Journals of Higher Education Research*
|Title||Publisher/ Affiliation||Impact Factor||Word Limit||Areas Covered||Acceptance rate|
|Review of Research in Education||Sage/ AERA||1.545||Not specified||It provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RREpromotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.||n/a|
|Research in Higher Education||Springer/AIR||1,387||Not specified||Administration and faculty; curriculum and instruction; student characteristics; alumni assessment; recruitment and admissions; prediction and student academic performance; campus climate; and retention, attrition, and transfer.||11-20% (2009)|
|The Review of Higher Education||The Johns Hopkins University Press/ ASHE||1,324||30 Pages||The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications.||6-10% (2009)|
|Internet and Higher Education, The||Elsevier||1,015||Not specified||The Internet and Higher Education, a is quarterly journal devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions, theoretical and applied, significantly addressing innovative deployments of Internet technology in instruction and reporting on research to demonstrate the effects of the Internet and information technology (IT) on instruction in various contexts in higher education. The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines.||62% (2008)|
|The Journal of Higher Education||The Ohio State University Press||1,15||9,000 words inclusive of tables, figures, & references||Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers||8% (2010)|
|British Educational Research Journal||Taylor and Francis/ BERA||1,14||6000-8000 words||The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.||11-20% (2010)|
|Higher Education||Springer||1,061||7,000 words including notes and references||It publishes articles that represent significant advances –conceptually, theoretically or methodologically–in the international higher education literature on the topic concerned. It welcomes both empirical studies on higher education which may involve cross-national, cross-sectoral, or relatively large data-sets (e.g. draw on data from several institutions or data over an extended time-span), and smaller-scale research and scholarly papers that provide considerable insights and advancements in our understanding of higher education.||20% (2009)|
|Studies in Higher Education||Taylor and Francis||0,982||5000–7000 words inclusive of tables/ references/ figure captions/endnotes||The Journal welcomes contributions that seek to enhance understanding of higher education policy, institutional management and performance, teaching and learning, and the contribution of higher education to society and the economy. Comparative studies and analysis of inter-system and cross-national issues are also welcomed, as are those addressing global and international themes.||11-20% (2010)|
|Comparative Education Review||The University of Chicago Press||0,976||9,000 words including footnotes||Text||11-20% (2010)|
|Higher Education Research & Development||Taylor and Francis/ HERDSA||0,901||5000-6000 words, with an absolute limit of 7000||The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome empirical, theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions. All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience.||25% (2010)|
|Assessment & Evaluation in Higher Education||Taylor and Francis||0,841||3000-5000 words||The journal welcomes research-based, reflective or theoretical studies which help to illuminate the practice of assessment and evaluation in higher education. The journal is aimed at all higher education practitioners, irrespective of discipline. It sets out to provide readily accessible, up-to-date information about significant developments within the field, with a view to the sharing and extension of evaluated, innovative practice and the development of ideas. Suggestions for special issues are welcomed.||21-30% (2010)|
|Teaching in Higher Education||Taylor and Francis||0,757||3000-6000 words (including the bibliography)||The journal addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. In particular the journal: critically examines the values and presuppositions underpinning teaching; identifies new agendas for research; introduces comparative perspectives and insights drawn from different cultures; aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education; considers how teaching and research can be brought into closer relationship and teaching in higher education can itself become a field of research||48% (2009)|
|British Journal of Educational Studies||Taylor and Francis||0,568||7000 words||It publishes scholarly, research-based articles on education which draw particularly upon historical, philosophical and sociological analysis and sources. It provides: Discussions of educational policy and educational issues that draw on the findings of research; articles that review policy developments outside the UK, acknowledging the significance of cross-national policy influences; contributions from many academic disciplines and a variety of perspectives; the most comprehensive book review section of any education journal published in the UK with, on average, sixteen reviews per issue||n/a|
|Journal of Further and Higher Education||Taylor & Francis||0.556||4000-7000 words||an international, peer-reviewed journal which publishes articles and book reviews representing the whole field of post-16 education and training. Topic areas include management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. The journal encourages debate on contemporary pedagogic issues and professional concerns within the UK and abroad. The journal is committed to promoting excellence in these fields by providing a forum for the debate and evaluation of a wide range of pedagogic issues and professional concerns. The majority of articles will take as their focus: Management and administration, particularly cultural and structural development within the system; Curriculum development and its relationship with institutional and staff development; Teaching and learning approaches, strategies and processes.||n/a|
|Educational Research||Taylor and Francis||0,48||5000 words||Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field. The wide coverage allows discussion of topical issues and policies affecting education institutions worldwide. Subjects Educational Research has recently covered include: Assessment; education policy; students’ attitudes; study support; social deprivation; special educational needs;
school culture; teachers’ image of themselves; bullying
|Higher Education Management and Policy||Institutional Management in Higher Education||0.48 (average)||5 000 words, including figures and references||The journal is primarily devoted to the needs of those involved with the administration and study of institutional management in higher education. Articles should be concerned, therefore, with issues bearing on the practical working and policy direction of higher education. Contributions should, however, go beyond mere description of what is, or prescription of what ought to be, although both descriptive and prescriptive accounts are acceptable if they offer generalisations of use in contexts beyond those being described. Whilst articles devoted to the development of theory for its own sake will normally find a place in other and more academically based journals, theoretical treatments of direct use to practitioners will be considered.||21-30% (2009)|
|European Journal of Education||Wiley||0,403||6000-7000 words||The prime aims of the European Journal of Education are: • To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective.
• To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences.
