This is a service hosting open access academic journals for LJMU. The service supports multiple journals (listed below) and is available for LJMU researchers to develop formal peer-reviewed academic research journals, and for LJMU students to develop journal projects exploring themes and techniques in electronic publishing.
We are very proud to be a member of the Open Institutional Publishing Association (OIPA), which formally launches in Autumn 2023. This group is a community of practice for publishing operations affiliated with institutions which are striving for open access, from small and medium-sized university presses to individuals based within university libraries working on scholarly journals. The association offers a new infrastructure to support non-commercial open access publishing within the UK, creating a forum to share advice, information, resources, training and best practice.
This is a LJMU faculty-refereed journal, which provides a formal space to showcase the diverse research conducted by our postgraduate management students. This journal offers postgraduate students the opportunity to disseminate their research findings both within the university and also the wider community.
In this publication, the extended abstracts of the works that have been presented in the 12th International Conference on Fluvial Hydraulics - River Flow 2024 are included, providing a comprehensive overview of the latest research and industrial practices related to fluvial hydraulics and river engineering. Organized under the auspices of the Fluvial Hydraulics Committee of the International Association for Hydro-Environment Engineering and Research (IAHR), River Flow has become one of the main international forums for the dissemination of knowledge in this field.
The works presented in this publication cover a wide range of topics related to river flow and transport processes, river morphology and morphodynamics. These include river morphodynamics and management, hydraulic structures and their impacts on local and catchment sediment transport, flow regime, and ecology. Additionally, they cover sediment, pollutant, and microplastic dynamics in rivers as well as fluid mechanics, numerical modelling, and two-phase flow and topics related to climate change and adaptation, monitoring techniques, and AI.
Welcome to the DATE Journal’s new home! Design and Technology Education: An International Journal (the DATE Journal) is now being hosted by Liverpool John Moores University
Design and Technology Education: An International Journal is a research journal that provides a broad and inclusive platform for all aspects of Design and Technology Education, Design Education and Technology Education in primary, secondary and higher education sectors, initial teacher education (ITE) and continuous professional development (CPD). The mission of the Journal to publish high quality research, scholarly and review articles at the leading edge of development of theories and practices of Design and Technology Education that increase insight, support understanding and add to global discourse.
All content in Design and Technology Education: An International Journal is freely available through open access on the LJMU Library Open Journal Service and is linked to from the Design and Technology Association's website's 'Research' page: https://www.designtechnology.org.uk/for-education/research/. There are no Article Processing Charges (APCs) associated with the inclusion of articles and papers.
The work is licensed under a Creative Commons Attribution 4.0 International License.
The Journal has moved from the previous hosting site at Loughborough University and is now open for submissions at Liverpool John Moores. As Editors, we are excited about our new home and look forward to continuing to publish our Open Access Journal and to be able to offer open access to all of the Journal’s Archives. Historic articles from Loughborough University have now been moved to Liverpool John Moores and are all available under the ‘Archives’ tab on the Journal’s home page.
Articles are available to anyone who wishes to view or download them. In order to submit an article it is necessary to register, using the link in the top right hand corner, before uploading a submission or go to “make a submission”. Registering on the site is also a good idea for those who wish to receive news, updates and notifications about new and upcoming issues.
We are grateful for the support we are receiving from Liverpool John Moores and look forward to welcoming both old and new readers and contributors to our new home.
This journal is for the proceedings of the 40th International Pupils’ Attitudes Towards Technology Conference, hosted in Liverpool at Liverpool John Moores University in 2023.
Biomolecular Research Reports (BRR) aim to stimulate and promote original and interdisciplinary research by actively engaging the research community through timely and relevant publications.
BRR will publish three types of articles.
- Perspectives & Commentaries. These articles will provide insightful analyses of developments in a specific biomolecular research area. Contributions may also present global views or a potential paradigm shift in a specific or broad research area. The Editorial Board will invite authors for submissions to this category.
- Reviews will present concise appraisal and synthesis of the latest developments on a specific research topic. Authors are expected to have relevant research expertise on the review topic evidenced by publications track record or active research programme in the field.
