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The Position of Self Evaluation in the Quality ofLearning and Teaching in Higher Education

Afsaneh Abdoli and Tahereh Javidi, K. J.

THE INTERNATIONAL JOURNAL OF LEARNING http://www.Learning-Journal.com First published in 2011 in Champaign, Illinois, USA by Common Ground Publishing LLC www.CommonGroundPublishing.com ISSN: 1447-9494 © 2011 (individual papers), the author(s) © 2011 (selection and editorial matter) Common Ground All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact <cg-support@commongroundpublishing.com>. THE INTERNATIONAL JOURNAL OF LEARNING is peer-reviewed, supported by rigorous processes of criterion-referenced article ranking and qualitative commentary, ensuring that only intellectual work of the greatest substance and highest significance is published. Typeset in Common Ground Markup Language using CGPublisher multichannel typesetting system http://www.commongroundpublishing.com/software/

The Position of Self Evaluation in the Quality of Learningand Teaching in Higher EducationAfsaneh Abdoli, Ferdowsi University of Mashhad, Iran (Islamic Republicof)Tahereh Javidi, K. J., Ferdowsi University of Mashhad, Iran (IslamicRepublic of)

Abstract: This article is review research. Its purpose is to explain the position of self evaluation in thelearning and teaching quality of high education. The class activity for students should include oppor-tunities for their participation and reaction. Therefore, education excellence requires us to facilitatethe maximum contribution by students to development and involvement in decisions, affairs, evaluationexcellence, challenging the status quo and seeking change and innovation to create opportunities toimprove learning. However, in the general literature, class evaluation, evaluation by students of theirown work is not a common practice. It is frequently overlooked. This paper first investigates the twoterms ‘ownership’ and ‘responsibility’ in the evaluation process. Then we consider the necessity ofself evaluation and reasons for using it. Also, we have introduced the self evaluation process and itsimpact on students.

Keywords: Self Evaluation, Ownership, Responsibility, Teaching and Learning Process

Introduction

EDUCATIONAL EVALUATION IS one of the most important and controversialactivities that some teachers are dealing with it. Because according to a study byGineer (1998) evaluation will take up many hours of teachers’ time for finding waysto identify their students’ knowledge level (Muijs & Reynolds, 2005; Dees, 2007).

Since the students are main respondents of education system and in this system, the evaluationhas an important role for determining students achievement level, they should have an activeparticipation in their evaluations process including the goal creation, data analysis, andthinking about their next plan. Therefore, evaluation is not only determining students’knowledge level but, it is a good tool for creating the conditions for growing all students’talents. The student’s self-evaluation is one of the best means for achieving to this goal.Self-evaluation is an evaluation system that person should be prepared to make some cri-

teria for evaluating their work, and then, to judge on how well they have reached their actualcriteria (Sullivan, 2002). In other words, “self-evaluation is defined as students judging thequality of their work, based on evidence and explicit criteria, for the purpose of doing betterwork in the future” (Rolheiser & Ross, 1999). Self-evaluation is really the combination ofthe self-judgment and self-reaction components of the model, and if we can teach studentsto do this better we can contribute to an upward cycle of better learning. By self evaluationthe students can determine their achievements situation among the other students and try formore growing (Sullivan, 2002). Learning to analyses real situations and reflect on them is

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a strategy highly suited to learning to solve problems. Therefore, objective of self evaluationis to create critical and reflective students. However, in the general literature, students’ selfevaluation is not a common practice and it is frequently overlooked.

