Studies in Higher Education (STUD HIGH EDUC)

Publisher: Taylor & Francis (Routledge)

Journal 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.

Current impact factor: 1.28

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.929

Additional details

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 (Routledge)

  • 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 a 18 months embargo
    • 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
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In this paper an analysis is carried out whether objective tests and subjective self-assessments in international large-scale studies yield similar results when looking at cross-national differences in the effects of skills on earnings, and skills patterns across countries, fields of study and gender. The findings indicate that subjective skills measures do not correlate well with objective measures of similar constructs when looking at cross-national differences. Countrywise associations between subjective skills measures and earnings do not correlate well with those found using objective skills measures. Moreover, cross-national differences in the level of subjective skills measures do not correlate well with cross-national differences in skill levels based on objective tests. Nor do gender differences found using subjective skills measures correlate with those found using objective skills measures. This does not mean that self-assessments cannot be used, but they need to be restricted to analysing within-country differences. Within countries, self-assessments do a good job in predicting skills differences across fields of study and also in predicting the effect of skills on earnings. When comparing gender differences in skills levels within countries, however, one needs to be aware that females tend to overestimate their skills levels in typical ‘female’ domains like literacy.
    Studies in Higher Education 03/2015; 40(3). DOI:10.1080/03075079.2015.1004237
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    ABSTRACT: With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a complex and multidimensional task, which poses great methodological challenges. These challenges arise out of the high diversity of degree courses, study programs, and institutions of higher education. Nevertheless, we need to address these challenges immediately if we aim to create evidence-based high-quality educational systems. This paper overviews the field of international research on competency measurement in higher education. Our analyses revealed a substantial lack of research in this area. Nonetheless, existing studies and assessment practices in various countries provide orientation on how to model competencies based on curricular and professional requirements, design assessments following the assessment triangle, and validate them comprehensively.
    Studies in Higher Education 03/2015; 40(3). DOI:10.1080/03075079.2015.1004241
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    ABSTRACT: The assessment of university students’ economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students’ economic knowledge have been highlighted since long. However, the findings are often only available within countries and focus on students who are at different levels of their studies or graduates. To remedy this research deficit, the goal of our article is to analyze the status of economic knowledge of students at the beginning of their course of studies and compare the effects of prior economic education, gender, and native language between the USA and Germany. Therefore, we used a translated and adapted version of the fourth edition of the Council for Economic Education's Test of Understanding in College Economics (TUCE). The TUCE is an international measuring instrument that has been validated and widely been used in several countries to assess the economic knowledge of students in higher education. Since the curricular structure as well as higher education studies/programs in both countries is quite comparable, no tremendous general between-country effect has been expected. But as our results show, if micro- and macroeconomics are analyzed separately, divergent effects on the students’ economic knowledge were detected showing that prior education has a positive significant effect merely on micro test scores, while gender and native language are purely significant on macro test scores in both countries. In our conclusion, we discuss several reasons that might have caused these different effects.
    Studies in Higher Education 03/2015; 40(3). DOI:10.1080/03075079.2015.1004235
  • [Show abstract] [Hide abstract]
    ABSTRACT: The assessment of student learning outcomes in the tertiary school sector has seen an increase in global popularity in recent years. Measurement instruments that target higher order skills are on the rise, whereas assessments that foster the recall of factual knowledge are declining. The Assessment of Higher Education Learning Outcomes (AHELO) project was designed with the goal of developing a cross-national concept for valid assessment of generic and domain-specific student learning outcomes on an international comparative basis. AHELO and other international comparative assessment systems face numerous methodological challenges that pertain to test design and development, translation, adaptation, student sampling, scoring, reporting, and the validity of score interpretations. The goal of this paper is to generate ideas for the improvement of cross-national research agendas, such as the AHELO project. The main purpose is to focus on the lessons learned from the AHELO feasibility study and other international assessment studies that help inform the research of future multinational educational assessment studies.
    Studies in Higher Education 03/2015; 40(3). DOI:10.1080/03075079.2015.1004239