- Research Papers will present findings from original work with writing styles and formats that emphasise rationale, design, findings, and implications. Priority will be placed on soundness of scientific methods as reflected in the design of experiments, reproducibility and balanced interpretation of data. The goal is not to select papers for publication based on their perceived current scientific impact
We invite submissions to the Commentaries & Perspectives, Reviews, and Research Papers sections of the journal across a wide range of research fields with elements of the biomolecular sciences as the subject of investigation or as research tools in related areas. These include but not limited to biochemistry, biophysics, molecular biology, biotechnology, microbiology, biomedical sciences, chemical biology, pharmacology, natural product chemistry, environmental chemistry, and forensic biosciences. The Editorial Board are particularly interested in contributions that incorporate an interdisciplinary approach to experimental science.
Aim and Scope
The Journal of Social Media for Learning is a double blind peer-reviewed, open-access, journal that seeks to publish high quality research and scholarly articles at the leading edge of development of theories, practices and pedagogy that increase insight, support understanding and add to the International discourse about all aspects of the use Social Media for Learning. The journal is proactive in seeking to bridge the gap between traditional teaching methods and contemporary digital learning and supports the publication of research and evidence-informed practice to share research which demonstrates tangible, high quality outputs with impact that have brought about real changes for the direct benefit of students.
The use of Social Media as a tool for learning is an emergent, rather than an established practice and as such many questions remain unanswered. In addition to the publication of research relating to the nature of the technologies themselves, very little is known about understandings and perceptions of its use as a tool for teaching or learning. There are also important issues to be explored around the preparation for teaching, the assessment of competency and implications on policy. The journal seeks to present a balanced mix of case studies and research articles which relate to learning and teaching and reflect current themes and ideas but also to provide a platform within the context of students and staff as change agents in shaping future developments within the field. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures in order to address issues of concern. In addition, the Journal publishes book reviews, editorials and reflection/opinion pieces. Contributions to on-going research debates are encouraged and the Journal welcomes opportunities to publish substantial literature reviews in order to consolidate contributions which have been made within the field of Social Media for Learning.
Special Issues and themes within issues, focusing on specific aspects of Social Media are welcome. These can be commissioned by the Editors, or the editorial board are happy to receive proposals from the community.
The Journal of Living Labs publishes papers on innovations; co-design and interventions of health services relevant to social settings.
PRISM is a double-blind, peer-reviewed, open-access journal that seeks to foster innovative approaches to the advancement of critical perspectives spanning all domains of teaching and learning. The journal’s remit includes the publication of research that highlights, challenges and augments debates and addresses leading questions in topic areas such as critical and traditional pedagogies, alternative approaches to research and practice, governmental policy, practitioner issues and pedagogic innovation.
Necessarily eclectic, inherently radical, and unashamedly utopian, the interdisciplinary approach of PRISM is wide-ranging, encouraging submissions from a variety of scholars. PRISM recognises the breadth and scope of learning across diverse locations, involving a range of educators, academics, researchers and thinkers. PRISM supports the development of an expanded field of pedagogy, allowing reflection and critical examination of practice, theory and policy through a spectrum of intra-, cross- and anti-disciplinary methodologies and theoretical approaches to learning. Whilst PRISM is open to submissions from academics of all levels and experience, we hope to provide a space between established and emergent thinkers from formal and informal, marginal and traditional spaces. Theoretical and methodological pluralism is encouraged.
The Faculty of Business and Law Research Day at Liverpool John Moores University (LJMU) is an opportunity to support doctoral students' scholarly and career development. It provides a supportive and engaging environment to develop research idesa, potential collaborations and future personal career goals. Participants submit a 3-page abstract and poster presentation. The event also includes keynote speakers.
Launched in 2021, this bi-yearly journal provides an overview of student led research from across the Public Health Institute. It provides undergraduates and Masters students in Environmental Health and Public Health with an opportunity to publish their abstracts. This work may be in the form of literature reviews or empirical research and provides a contemporary insight into the issues students think are important.
We would also welcome enquires from staff or PhD students who may be interested in disseminating their work in this journal. Please contact Jen Germain in the first instance.