The Role of Ownership and Responsibility in the Evaluation ProcessIf teachers pay more attention to how their students learn, to how more science or scientificskills are learned, and to how these skills are developed, they may alter evaluation methodsof their students. In other words, if teachers are prepared to classroom activities and interactionwith students, they guide their students’ behavior and learning through the evaluation then,they can see a variety of results is important for today’s world (Huitt, 2003). In order toachieve to the desired results of students’ evaluation, teachers should pay attention to twoimportant points when they are doing evaluation of students:

1) Ownership 2) Responsibility

Asking these questions: Who will be evaluated? Whose life is under the influence of theexams result? Who will receive success certificates in exams? Can help us to understand theimportant of responsibility’s role or where focus of responsibility is. Also, considering ofthe subject that learner’s are ownership of her\his evaluation is important, because, theevaluation creates some opportunities for students learning and paying attention to this op-portunity (Grouws, 1994). Especially when the teachers accept a responsibility of their stu-dents’ learning he/she is under pressure; here, relationship with learners is influenced by areal interest to them (Brandes & Ginnis, 2005). Process of transferring ownership to thelearners is involves three stages:

The first stage; in the process of transferring ownership to the students is they shouldread the headlines. Because the headlines provide some criteria for evaluation students’work, help teachers to evaluate students learning styles/habits (Varlas, 2005). For ex-ample, prepare the headings for each learner and then applying them to read the headingsto find their difficult and easy parts, or ask them about their opinions what things theywant to do in this field.

The second stage is that the teachers should give their student a necessary opportunity forexpressing their feeling on this topic (the headings) and inform them about the advantagesof such work. For example, when the learners feel responsibility to obtain the information,they will understand and remember them better. Also students able to understand, they canorganize and classify information without their teachers’ help, and also can support and en-courage each other. In this situation, the learners able create an interesting and excitingheading. Because they feel responsible for it and can learn without others’ help.In the third stage; learners think about the outcomes of their work and look for information

related to their course alone. And only when they encounter a problem or don’t have enoughresources, they want teachers’ help (Brandes & Ginnis, 2005). In these conditions, studentsparticipate in design question and self learning; also, they know how to accumulate answers(Varlas, 2005).The many authors showed that students’ participation in these evaluations has a special

potency on improving the performance and the motivation of students in during their educa-

THE INTERNATIONAL JOURNAL OF LEARNING

tion, the subject areas and the age groups (Sullivan, 2002). Therefore, students must havemany opportunities to enhance their experiences, in this situation, they will be intellectuallyengaged, absorbed, and challenged, «Having confidence in their own intellectual powersand their own questions, being engaged in extended interactions (e.g. conversations, discus-sions, exchanges of views, arguments, planning), Being involved in sustained investigationsof aspects of their own environment worthy of their interest, knowledge, and understanding,Taking initiative in a range of activities and accepting responsibility for what is accomplished,Knowing the satisfaction that can come from overcoming obstacles and setbacks and solvingproblems, Helping others to find out things and to understand them better, Making suggestionsto others and expressing appreciation of others‟ efforts and accomplishments, Applying theirdeveloping basic literacy and numeracy skills in purposeful ways, Feelings of belonging toa group of their peers» (Katz, 2007).

Importance and Necessity of Self EvaluationIn an education system, not only teachers have a responsibility to teach, but also they havea main role to provide learning situations for the students, they should pay more attentionto stimulate student’s talent. Because, the art of teaching is that, teachers should encouragethe students to get out knowledge from their mind, instead of forcing the students to memorizeand regurgitate information (Moran, 2000).Since, in the evaluation the students should be placed in a situation where they able to

test their information for considering the points that or think about them in ways they havenot thought about them, think about them and be creative. Self-evaluation provides this op-portunity and helps extracting knowledge from students’ mind. Also, successful teachersbelieve that retention largely depends on these factors: 1) Creating challenging andmeaningfulwork for students, 2) Providing opportunities for learning and self-evaluation, 3) Big andextended cooperation with students, 4) Recognizing students and having relationship withthem (Muscato, 2006).Thus, if the aim is that students will evaluate the nature of the courses, and resolve the

ambiguities that exist, so they must judge about their learning, discover their ordinal position,identify their characteristics, present the examples, organize the data, form the hypotheses,estimate the results, present convincing reasons, and decide about development idea’s applic-ation as part of learning lessons. These clearly create and describe the ways that teacherscan create such situations which facilitate learning (Grouws, 1994). Finally, it is necessitythat student at the end of the course, compare expected skills level with actual skills thatthey abstained and evaluate the rate and effectiveness of learning.“Research indicates that self-evaluation plays a key role in fostering an upward cycle of

