, corrections and retractions, all authors are obliged to provide retractions or corrections of mistakes when they become aware of their existence.

The Editorial Committee adhere to the COPE Guidelines. Where errors are made in the handling of ethics or malpractice matters the Editors will acknowledge these and publish corrections, clarifications, retractions and apologies.

Non-Exclusive Publishing Agreement

As part of our commitment to maintaining high standards of publication and ensuring the broad dissemination of research, lead authors are required to sign a non-exclusive publishing agreement prior to publication.

This agreement allows us to publish your work and disseminate it through third parties that we work with to index and promote access to the journal, while granting you the freedom to distribute your manuscript in other venues as you see fit. The agreement aims to protect your rights as an author and to promote wider access to your research. Corresponding authors will receive the agreement form to complete and return to their assigned copyeditor at the copyediting stage. For any questions or further information, feel free to contact us at jtlge@deakin.edu.au.

Submitting Your Manuscript

  • The preferred form of submission for all contributions is electronic as a Microsoft Word .doc file, uploaded through the Submit Article page of the Journal website. To request registration details, or if you have difficulty using the online system, please contact the Journal Managers. 
  • Prior to submitting, please ensure your manuscript meets our requirements and you have addressed all points listed in the Submission Checklist below.

Enquiries

  • Enquiries about the submission process, including requests for registration, should be made to the Journal Managers via jtlge@deakin.edu.au.

Submission Preparation Checklist

All submissions must meet the following requirements:

  • The submission has not been previously published, nor is it being considered for another journal.
  • The submission file is in a recent version of Microsoft Word.
  • All URL addresses in the text are activated.
  • The text is in Australian English, single-spaced and in Calibri 11 point font.
  • The text adheres to all other stylistic and bibliographic requirements, as outlined in the Style Guide.
  • Line Numbers have been added to the Manuscript file (to add line numbers, please go to Layout in the menu bar).
  • A 250 word unstructured abstract (i.e. no subheadings or breaks), and up to eight (8) keywords, is included.
  • A separate Title Page, which lists all authors, their titles, affiliations, short biographical statements (no more than 75 words), including ORCiD, and the email address of the corresponding author. Please upload this as a supplementary file separate from the manuscript, which should have no identifying information (i.e., the manuscript must be anonymised for peer-review).
  • Information regarding ethics approval from the author's institution is included in the paper, where appropriate.
  • Statements regarding the following are provided on the Title page as relevant: Acknowledgements; Conflict of Interests; Funding; Use or non-use of Artificial Intelligence; and Contributions against CReDIT.
  • The author(s) have read the Copyright Notice and have permission for any reproduction.
  • All articles published in JTLGE are published under a Creative Commons Attribution-Noncommercial-4.0 License (https://creativecommons.org/licenses/by-nc/4.0/). By submitting to this journal, you permit your article to come under this license. Additionally, you also grant a non-exclusive license for your work to be archived in and made available to users of the National Library of Australia's Australian Web Archive (formerly Pandora web archive) and appropriate subject based databases.
  • To ensure the integrity of anonymous peer-review, every effort has been made to prevent the identities of the authors and reviewers from being known to each other. The following steps must be taken on the file to be peer-reviewed or your manuscript will be returned:
  1. The authors of the document have deleted their names from the text, with "Author" and year used in the references and footnotes, instead of the authors' name, article title, etc.
  2. The authors of the document have removed personal information from the file properties by taking the following steps:  
  • For Microsoft Word for Windows: Go to File > Info. Click on "Check for Issues". Click on "Inspect Document". In the Document Inspector dialog box, select the check boxes to choose the type of hidden content that you want inspected (i.e., "Document Properties and Personal Information"). Click "Remove All". Click "Close". Save the document.
  • Microsoft Word for MacOS: Go to Tools. Click "Protect Document". Select "Remove personal information for this file on save". Click "OK" and save the file. 

EMPIRICAL SCHOLARLY PAPERS 

Empirical scholarly papers (up to 8,000 words) report original, evidence-based investigations that generate and analyse data to advance understanding of teaching, learning and curriculum embedded employability/career development learning (CDL). 

These papers may include: qualitative, quantitative, mixed methods or design-based research studies; empirical evaluations of curriculum, pedagogical, assessment or WIL innovations; or studies that make an original and significant contribution to SoTL and employability learning/CDL through rigorous data collection and analysis. 

