Studies in Higher Education (STUD HIGH EDUC )

Publisher: Taylor & Francis

Description

Studies in Higher Education welcomes contributions on most aspects of higher education. The Editor especially wishes to encourage three kinds of paper: hose which illuminate teaching and learning by bringing to bear particular disciplinary perspectives (such as those of sociology, philosophy, psychology, economics and history, and cultural and policy studies); those in which teachers in higher education engage in systematic reflection on their own practices and; synoptic review articles and; synoptic review articles. A key criterion for publication is that papers should be written in an accessible, while rigorous style, which communicates to non-specialists. Studies in Higher Education is published by Carfax Publishing on behalf of the Society for Research into Higher Education.

Impact factor 1.28

  • 5-year impact
    1.75
  • Cited half-life
    7.80
  • Immediacy index
    0.05
  • Eigenfactor
    0.00
  • Article influence
    0.65
  • Website
    Studies in Higher Education website
  • Other titles
    Studies in higher education (Oxford, England), Studies in higher education
  • ISSN
    0307-5079
  • OCLC
    3943038
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In education literature there is a distinct lack of scholarly work on issues of leadership other than on functional leadership at lower levels or high-level individual leadership activity which dominates existing studies. This empirical research is based on the result of a merger of education providers within the North East of England. A crucial aspiration of the newly merged organisation was to provide an overarching innovative leadership structure to facilitate integrated leadership. The specific focus of this article is participants of a bespoke postgraduate learning intervention. The authors apply sense-making theory to identify how student-leaders undertaking a leadership development intervention developed to become a community of education leaders. The reflective accounts of the student-leaders indicated a combined approach of distributed, shared and collaborative leadership. Whilst the study was conducted in the UK, the concepts and ideas are likely to have international application.
    Studies in Higher Education 02/2015; 40(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Despite their significant presence in western business schools, the needs and experiences of international students have not been adequately reflected in the business education literature. We draw upon psychological contract theory – used to understand employer–employee relationships – to develop a novel theoretical model on the international student–business school relationship. Based on a review of psychological contract and international education literatures, we propose that students perceive a variety of institutional obligations arising from explicit and implicit promises made by business schools. Fulfilment or breach of these obligations will impact upon students' educational performance and satisfaction. We also examine ways in which students' cultural orientation might moderate the psychological contract process.
    Studies in Higher Education 02/2015; 40(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.
    Studies in Higher Education 02/2015; 40(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and ‘impact’ or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the process through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a wider, interpretive study of students' learning experiences, to illustrate the complex and differing pedagogic relations that students develop across multiple spaces. The analysis uses activity theory and elements of community of practice theory to understand the various practices of students, their interrelationship with ‘the programme’ and the many factors that affect the way they can engage in ‘professional’ doctoral study. The paper concludes with a discussion of potential implications for the organisation of Professional Doctorates as they relate to pedagogy.
    Studies in Higher Education 01/2015; 40(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Study goals and effective management of study time are both linked to academic success for undergraduates. Learning goals are associated with enjoyment and positive educational outcomes. Conversely poor self-regulation, in the form of procrastination, is linked to a range of negative study behaviours. Many researchers have treated these orientations as stable and few have investigated differences across academic levels. This paper addresses some of these shortcomings and explores whether study goal orientation and procrastination tendency profiles are comparable at different stages of the undergraduate degree. Data were collected for 200 students on Physical Geography and Outdoor Education programmes using a pair of psychometric scales. Findings demonstrate that significant differences occur in both variables between the first and second years of study. After comparing results to wider research, potential causes of these differences are examined and implications for teaching and learning environments discussed.
    Studies in Higher Education 01/2015; in press.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity will induce a reduced perception of peer pressure, increased feelings of comfort and more positive attitudes towards peer assessment. Classroom response technology (CRT) was introduced as a tool that enables anonymity. In addition, oral and written feedback was organized to meet the need for feedback. The results show that the proposed peer assessment practice combines the positive attitudes and feelings of comfort related to the anonymous use of CRT with the perceived added value of argumentation in oral and written feedback.
    Studies in Higher Education 01/2015; 40(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Advancing understanding of academic mobility becomes essential since this phenomenon is gaining prominence in the context of the internationalization of European higher education, with repercussions in economic terms for the host institution itself and its surrounding region. From a network theory perspective, this study intends to understand what motivates students in transnational mobility (TM) to seek certain Institutions of Higher Education rather than others. In keeping with the state-of-the-art, the aim is also to obtain indications that associate, or not, those students’ previous contact with social networks. Through research of a quantitative, exploratory nature, this study presents results referring to 81 TM students at a Portuguese state university: University of Beira Interior (UBI). From these results, it can be inferred that the public and private reasons that attract and perpetuate the TM of higher education students are associated with the adoption of social networks. Some implications for theory and practice are also presented.
    Studies in Higher Education 01/2015;
  • [Show abstract] [Hide abstract]