learning. When students evaluate their performance positively, self-evaluations encouragestudents to set higher goals and commit more personal resources or effort to them. Thecombination of goals and effort equals achievement. A student’s achievement results in self-judgment, such as a student contemplating the question, “Were my goals met?” The resultof the self-judgment is self-reaction, or a student responding to the judgment with the question,“How do I feel about that?” (Rolheiser & Ross, 1999). Therefore, the aim of self-evaluationis to improve practice and the students’ own development in the context of their learningprocess. In this respect, educational centers e.g. through the tutorial action–must guide thechange process. The quality of the education can improve more by supporting and

AFSANEH ABDOLI, TAHEREH JAVIDI, K. J.

strengthening the students’ attitudinal development. For example, the processes of self-crit-ical reflection allow the students to reveal their objectives and expectations, as well as theireducational needs and personal achievements.In this way the educational system becomes an entity capable of satisfying many of the

social expectations about the educational service. (Fierro & Berdun, 2007).

Self-Evaluation ProcessSelf-evaluation could be considered as a tool for increasing students learning and abilities(Aldridge, 2007). In self evaluation, teachers give students an especial standard rating forevaluating their own work. Students write their ideas, solutions, methods of work, work planand ... on the evaluation sheet. For this purpose, students can use other tools such as notes,charts and reports which have been prepared by them. Then students use the grading scalefor evaluating their written reports and explaining their work. The grading scale creates op-portunities for reviewing and monitoring their work until the final report (Sullivan, 2002).In this method, learner judges her/his learning rate. In other words, for implementing thismethod, a list of different aspects of learning will be collected in the questionnaire and basedon it, each student will evaluate his/her works. The purpose of this type of evaluation is thatstudents scrutinize different aspects of their learning and recognize their own strengths andweaknesses points. In fact, skills that student should be acquiring in self evaluation are:ability to determine what steps should need to take successful in an act, and art of specifying,what things threaten their achievement (International Scientific Cooperation Bureau ExpertsEducation, 2000).Four significant questions in self evaluation are: 1. what are my purposes? 2. Where am

I right now? 3. How far is my current status from the purposes? 4. How can I know that Ihave reached my purposes or not? In self evaluation, responding to these questions shouldbe considered as main steps (Hattie & Timperley, 2007).Rolheiser &Ross (1999) introduced a four-stagemodel for teaching student self-evaluation:“Stage 1-Involve students in defining the criteria that will be used to judge their perform-

ance. The specific steps to guide this stage are as follows:

• students brainstorm criteria• teacher and students negotiate criteria• use student language to co-develop standards, or a rubric

Stage 2-Teach students how to apply the criteria to their own work. The specific steps at thisstage are as follows:

• show examples• students practice classifying the examples using the criteria generated

Stage 3-Give students feedback on their self-evaluations. The specific steps that can guidethis stage are:

• provide comparative data• talk about similarities and differences

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Stage 4-Help students develop productive goals and action plans. The specific steps to guidethis stage are as follows:

• students identify strengths/weaknesses based on comparative data• students generate goals• teacher guides students to develop specific actions towards their goals• Students’ goals and action plans are recorded.”

Also, there are two self evaluations in teaching and learning process, they include: 1.Formative self evaluation; this evaluation Include assessment that during the academic yearare done by the students. In this self assessment, the students do a critical appraisal of theirwork, think about the stages of their works and will be awarded of their progress. Totally,this self assessment will be used to improve the students learning and to correct the studentslearning deficiencies during the academic year. 2. Summative evaluation: In this self evalu-ation, students documented their learning achievements and related them with their specifictasks. If this documentation is thoughtful, it can create accurate feedback about the students’procedures and lead to their achievement.Assessing the effectiveness of self evaluation approach is the important point in designing

and implementing of this kind of evaluation. It can help the students identify areas theyshould try to improve and recognize their next steps of the learning process. Therefore, it isan essential tool for promoting the culture of quality in the education.