• To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
|Active Learning in Higher Education||Sage||none||3000-5000 words||It is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.||n/a|
|Canadian Journal of Higher Education, The||Canadian Society for the Study of Higher Education||none||20 pages, excluding graphics, title page, and bibliography||It intends to publish manuscripts on topics that address and are relevant to the Canadian higher education system and its structures, processes, and community; and to promote research with international and comparative dimensions in relation to Canadian higher education.||21-30% (2010)|
|Continuing Higher Education Review||The University Professional & Continuing Education Association||none||Not specified||It showcases leading thinkers in continuing, professional, and online education and features in-depth analysis of research and developments within continuing and adult higher education.||10% (2010)|
|European Education Research Journal||Sympozium Journals||none||Not specified||Peer-reviewed international journal devoted to the publication of articles and general issues relating to educational research in Europe. The EERJ is a forum for constructive dialogue that recognizes particularity and difference in educational research and its issues in Europe, that acknowledges and seeks to address the relative weakness of links between social science and education research in Europe, and that seeks to develop methodologies for studying the new ‘European space’ of educational research. The EERJ is not a journal forEuropean educational researchers but a journal about the new frontiers of Europeanization in educational research. It has firm obligations to publish aspects of educational research which illuminate the cases and contexts of the emerging borderless space of European educational research.||n/a|
|European Journal of Higher Education||Taylor and Francis||none||6,000 words not including bibliographies||Topics of particular interest to EJHE, among others, include those related to mechanisms and forces of regional integration; to the experience of newer member countries of the European Union, in Central and Eastern Europe; to the role of supra-national organizations; and to the peripheral influence of European higher education systems, such as in Turkey, central Asia, the Middle East, and North Africa.||n/a|
|Higher Education in Europe||Taylor and Francis||none||Not specified||Higher Education in Europe is a quarterly review published on behalf of the European Centre for Higher Education (CEPES), UNESCO. It is a scholarly publication dealing with major problems and trends in contemporary higher education. It presents information, interpretations, and criticism in regard to current developments in the field. While focussing primarily on Europe and North America within the context of the other activities of the Centre, it regularly features contributions from other regions of the world as well.||75% (2009)|
|Higher Education Policy||Palgrave Macmillan / IAU||Indexed from 2012||To 7000, separate bibliography etc.||Higher Education Policy is an international journal for advancing scholarly understanding of the policy process applied to higher education through the publication of original analyses, both theoretical and practice-based, the focus of which may range from case studies of developments in individual institutions to policy making at systems and at national level. It encourages contributions that make explicit comparison between systems of higher education and is theme based, involving a common focus or combining articles which individually contribute to an overall topic.||n/a|
|Higher Education Quarterly||Wiley/ SRHE||none||4000-6000 words including the Abstract and References||Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.||21-30% (2009)|
|Higher Education Review||Tyrrell Burgess Associates||none||5,000-10,000 words||· What is post-school education for? Should it continue in ‘autonomous’ or ‘service’ traditions? What is its responsibility to society? • Who is to get post-school education? Should it extend to all adults, and what can this mean in practice?
• What should post-school education consist of? Is it bound to be conservative in content or method? How can innovation be encouraged?
• How is post-school education to be organised? What should be the relationship between individual and institutional freedom and public accountability?
• What are the implications of all these questions for those working in post-school education? How should they be paid? What should be their conditions of service?
|Higher Education, Skills and Work-based Learning||Emerald/ The Journal of the Univ Vocational Awards Council||New journal||3000-5000 words||The editorial policy of the journal is to facilitate relevant and rigorous national and international debate, research and practice that is impactful. The journal is targeted at academics researching in the area of higher level skills, training providers and work based learning practitioners who provide or support the delivery of higher level skills, those who direct policy at institutional and national levels and those whose learning is the focus of this effort.||n/a|
|Innovative Higher Education||Springer||none||20-25 pages in length|| Presents fresh ideas in higher education in a straightforward and readable fashion. • Features descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education.
• Focuses on the effect innovation has on teaching and students.
• Publishes diverse forms of scholarship and research.
• Strikes a balance between practice and theory.
|Innovative Practice in Higher Education||Staffordshire University||Recently published||Not specified||The main themes of the journal range from innovative pedagogy to new and improved approaches to Technology Supported Learning and other practitioner methods. It also aims to be a staff development tool supporting all those who wish to submit academic work for peer review and possible publication.||n/a|
|Journal of the European Higher Education Area||EU (by invitation)||none||Not specified||Overall trends and developments and new approaches to learning and teaching in higher education; how the issues of access, lifelong learning, and student services are dealt with in different parts of Europe; what university leaders think about governance, management and funding, and what are the best institutional structures to support innovative learning and teaching; how quality assurance can enhance teaching and learning; and what the internationalisation of teaching and learning means for the European Higher Education Area.||n/a|
|Journal of General Education, The||Penn State University Press||none||35 pages (max.)||For faculty, administrators, and policymakers, JGE is the professional forum for discussing issues in general education today. JGE addresses the general education concerns of community colleges, four-year colleges, universities, and state systems. Along with perceptive essays on the role of general education today, JGE features articles on: Innovative methods in teaching and assessment, Profiles of exemplary general education programs, Case studies of successful curriculum development efforts and Reviews of books and monographs related to general education.||n/a|
|Journal of Higher Education Outreach and Engagement||The University of Georgia||none||10,000 words||The mission of the JHEOE is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities. This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.||18.9% (2011)|
|Journal of Higher Education Policy and Management||Taylor and Francis||none||5,000 words||The journal caters for practising managers and administrators of universities, colleges and vocational education and training institutes. It attracts the interest of, and contributions from, vice chancellors, presidents, vice presidents, directors, registrars, business managers and deans. It is also read by, and frequently publishes papers by, middle level managers and academic staff who seek to place their work and interests in a broad context.|
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