    ABSTRACT: With the globalisation of the higher education industry, service quality in the higher education services is seen as a vital factor in determining a university's competitive advantage. The purpose of this study is to extend current conceptualisation of quality research in higher education by investigating the influence of self-determination and outcome valence in the form of students' feelings towards their academic result, on university service quality (USQ) evaluation. The results highlighted that students who feel good about their academic results are more self-determined and perceive a more favourable USQ experience than others. On the basis of the research findings, this study suggests that the effect of motivational differences and academic outcome valence on USQ evaluation should be taken into account when considering how students' USQ perception is formed. These pertinent issues deserve considerable attention as they have a bearing on important outcomes such as student satisfaction and staff performance appraisal.
    Studies in Higher Education 01/2015; 40(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Within the academic career literature, disabled academics are under-researched, despite calls for career theory development through the exploration of marginalized groups' career experiences and the boundaries which shape these experiences. Here, boundaries refer to the symbolic resources which become reified to construct social boundaries shaping what is and is not possible in career contexts. This article contributes to the advancement of academic career theory by enabling insights into impairment effects as an embodied career boundary for disabled academics and outlining how experiences of impairment effects and disabled academics' agency are entangled with their career context and organizational members' responses. Impairment effects shape career choices and opportunities, by being negated, and/or influencing expectations of employers to provide inclusive contexts which acknowledge impairment effects as a legitimate organizing principle. However this recognition of impairment as a legitimate organizing principle is not always reciprocated, with implications for disabled academics' careers.
    Studies in Higher Education 01/2015; 40(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Among the major trends in the higher education (HE) sector, the development of rankings as a policy and managerial tool is of particular relevance. However, despite the diffusion of these instruments, it is still not clear how they relate with traditional performance measures, like unit costs and efficiency scores. In this paper, we estimate a variety of models to evaluate costs in US higher education institutions. A particularly innovative feature of our approach involves the estimation of latent class and random parameter stochastic frontier models of a multiproduct cost function: this allows us fully to accommodate both the heterogeneity across institutions and the presence of technical inefficiencies. Such methodological strategy is essential in analyzing the US HE system, which is characterized by a strong internal differentiation. Our main findings are two. First, on a public policy ground, the estimates suggest that global economies could be achieved by effecting a reduction in the number of institutions providing undergraduate instruction, while increasing the number of institutions engaged in postgraduate activity. Second, the current existing rankings turn out as coherent with ratings provided by the calculation of efficiency scores.
    Studies in Higher Education 01/2015; 40(1).
  • Kelly L. Page, Nina Reynolds
    Studies in Higher Education 12/2014;
  • Mohammed Saad, Cherif Guermat, Lisa Brodie
    Studies in Higher Education 12/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Responding to the Commission on Higher Education's development plan of enhancing research culture among higher education institutions, this study was conducted to analyze the research productivity of selected higher education institutions. It covered five state universities in the Philippines where a total of 377 randomly selected faculty members served as research participants. Path analysis shows that educational attainment, research benefits and incentive system are important predictors of both research self-efficacy and research productivity. Self-efficacy has also been found to be a significant determinant of productivity. Findings of this study suggest a number of policy implications for institutions of higher learning including the need to have a strong faculty development program, enhanced research collaboration, improved research productivity, and good incentive system in order to promote and enhance the research culture in higher education institutions.
    Studies in Higher Education 11/2014; 39(10).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The primary objective of this paper is to demonstrate the usefulness of the concept of moral economy for higher education studies through a study of Finnish research universities' patent policies. Patent policies not only stimulate the commercialization of research, they also set norms for behavior and aim to clarify how to distribute rights and responsibilities during the commercialization of research results. My main research finding is that even though institutionalized university patenting is a very recent phenomenon in Finland, policies regulating it have significant similarities to the US case. The main conclusion of this paper is that the question of university patent policies should not be disconnected from broader questions regarding contemporary globalizing knowledge capitalism. Overall, this paper contributes to higher education studies by showing the relevance of the concept of moral economy in studying contemporary university changes and transformations by demonstrating the moral economic nature of patent policies.
    Studies in Higher Education 11/2014; 39(10).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper considers how the idea of ‘discipline’ can best be conceptualised, both in general and particular terms. Much previous research has employed a strong essentialist approach, a model of disciplines which exaggerates the homogeneity of specific disciplinary features and accords disciplines generative powers which they rarely possess. That approach is disabling because it closes down the appreciation of the heterogeneity within disciplines, as well as occluding the reasons for that heterogeneity. However, for researchers this oversimplified model offers the attractions of simple research questions and research designs. The consequence of using such a model is, though, that its distortions threaten the robustness of higher education research. The paper argues for a more sophisticated conceptualisation of disciplines, one which deploys a moderate form of essentialism. It applies Wittgenstein's notion of family resemblances to the task of depicting disciplines and explores the implications for research of this more nuanced model.
    Studies in Higher Education 11/2014; 39(10).
  • [Show abstract] [Hide abstract]
    ABSTRACT: There has long been the suspicion amongst staff in Art & Design that the ratings given to their subject disciplines in the UK's National Student Survey are adversely affected by a combination of circumstances – a ‘perfect storm’. The ‘perfect storm’ proposition is tested by comparing ratings for Art & Design with those for a selection of other subjects chosen because they share some features that might lead to lower ratings on the survey. Data from a small-scale qualitative study are used to throw light on what might lie behind the sector-wide statistics. The comparisons suggest that there is some validity in the ‘perfect storm’ proposition. More broadly, the article points to the need for sophistication in interpreting findings from the survey, irrespective of the subject area.
    Studies in Higher Education 11/2014; 39(10).