Authors preparing empirical scholarly papers should consult the Empirical Scholarly Paper template and quality rubric, which outlines expectations for research design, rigour, analysis and scholarly contribution. 

Papers must not have been published elsewhere or be under consideration for another journal. All material submitted for publication in this category will be evaluated through a double-blind peer-review process. The Editor, in consultation with the Editorial Committee, reserves the right to accept or reject any manuscript. Enquiries can be made to the Journal Managers.

CONCEPTUAL SCHOLARLY PAPERS 

Conceptual scholarly papers (up to 8,000 words) advance theory, frameworks, models or conceptual understandings relevant to teaching, learning and curriculum embedded employability/CDL. These papers do not report new empirical data. 

These papers may include: theory building, conceptual development or model-building; critical synthesis of literature that leads to new insights, propositions or frameworks; or well-argued conceptual or theoretical contributions that address gaps, tensions or ambiguities in the field. 

Authors preparing conceptual scholarly papers should consult the Conceptual Scholarly Paper template and quality rubric, which outlines expectations for conceptual rigour, theoretical development and originality of contribution. 

Papers must not have been published elsewhere or be under consideration for another journal. All material submitted for publication in this category will be evaluated through a double-blind peer-review process. The Editor, in consultation with the Editorial Committee, reserves the right to accept or reject any manuscript. Enquiries can be made to the Journal Managers. 

SCHOLARLY CASE STUDIES

Scholarly case studies (up to 8,000 words) present richly contextualised, evidence informed accounts of practice, innovation or intervention, with a clear evaluative and analytical focus. 

These papers may include: case studies of curriculum, pedagogical, assessment or WIL initiatives; analyses of practice grounded in relevant theory, literature and evidence; or transferable insights and an original and significant contribution derived from a specific educational context. 

Authors preparing scholarly case studies should consult the Scholarly Case Study template and quality rubric, which outlines expectations for contextualisation, evidence‑informed analysis, transferability and scholarly contribution. 

Papers must not have been published elsewhere or be under consideration for another journal. All material submitted for publication in this category will be evaluated through a double-blind peer-review process. The Editor, in consultation with the Editorial Committee, reserves the right to accept or reject any manuscript. Enquiries can be made to the Journal Managers. 

PROVOCATIONS

Provocations are short (up to 1,000 words, excluding abstract and references), argumentative pieces intended to stimulate debate, challenge assumptions, or open new directions for research, policy or practice in teaching, learning and employability/CDL. 

These submissions may include: clearly articulated positions that provoke new thinking; well-reasoned arguments grounded in scholarship, policy or practice; or fresh perspectives from academics, practitioners, students or industry that contribute meaningfully to discussion in the field. 

Provocations are not full empirical or conceptual papers, but they must demonstrate scholarly grounding and a clear contribution to ongoing debate. 

Authors preparing provocations should consult the Provocation template and indicative review criteria, which outlines expectations for clarity of argument, scholarly grounding, relevance and concision. 

Papers must not have been published elsewhere or be under consideration for another journal. All material submitted for publication in this category will be evaluated through a double-blind peer-review process. The Editor, in consultation with the Editorial Committee, reserves the right to accept or reject any manuscript. Enquiries can be made to the Journal Managers. 

PRACTITIONER REFLECTIONS

Practitioner reflections (up to 2,000 words, excluding abstract and references) provide critically reflective, evidence informed accounts of professional practice related to teaching, learning, curriculum, or employability/career development learning (CDL). These submissions foreground practitioner insight and reflexivity, rather than formal research design. 

Practitioner reflections are not empirical studies or case studies. Instead, they focus on learning from practice, with an emphasis on what has been learned, why it matters, and how it may inform others working in similar or different contexts. 

These submissions may include: critical reflection on teaching, curriculum, assessment, WIL, or employability related practice; practitioner insights informed by experience, professional knowledge, and relevant literature or frameworks; creative or multimodal elements (e.g., visual artefacts), where appropriate and purposeful; and/or discussion of challenges, tensions, adaptations and professional learning arising from practice. 

Practitioner reflections should: move beyond description to demonstrate critical reflection and reflexivity; draw on evidence, theory, or professional knowledge as appropriate; articulate insights that are relevant beyond a single local context; clearly link practice-based learning to teaching, learning, curriculum or employability/CDL.

Authors preparing practitioner reflections should consult the Practitioner Reflection template and indicative review criteria, which outlines expectations for structure, clarity and scholarly contribution. 

Copyright Notice

Copyright Notice. 

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.