JOURNAL OF NATURAL PRODUCTS DISCOVERY (JNPD) is devoted to the publication of original articles The Journal publishes papers describing significant novelty in the analysis, isolation of metabolites, biological and pharmacological properties of natural products (including whole plants, marine organisms, terrestrial animals, fungi, bacteria and viruses, their cells, tissues and organs. The derived extracts and isolates should have characteristics or activities relevant for either basic biological sciences (botany, ecology, biochemistry, pharmacology, etc.) or use in the food, agrochemical, pharmaceutical, cosmetic and related industries. All forms of physical, chemical, biochemical, spectroscopic, radiometric, electrometric, chromatographic, metabolomic and chemometric investigations of plant products are also within the scope of the journal. Papers dealing with novel methods relating to areas such as data handling / data mining in plant sciences will also be welcomed.
The LJMU Student Law Journal is a non-profit law review providing peer-reviewed publication opportunities for undergraduate and postgraduate law students. Its Editorial Board comprises of members of staff and doctoral candidates.
The LJMU ‘Transformation in Education ‘ journal, in line with its name, focusses on ‘transformation’ in different education contexts; practical change, leadership, innovative approaches, etc.
Contributions must have an ‘in practice’ element and real-world application.
Submissions are welcomed from;
- - EdD students and recent graduates
- - PhD and Masters students and recent graduates
- - Education leaders/practitioners who have undertaken high quality research in practice
Our journal is about research in the discipline of ‘education’ in the broadest sense. It is also about interdisciplinary thinking and actions in the field of education.
Student Experience Proceedings collates the institutional level events and conferences organised by LJMU. This includes the annual LJMU conference which explores different themes related to the student experience. The proceedings aim to help archive the organisations research and practice in this area.
This journal showcases work by Education Studies and Early Childhood Studies student researchers and focusses on pertinent and contemporary themes. Submissions are accepted from Liverpool John Moores University (LJMU) undergraduates and recent graduates in Education Studies, Early Childhood Studies and related disciplines.
Current LJMU Education Studies and Early Childhood Studies students wishing to submit need to register for SPARK in order to upload an article for consideration, see Online Submission
The Bootstrap is the Journal Of Getting Started With OJS At LJMU. You can use this Journal as the default journal for setting up accounts: new users can set up an account here within the LJMU Open Journals service if you do not yet have a journal to subscribe to (a Journal Manager or Administrator can then enroll your account with the appropriate journal).
More information about this journal is available at: About This Journal
Before creating or contributing to any journal you should familiarise yourself with the OJS workflow: OJS Publishing System Workflow
You can submit to this journal for testing purposes (the content will not be formally published): Online Submissions
To manage the journal (manager/editor/admin): Journal Manager
Please note the journal has ceased publication at the present time so is not currently accepting submissions.
This journal aims to provide a forum in which both undergraduate and postgraduate students in LJMU’s School of Nursing and Allied Health can discuss and share current practice in health and social care settings. It also provides an opportunity to share practice experience with a wider audience by publishing it in this journal. This could be experiences from an acute or community setting. Contributions may be reflections on practice using a recognised model of reflection such as Gibbs’ or articles on specific issues, examples might include: health promotion, long-term conditions, or safeguarding in a healthcare setting.
We also welcome enquiries from practice staff who may be interested in disseminating their work using this journal.
Enquiries would be welcomed to publish work that has a relationship to a health or social care topic or both. Contributions to the journal can be from one author or have multiple authorship.
Please note the journal has ceased publication so is no longer accepting submissions.
LJMU's journal for pedagogic research, and reflections on teaching practice and student engagement.
In the spirit of LJMU’s ‘one university’ principle, Innovations is our journal; it is a celebration of the many ideas, thinking and pedagogical research being undertaken by colleagues. Whilst Innovations has undergone major cosmetic changes the spirit and culture that established it has endured. We pride ourselves on our developmental and supportive approach. Innovations is peer-reviewed so, whilst publication cannot be guaranteed, we can assure that you will receive support, guidance and effective pointers.
We hope you really enjoy reading the journal and that it inspires you to engage with and contribute to it in future; we would encourage you to be bold and creative. We welcome submissions from teachers (new and experienced), researchers, professional services staff and students.