About the Journal
Aims and Scope
The Buckingham Journal of Education is thematic and published twice yearly. Whilst it is based at the University of Buckingham is draws from an eclectic mix of academic authors beyond its borders who have an established track record in their field.
The first edition, published in June 2020, has a focus on the curriculum and seeks to capture a range of views that are contributing to both the national and international debate around this area. The articles span the spectrum of theoretical and conceptual thinking, through to practitioner perspectives and also showcase contemporary research.
In many ways, The University of Buckingham is a relatively ‘new kid on the block’, becoming a university college in 1973 and gaining its university status by royal charter in 1983. It is a private university, so it lacks the government funding which is the bedrock of most other UK universities. It does, however, comply with full academic requirements of higher education in this country. It is not the local Spar shop set against Tesco, like comparing it with larger players such as University College London. It is known for having a radical edge, many will have heard of it as the home of the two-year degree, using four-term years to prune time but not quality from its degree programmes. There is a resonance with innovation and fresh thinking at its core. This journal is a further manifestation of this, as we seek to showcase ideas and concepts and not simply become an organ of academic activity. Forthcoming editions include: Ten years on - the legacy of Michael Gove; Assessment, Revisiting Pedagogy; Coaching and Professional Development.
Peer Review Process
Each article is peer reviewed. Initially the articles are reviewed by the editor and the assistant editor. The Buckingham Journal of Education has an editorial board, and its members cover a wide range of disciplines within the educational field. All the members of the board have an established track record in academic publication.
Once articles are accepted to peer-review they are then sent to selected peer reviewers. Each article is peer reviewed by at least two reviewers and each reviewer will submit their review including comments and a recommendation when to accept for publication, reject or to request revisions to the articles.
The key criteria for review are:
- Knowledge of the field (preferably including publication and research)
- Evidence of fresh and contemporary thinking around the declared focus
- Internal coherence of presented arguments
- Evidence of conceptual thinking
- Academic competence in writing and presentation
- Evidence of wide and appropriate reading around the presented area
- An absence of plagiarism (neither the work of somebody else or a recycling of their own!)
- An engaging but not flippant writing style
- An absence of polemic
- Appropriate criticality
Open Access Policy
This journal provides immediate gold open access under a CC-BY-NC licence to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Author Publication Charges
There are no charges for authors to publish their work in the journal.
Self-Archiving and Institutional Repositories
UBP offers a publishing model that enables wide access to academic research, global readership for our authors and ensures the long-term preservation of published content. As a result, we permit authors to archive their contributions to this Journal. This can be either via authors' own websites, or via their institution’s or funding body’s online repository or archive
In addition, all published articles are archived by UBP at a number of repositories including LOCKSS, CLOCKSS, PKP and The British Library.
Content is available on Open Access basis under the following license: CC Attribution-NonCommercial 4.0 (for more information visit: https://creativecommons.org/licenses/by-nc/4.0/)
Set-up in 2002, the School of Education at the University of Buckingham now has over 1,000 teachers and school leaders studying with it and has become the UK's leading provider of teacher training and professional development.