Impact of Self Evaluation on StudentsThe evaluation process is a part of the educational process that it should be used to identifystudents learning abilities and inabilities. Therefore, it shouldn’t be limited to the students’test scores. Self-evaluation method is the best way to improve student learning and gainingexperience, that is as a comprehensive tool with a general approach in all of aspects learningthat helps students to recognize accurately their strengths and weaknesses. In other words,engaging students in self evaluation process, leads to the self awareness of their learningprocess and making decision about the next steps. In this process the students reach to met-cognitive knowledge about their learning situation and they can help the teacher during theprocess of teaching or designing various stages of education.The students’ participation in the self evaluation process helps them have a good feel on

their specific own role in the education. Self evaluation with prediction students share in thelearning process and evaluation academic achievement created an approach that through itwill be considered personal identity students. Because when students learn to evaluatethemselves and don’t compare themselves with others, they don’t have some bad feelingssuch as: humiliation, jealousy, hatred and destructive competition and they understand thevalue of honesty and trustfulness in educational process.Totally, self evaluation helps students to solve their own practical problems with using

of the different tools, be responsible about their own process of learning, understand valueof their own knowing, improve their understanding of their ability and performance, recognizetheir abilities through reflection on the learning process, promote their trust and cooperationthrough increasing their knowledge and understanding, improve quality of their teaching,learning and research, Produce information that support their teaching and learning (Doane,

AFSANEH ABDOLI, TAHEREH JAVIDI, K. J.

Rice & Zachos, 2006), think about the ways of evaluation their learning and practical work(Alipourmeshkani, 2002). Also, in self evaluation process the students can revise and reinforcetheir learning and fallow it with more insight, develop their self evaluation skills, have powerrisk, identify and correct their mistakes, be aware of their evolution and progression, determinesome criteria for assessing the advancement of their own learning, develop the ability tojudge about their own learning, decide about their quality and utility activities, use theevaluation data to manage their learning process.In fact, self evaluation can foster the enthusiasm for learning in students, maximized their

satisfaction, and supply their benefits with focus on objectives such as: increasing the qualityof learning, high level thinking abilities and participation of students in the learning process(Dunn&Kenneth, 2005). Finally, a correct and realistic self evaluation will be led to promo-tion of the achievement, the self-sufficiency, the hopefulness, the self expression, the selfindependence, the self leadership, the collaboration together, seeking the identity, the creativityand innovation, strengthen of the self confidence and enthusiasm for the learning and theirskills (Saatchi, 1999). Moreover, using self evaluation as kind of educational tools for thestudents’ achievement leads to foster responsible, motivated and self guided students.Ayling (2010) says, “occurred three things matter in self evaluation process:

1) The value that learners gain from their learning experiences 2) The utility (usefulness)of their qualifications 3) The extent to which positive longer-term outcomes occur”.Also, researches show that “self-evaluation system enhances student achievement onfour arguments. Students will learn more because (1) self-evaluation will focus studentattention on the objectives measured, (2) the assessment provides teachers with inform-ation they would otherwise lack, (3) students will pay more attention to the assessment,and 4) student motivation will be enhanced” (Rolheiser & Ross, 1999). Thus, studentslike self-evaluation because it increased clarity about expectations, was fairer, and gavestudents feedback that they could use to improve the quality of their work. Therefore,Self-evaluation is a potentially powerful stimulant of achievement (Rolheiser & Ross,1999).

Certainly, exact determination of the effects and results of the self evaluation on student isa complex and difficult process because sometimes it will be based on subjective judgmentsthose who prepare and implement these evaluations.

ConclusionAll students are able to learn self evaluation and used to do it. With Proper use of thismethod, the experienced teachers can create self confidence in their students. Because thismethod can provide opportunity for the students be responsible about their learning processand do the regular self evaluation of it. In other words, self evaluation is specific skill andknowledge with comprehensive approach to all angles of learning that try to flourish allstudents’ abilities and change their knowledge and capabilities to commitment and action.The aim of self evaluation is helping students to gain self independence, self regulation oftheir learning and scientific promotion of their society. This process should be able to facil-itate the education development and enlightenment, awareness of the students to solve theirproblems and encourage them to speak, read and search and evaluation of themselves and

THE INTERNATIONAL JOURNAL OF LEARNING

their programs. Finally, for realizing self evaluation we need an efficient system that cangrow and develop students. With attention to the some necessary activities for using selfevaluation and establishing it in the schools, we need to do the followings steps:

• Extend this concept in the educational system and creating a plan for doing it.• Ready students for participating in their self evaluation process.• Creating dynamic contexts for exchange of successful experiences between schools.• Recognize patterns, activities, processes and superior schools for optimum research.• Make the benefits of self-evaluation visible to students.• Use a variety of quick pre-designed forms to get your students into the practice of self

evaluating during or after regular activities they do in the classroom.• Trust that your students can be integral assessment partners, and with time, teaching,

and co learning, that you and your students will become better at it.

AFSANEH ABDOLI, TAHEREH JAVIDI, K. J.

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Parsayan Press, (Persian).Ayling, D. (2010). Are you ready for self evaluation processes? http://tlcommunityunitec.ning.com/

profiles/blogs/Brandes, D. & Ginnis, P. (2005). A guide to Student-centered learning. Ketabi, S. & Kavoshniya, M.

(translators), Isfahan: Farhang Mardom Press, (Persian).Dees, D. (2007). A Transactional Model of College Teaching. International Journal of Teaching and

Learning in Higher Education, 19 (2). http://www.isetl.org/ijtlhe/ ISSN 1812-9129.Doane, W. & Rice. R. & Zachos. P. (2006). Knowing when you don’t know. The science teacher, (73)

4.Dunn, R&Kenneth. D. (2005). Thirty-five years of research on perceptual strengts: essential strategies

to promote learning. academic research library, 78 (6).Fierro, J. C & Berdun, J. C. (2007) Students’ self-evaluation and reflection: “measurement, Education

Training (49) 1. Emerald Group Publishing Limited.Grouws, D. (1994). Implementing the Professional Standards for TeachingMathematics: The Evaluation

of Teaching: Challenge and Opportunity. Academic Research library, 87 (6).Hattie, J. & Timperley. H. (2007). The power of feedback. review of educationa l research, American

Educational Research Association, 77 (1).Huitt, w. (2003). A transactional model of the teaching–learning process. Educational Psychology In-

teractive. Valdosta, http://chiron.valdosta.edu/whuitt/materials/tchlrnmd.html.International Scientific Cooperation Bureau Experts Education. (2000). Set of training evaluation dis-

courses, International Scientific Cooperation Bureau experts Education Press, (Persian).Katz, G. (2007). Standards of Experience. YC Young children, 62 (3).Moran. G. (2000). Revelation as teaching-learning. Religious Education, 95 (3).Muijs, D. & Reynolds, D. (2005). Effective teaching: evidence and practice, Besharat, M. A &

Shamsipor, H. (translators), Tehran: Roshd Press, (Persian).Muscato, H. (2006). New Jersey Association for the Education of young children. Conference inform-

ation, Atlantic city convention chanters, (732) 329- 0033.Rolheiser, C &Ross, J. A. (1999). Student self-evaluation: what research says and what practice shows,

http://www.cdl.org/resource-library/articles/self_eval.phpSaatchi, M. (1999). Process of Evaluation Courses Training Organizations Staff. Journal of Public

Administration, 1 (6).Sullivan, J. (2002). Effects of Classroom evaluation Strategies on Student Achievment and Attitudes,

50 (3). Issn 1042-1629.Varlas, L. (2005). Assessment to Promote Learning. educational leadership, www.ascd.org

About the AuthorsAfsaneh Afsaneh AbdoliShe is PHD student in Philosophy of Education. She in first author in this paper.

