高等教育教學已成為一個國際公認的領域，比以往任何時候都更開放的多種形式的競爭。然而，教學所帶來的智力挑戰在高等教育中沒有得到充分的承認和理論化。高等教育的教學通過出版學術著作來彌補這一差距，這些學術著作批判性地審視和質疑支撐教學的價值觀和前提，介紹從不同學科和方法論框架中得出的理論觀點和見解，并考慮如何使教學和研究更緊密地聯系起來。該雜志歡迎旨在發展持續反思、調查和批評的貢獻，并批判性地確定新的研究議程，例如:檢討政策、撥款、院校改革及社會期望等更廣泛的背景因素對教學的影響;對教育問題和辯論，如權威、權力、評價和理解的性質，進行概念分析;探討教育的各種價值，包括與社會公正和公平有關的價值;提供高等教育教學理論與實踐相結合的生活經驗的批判性描述。

Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education.Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; d eveloping conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice.