{"id":1440,"date":"2025-09-09T14:04:00","date_gmt":"2025-09-09T13:04:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/?p=1440"},"modified":"2026-03-26T10:01:15","modified_gmt":"2026-03-26T10:01:15","slug":"reflections-on-editorial-scholarship-a-conversation-with-prof-wendy-garnham","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2025\/09\/09\/reflections-on-editorial-scholarship-a-conversation-with-prof-wendy-garnham\/","title":{"rendered":"Reflections on Editorial Scholarship: A Conversation with Prof Wendy Garnham"},"content":{"rendered":"\n
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Prof Wendy Garnham<\/a>, Professor of Psychology and Director of Student Experience for the Foundation Year, shares her experience of editorial scholarship.\u00a0\u00a0<\/p>\n\n\n\n

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Can you tell us a little about your experience co-editing books on teaching and higher education?<\/strong> <\/h2>\n\n\n\n

I\u2019ve co-edited several books on topics like active learning, pre-arrival platforms for transition into HE, and outdoor learning. I am currently editing a book on active learning and have a co-edited book on creative approaches to academic advising coming out this year. Some of these were published with SEDA as part of the SEDA <\/a>Focus series by Routledge.  <\/p>\n\n\n\n

What motivated you to take on an editorial role?<\/strong> <\/h2>\n\n\n\n

Mainly interest. When I am interested in a topic, I really want to explore different perspectives and ideas. Editing gives you the chance to draw in expertise from across the sector, both in the UK and internationally. It\u2019s incredibly inspiring and thought-provoking to see other people\u2019s ideas. The other reason was that I was elected to the SEDA papers committee<\/a>, which gave me insight into the publishing process, how books come together, what\u2019s involved in being an editor or author. That experience really sparked my interest further and I now co-chair this committee. I also love writing of course, so it all came together naturally. <\/p>\n\n\n\n

In what ways has serving as an editor contributed to your development on the education and scholarship track?<\/strong> <\/h2>\n\n\n\n

Networking opportunities have been huge. I\u2019ve connected with people who share my interests, not just at Sussex but nationally and internationally, even across sectors like the NHS. It\u2019s opened up collaboration opportunities and helped me build relationships that feed into other projects. <\/p>\n\n\n\n

On a practical level, editing helps you stay up to date with themes and trends. For example, our outdoor learning publication sparked interest among colleagues at Sussex and led to discussions about creating an outdoor classroom. It reminded me that scholarship isn\u2019t solitary, it\u2019s collaborative, idea-sharing work. <\/p>\n\n\n\n

What learning opportunities has this editorial work given you?<\/strong> <\/h2>\n\n\n\n

So many! One of the biggest is to realise the importance of clear communication. This includes setting expectations, structuring contributions according to publication guidelines and managing deadlines amongst other things. When co-editing, it\u2019s vital to be clear about who\u2019s responsible for what, without that things can get messy. <\/p>\n\n\n\n

Time management is another big one. You need to be reliable with deadlines, especially when working with external contributors. Planning ahead and building in buffer time is essential. You\u2019re modelling the behaviour you expect from others. <\/p>\n\n\n\n

It\u2019s a very different process from writing a book solo. When you\u2019re editing, you\u2019re managing a team, coordinating contributions, and shaping a shared narrative. You learn so much, copyright law, permissions, quote lengths, marketing insights and more. You also have the opportunity to mentor others. One of our books led to webinars and now a new book project led by another team member. It\u2019s not just about publishing, it\u2019s about what comes next. <\/p>\n\n\n\n

What are some of the key challenges in taking on an editorial role?<\/strong> <\/h2>\n\n\n\n

Contributors dropping out is a common challenge, especially with long timelines. People leave the sector, workloads increase, life happens. You need to plan for that, what\u2019s your backup if someone drops out? Clear communication helps mitigate this. So does setting realistic timelines. Expect someone to be late and build in buffer time. <\/p>\n\n\n\n

Another challenge is ensuring the book has a cohesive narrative. You need to think carefully about how chapters fit together and what story you\u2019re telling. Increasingly, publishers also ask for diverse and international voices, which adds complexity but also richness. <\/p>\n\n\n\n

What are your top three tips for colleagues considering becoming editors?<\/strong> <\/h2>\n\n\n\n
  1. Clarity of communication. <\/strong>Be clear with co-editors about roles and responsibilities from the start. Avoid overlap or mixed messages to contributors. <\/li><\/ol>\n\n\n\n
    1. Regular updates. <\/strong>Keep contributors informed, even if there\u2019s no immediate action required. Monthly updates help maintain momentum and flag potential issues early. <\/li><\/ol>\n\n\n\n
      1. Realistic planning. <\/strong>Don\u2019t make the project too long or too short. Build in buffer time and set achievable milestones. Without a clear timeline, projects risk stalling. <\/li><\/ol>\n","protected":false},"excerpt":{"rendered":"

        Prof Wendy Garnham, Professor of Psychology and Director of Student Experience for the Foundation Year, shares her experience of editorial scholarship.\u00a0\u00a0 Can you tell us a little about your experience co-editing books on teaching and higher education?  I\u2019ve co-edited several…<\/span><\/p>\n

        Read more ›<\/a><\/div>\n

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