IMPact e-journal

IMPact is the University of Lincoln’s peer-reviewed, open access and multi-disciplinary journal of Higher Education.  Established in 2017, IMPact invites colleagues from across the university, including postgraduate and undergraduate students, to submit their work for publication in the form of research papers in the conventional sense, as well as shorter reviews, research notices, accounts of work in progress and other forms of output of interest to the journal and its readership, with the express intention of informing, challenging and influencing. 

The journal is committed to representing a wide variety of perspectives while promoting a research environment that encourages participation and collaboration.  The journal is also open to studies that draw on empirical, theoretical, conceptual or practice-based work and may include literature reviews and papers which focus on methodology.

Instructions for authors

Editorial Board

List of issues


Instructions for authors

IMPact encourages submissions on a wide range of topics from all colleagues across the university, including postgraduate and undergraduate students.  Contributions that seek to promote new knowledge or enhance the understanding of any aspect of Higher Education and its practice are particularly welcomed.  In addition to the publication of manuscripts relating to research and scholarship in the conventional sense, the journal also welcomes shorter reviews, research notices, accounts of work in progress, and so on.

Conventional manuscripts should not normally exceed 5000 words in length and be accompanied by an abstract of up to 250 words.  Keywords should also be included.  Authors should submit their work as a simple Word document (avoiding complex formatting) using an Arial, 12-point font (line spacing set to 1.5).  Footnotes should be avoided wherever possible.  Reference lists should adopt a simple Harvard System (non-numerical) and be presented by author (surname) in alphabetical order (unless your discipline specifically requires a different citation system).  Long quotations of more than 20 words should be indented from the left-hand margin with one-line space above and below and set in italics.  No quotation marks are required.  If any portion of the quote is omitted, indicated the omitted section by the inclusion of an ellipsis in square brackets […] in the appropriate part of the quote.  For short quotes of less than 20 words embedded within the main text of the manuscript use single curved quotation marks.  Double quotation marks should be used for quotation marks within another quotation.

All relevant submissions to the journal will be peer reviewed by at least two members of the Editorial Board drawn from a different area of work to the authors, with anonymous feedback provided within two months or less.  Once accepted for publication, authors will be asked to cut, paste and format their manuscripts into the standardised journal template.  IMPact subscribes to the Committee on Publication Ethics (COPE) Code of Practice which can be viewed at:

All manuscripts or enquiries for IMPact should be submitted to which is monitored by the LHERI team for content regularly.  IMPact is an open access journal, so all contributors retain copyright over any work appearing in its volumes without restriction.  The names and email addresses appearing within the journal will be used exclusively for attribution and will not be made available for any other purpose or to any other person.  While the University of Lincoln makes every effort to ensure the accuracy of all published information contained within its volumes (the ‘Content’), all views expressed within the journal are the views of the authors themselves and not necessarily the views of the Editorial Board.


Editorial Board

John Sharp, Lincoln Higher Education Research Institute (joint Editor-in-Chief)
Katie Strudwick, School of Social and Political Sciences (joint Editor-in-Chief)
Andrew Beeken, Library
Anita Backhouse, School of Education
Dan Bishop, School of Sport and Exercise Science
Rob Dean, School of Fine and Performing Arts
Beatrix Fahnert, School of Life Sciences
Jennifer Johnson, School of Health and Social Care
Janice Kearns, School of Film and Media
Kirsty Miller, School of Psychology
Catherine Redpath, School of English and Journalism
Kelly Sisson, School of Health and Social Care
Rachel Spacey, Lincoln Higher Education Research Institute
John Stocker, School of Art and Design
Tracey White, Lincoln International Business School
Jamie Wood, School of History and Heritage



Volume 3 (Issue 1) 2020

“It’s not like I’m on my own”: Recognising and recording the experiences of estranged students in Higher Education
Rachel Spacey

Digital Learning Ecosystems: Discussing the outcomes of a principle led investigation into an alternative VLE
Andy Beggan


Volume 2 (Issue 2) 2019 Anniversary edition

Learning about research by doing research: Developing student researchers
Ashley Compton, Emma Rogers, Christopher Johnstone, Dan Wait

The application of entrustable professional activities (EPAs) within sport science education: An exploratory approach
Mark F. Smith

“It’s my sort of new life so to speak” – Students’ experiences of transition to higher education in the Long First Year project
Rachel Spacey and Liz Mossop


Volume 2 (Issue 1) 2019 Student edition

Katie Strudwick

Student as producer and the democratisation of science
Mike Neary

Improving educational achievement among working-class students: Evaluating a student-mentoring scheme
Elena Maria Gaschino

A perspective piece on my Undergraduate Research Opportunity Scheme experience
Amy Gibbons

Peer-based teaching and learning
Christopher William Ross, Dave Prichard, Christopher Headleand

Fitting-In whilst standing-out In the academy
Marianne Lou Keeler


Volume 1 (Issue 2) 2018

Student as digital producer: Learning new(old) skills through an agency-led project
Hanya Pielichaty

‘Partnership’ versus ‘collaboration’: A student perspective
Madeleine Pownall

‘An A to Z of creative teaching in Higher Education’
Thomas George

Teaching creativity?
Jim Shorthose


Volume 1 (Issue 1) 2018

Katie Strudwick

Shifting sands: Why pedagogical Research In Higher Education matters to us all
Gyles Lingwood, Mark Clements, Deborah Lock, Mark F Smith

Disruptions, interventions and liminalities: Reconfiguring the art seminar in response to Daniel Buren’s The Function of the Studio (1979) as a site to (re)articulate creative pedagogic risk-taking and power relations
Lee Campbell

‘Building respect and changing cultures in the university community’: An account of research in progress
Katy Brookfield

Critiquing the crit: The influence of technology and creative professional practice on the 21st Century peer learning environment.
Gyles Lingwood

Motivating students to access support services In Higher Education: A self-determination theory perspective
Lynn Pickerell

More than just listening: The role of student voice in higher education, an academic perspective
Daniel C. Bishop

When is a leader not a leader? Experiences of programme leadership in a post-92 university.
Rebecca Sanderson

A defining moment for personal tutoring: Reflections on personal tutor definitions and their implications
Ben W. Walker