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    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 02/2015; DOI:10.1080/03075079.2014.999321
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    ABSTRACT: Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult to show a causal link between educational reforms and change in test achievement over time. This paper examines the potential impact that low-stakes testing initiatives have in engineering higher education on educational improvement by examining two case studies. It discusses how the design of constructs and particular assessment conditions may foster or limit educational improvement and outlines conditions to ensure that low-stakes assessment designs achieve educational improvement.
    Studies in Higher Education 02/2015; 40(3). DOI:10.1080/03075079.2015.1004238
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    ABSTRACT: Academic debates addressing the persistent gender gap in science reveal considerable contestation of the relevance and extent of the problem. Particular attention has been given to the question of whether women's high attrition rates should be ascribed to the structural and cultural barriers inherent to the academic system or instead individualistic matters, such as personal motivation, performance and merit. In order to contribute to a more nuanced understanding of this particular issue, this cross-sectional bibliometric study investigates the link between gender and research performance in the Danish context. More specifically, it compares the citation and self-citation rates, source normalized impact per publication scores and collaborative patterns of 3293 male and female researchers at a Danish university and provides evidence challenging the widespread assumption of a persistent performance gap in favour of male researchers. The result has implications for research organizations and managers, as it raises concerns about the validity of individual-meritocratic explanations of the skewed gender distributions in academia.
    Studies in Higher Education 02/2015; DOI:10.1080/03075079.2015.1007945
  • Studies in Higher Education 02/2015; 40(3):1-2. DOI:10.1080/03075079.2015.1005334
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    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 02/2015; 2015. DOI:10.1080/03075079.2015.1005590
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    ABSTRACT: This study applies the decomposed theory of planned behaviour to explore university faculty members’ e-learning adoption in Brazil. Attitude (perceived usefulness, ease of use, compatibility, and relative advantage), subjective norms (external influence and student-instructor interaction), and behavioural control (level of interactivity and resource facilitating conditions) collectively influence intention to use e-learning, which in turn determines actual behaviour. The effect of occupational socialisation was posited as a moderator to examine the differences between full-time (professors) and part-time (tutors) faculty members. A quantitative survey was conducted and 446 usable responses were received in total. The research model fitted the data well and supported most of the hypotheses. In addition, the occupational categories (professors versus tutors) had an impact on some of the paths, while latent means were greater among professors, compared with tutors. In conclusion, significant implications are discussed while important limitations are recognised and future research directions are suggested.
    Studies in Higher Education 02/2015; DOI:10.1080/03075079.2015.1007940
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    ABSTRACT: In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university student self-efficacy is higher under certain conditions than others, and that it can be improved. Examples of teaching strategies that may be used to improve self-efficacy are outlined. In screening articles for inclusion in the review, several conflicting definitions of self-efficacy arose. Clarification on the meaning and scope of the self-efficacy term is provided. The interpretation of the results of some studies reviewed was limited by design or analysis issues. Suggestions for addressing these issues in future research and evaluation work is given.
    Studies in Higher Education 02/2015; DOI:10.1080/03075079.2014.999319
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    ABSTRACT: This paper seeks to discover whether the performance of university students has improved in the wake of the changes in higher education introduced by the Bologna Declaration of 1999 and the construction of the European Higher Education Area. A principal component analysis is used to construct a multi-dimensional performance variable called the LEArning Society-adapted Outcome Index. A quantile regression is then applied to ensure that the analysis does not focus solely on average figures, and the performance of students of various types is analyzed. Significant improvements are found in the acquisition of systemic and interpersonal skills and in student satisfaction but not in cognitive aspects. There are improvements in students of all types, but they are smaller among the best students.
    Studies in Higher Education 02/2015; DOI:10.1080/03075079.2014.988703
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    ABSTRACT: This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person–environment fit, person–culture fit, person–vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework to two understudied populations of doctoral students and future research directions.
    Studies in Higher Education 02/2015; 40(2). DOI:10.1080/03075079.2013.823936
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    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). DOI:10.1080/03075079.2013.842209
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    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). DOI:10.1080/03075079.2013.823935