Dr. Tahereh Javidi, K. J.Ferdowsi University of Mashhad, Iran (Islamic Republic of)

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Editors Mary Kalantzis, University of Illinois, Urbana-Champaign, USA. Bill Cope, University of Illinois, Urbana-Champaign, USA.

Editorial Advisory Board Michael Apple, University of Wisconsin, Madison, USA. David Barton, Lancaster University, Milton Keynes, UK. Mario Bello, University of Science, Cuba. Manuela du Bois-Reymond, Universiteit Leiden, Leiden, The Netherlands. Bill Cope, University of Illinois, Urbana-Champaign, USA. Robert Devillar, Kennesaw State University, Kennesaw, USA. Daniel Madrid Fernandez, University of Granada, Spain. Ruth Finnegan, Open University, Milton Keynes, UK. James Paul Gee, University of Wisconsin, Madison, USA. Juana M. Sancho Gil, University of Barcelona, Barcelona, Spain. Kris Gutierrez, University of California, Los Angeles, USA. Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Australia. Roz Ivanic, Lancaster University, Lancaster, UK. Paul James, RMIT University, Melbourne, Australia. Carey Jewitt, Institute of Education, University of London, London, UK. Mary Kalantzis, University of Illinois, Urbana-Champaign, USA. Andeas Kazamias, University of Wisconsin, Madison, USA. Peter Kell, University of Wollongong, Wollongong, Australia. Michele Knobel, Montclair State University, Montclair, USA. Gunther Kress, Institute of Education, University of London, London, UK. Colin Lankshear, James Cook University, Cairns, Australia. Kimberly Lawless, University of Illinois, Chicago, USA. Sarah Michaels, Clark University, Worcester, USA. Jeffrey Mok, Miyazaki International College, Miyazaki, Japan. Denise Newfield, University of Witwatersrand, Johannesburg, South Africa. Ernest O’Neil, Ministry of Education, Sana’a, Yemen. José-Luis Ortega, University of Granada, Granada, Spain. Francisco Fernandez Palomares, University of Granada, Granada, Spain. Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia. Miguel A. Pereyra, University of Granada, Granada, Spain. Scott Poynting, Manchester Metropolitan University, Manchester, UK. Angela Samuels, Montego Bay Community College, Montego Bay, Jamaica. Michel Singh, University of Western Sydney, Sydney, Australia. Helen Smith, RMIT University, Melbourne, Australia. Richard Sohmer, Clark University, Worcester, USA. Brian Street, University of London, London, UK. Giorgos Tsiakalos, Aristotle University of Thessaloniki, Thessaloniki, Greece. Salim Vally, University of Witwatersrand, Johannesburg, South Africa. Gella Varnava-Skoura, National and Kapodistrian University of Athens, Greece. Cecile Walden, Sam Sharpe Teachers College, Montego Bay, Jamaica. Nicola Yelland, Victoria University, Melbourne, Australia. Wang Yingjie, Beijing Normal University, Beijing, China. Zhou Zuoyu, Beijing Normal University, Beijing, China.

Please visit the Journal website at http://www.Learning-Journal.com for further information about the Journal or to subscribe.

The Learner Community This knowledge community is brought together by a common concern for learning and an interest to explore new educational possibilities. The community interacts through an innovative, annual face-to-face conference, as well as year-round virtual relationships in a weblog, peer reviewed journal and book imprint – exploring the affordances of the new digital media. Members of this knowledge community include academics, teachers, administrators, policy makers and other education practitioners.

