Studies in Continuing Education
Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in:
Papers published in Studies in Continuing Education aim to address scholars outside the specific context of application. This might involve use of theory, use of literature beyond immediate profession or context.
The editors (David Boud and Nick Hopwood) have made a short video explaining some of the key points and common pitfalls, which you can watch through this link.
Papers from all countries are welcome. They should be written in ways that are accessible to an international audience, and speak to issues of international relevance, even if the study on which they are based is located in one country.
Studies in Continuing Education publishes empirical papers, but also conceptual work, reflections on theory and practice.
Papers published will draw on a range of methodologies and will represent diverse theoretical approaches. They may apply concepts from other areas to the field of continuing education, or develop/propose new concepts or theoretical frameworks.
Accounts of innovations that make a contribution to wider field of continuing education are welcome, but these must be conceptualised and be well-located in the literature. Papers which are primarily evaluations of programs are not encouraged.
Critical reviews of issues in the field are particularly sought.
Special issues on key themes, debates, concepts are published from time to time. Anyone wishing to proposal a special issue should approach the first editor with suggestions for a theme and ideas for guest editors.
Book reviews and reviews of other published material may also be included.
All papers in Studies in Continuing Education will have undergone rigorous double-blind peer review, based on initial editor screening and anonymised refereeing by at least two independent expert referees.
Disclaimer:
Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
- Learning and work – learning in workplaces, learning for work
- Continuing professional education / professional development
- Learning beyond educational institutions
- Training and development and human resource development
- Adults learning
- Higher education for professional formation
- Research education
Papers published in Studies in Continuing Education aim to address scholars outside the specific context of application. This might involve use of theory, use of literature beyond immediate profession or context.
The editors (David Boud and Nick Hopwood) have made a short video explaining some of the key points and common pitfalls, which you can watch through this link.
Papers from all countries are welcome. They should be written in ways that are accessible to an international audience, and speak to issues of international relevance, even if the study on which they are based is located in one country.
Studies in Continuing Education publishes empirical papers, but also conceptual work, reflections on theory and practice.
Papers published will draw on a range of methodologies and will represent diverse theoretical approaches. They may apply concepts from other areas to the field of continuing education, or develop/propose new concepts or theoretical frameworks.
Accounts of innovations that make a contribution to wider field of continuing education are welcome, but these must be conceptualised and be well-located in the literature. Papers which are primarily evaluations of programs are not encouraged.
Critical reviews of issues in the field are particularly sought.
Special issues on key themes, debates, concepts are published from time to time. Anyone wishing to proposal a special issue should approach the first editor with suggestions for a theme and ideas for guest editors.
Book reviews and reviews of other published material may also be included.
All papers in Studies in Continuing Education will have undergone rigorous double-blind peer review, based on initial editor screening and anonymised refereeing by at least two independent expert referees.
Disclaimer:
Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
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