Conference Members of the Learner Community meet at The International Conference on Learning, held annually in different locations around the world, each selected for the particular role education is playing in social, cultural and economic change. In recent years, the Conference has been held with Universiti Sains Malaysia, Penang, Malaysia in 1999; RMIT University, Melbourne, Australia in 2000; the University of Athens, Spetses, Greece in 2001; Beijing Normal University, Beijing, China in 2002; Institute of Education, London University, London, UK in 2003; Institute of Pedagogical Sciences, Havana, Cuba in 2004; University of Granada, Granada, Spain in 2005; Sam Sharpe Teachers College, Montego Bay, Jamaica in 2006; University of the Witwatersrand, Johannesburg, South Africa in 2007; the University of Illinois, Chicago, USA in 2008; the University of Barcelona, Spain in 2009; Hong Kong Institute of Education, Hong Kong in 2010; and the University of Mauritius, Mauritius in 2011. In 2012 the Conference will be held at The Institute of Education, University of London, London, UK. Our community members and first time attendees come from all corners of the globe. Intellectually, our interests span the breath of the field of education. The Conference is a site of critical reflection, both by leaders in the field and emerging scholars and teachers. Those unable to attend the Conference may opt for virtual participation in which community members can either or both submit a video or slide presentation with voice-over, or simply submit a paper for peer review and possible publication in the Journal. Online presentations can be viewed on YouTube.

Publishing The Learner Community enables members to publish through three mediums. First, by participating in the Learning Conference, community members can enter a world of journal publication unlike the traditional academic publishing forums – a result of the responsive, non-hierarchical and constructive nature of the peer review process. The International Journal of Learning provides a framework for double-blind peer review, enabling authors to publish into an academic journal of the highest standard. The second publication medium is through the book series The Learner, publishing cutting edge books on education in print and electronic formats. Publication proposals and manuscript submissions are welcome. The third major publishing medium is our news blog, constantly publishing short news updates from the Learner Community, as well as major developments in the field of education. You can also join this conversation at Facebook and Twitter or subscribe to our email Newsletter.

Common Ground Publishing Journals

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ARTS The International Journal of the Arts in Society.

Website: www.Arts-Journal.com

BOOK The International Journal of the Book Website: www.Book-Journal.com

CLIMATE CHANGE The International Journal of Climate Change:

Impacts and Responses Website: www.Climate-Journal.com

CONSTRUCTED ENVIRONMENT The International Journal of the Constructed Environment

Website: www.ConstructedEnvironment.com/journal

DESIGN Design Principles and Practices:

An International Journal Website: www.Design-Journal.com

DIVERSITY The International Journal of Diversity in Organizations, Communities and Nations Website: www.Diversity-Journal.com

FOOD Food Studies: An Interdisciplinary Journal Website: http://Food-Studies.com/journal/

GLOBAL STUDIES The Global Studies Journal

Website: www.GlobalStudiesJournal.com

HEALTH The International Journal of Health,

Wellness and Society Website: www.HealthandSociety.com/journal

HUMANITIES The International Journal of the Humanities Website: www.Humanities-Journal.com

IMAGE The International Journal of the Image Website: www.OntheImage.com/journal

LEARNING The International Journal of Learning. Website: www.Learning-Journal.com

MANAGEMENT The International Journal of Knowledge, Culture and Change Management.

Website: www.Management-Journal.com

MUSEUM The International Journal of the Inclusive Museum

Website: www.Museum-Journal.com

RELIGION AND SPIRITUALITY The International Journal of Religion and

Spirituality in Society Website: www.Religion-Journal.com

SCIENCE IN SOCIETY The International Journal of Science in Society Website: www.ScienceinSocietyJournal.com

SOCIAL SCIENCES The International Journal of Interdisciplinary

Social Sciences Website: www.SocialSciences-Journal.com

SPACES AND FLOWS Spaces and Flows: An International Journal of

Urban and ExtraUrban Studies Website: www.SpacesJournal.com

SPORT AND SOCIETY The International Journal of Sport and Society Website: www.sportandsociety.com/journal

SUSTAINABILITY The International Journal of Environmental, Cultural,

Economic and Social Sustainability Website: www.Sustainability-Journal.com

TECHNOLOGY The International Journal of Technology,

Knowledge and Society Website: www.Technology-Journal.com

UBIQUITOUS LEARNING Ubiquitous Learning: An International Journal

Website: www.ubi-learn.com/journal/

UNIVERSITIES Journal of the World Universities Forum Website: www.Universities-Journal.com

For subscription information please contact subscriptions@commongroundpublishing.com