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 2016
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

Publications in this journal

  • Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1074671

  • Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1111322

  • Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1092129

  • Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1091813

  • Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1087993
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    ABSTRACT: The establishment of an international branch campus can impact upon a diverse range of stakeholders in both home and host countries. Many of the arguments against international branch campuses are based on ethical issues, such as the lack of academic freedom and civil liberties in host countries. Ignoring ethical issues may deny institutions the achievement of legitimacy, which can result in financial losses and reputational damage. Thus, the purpose of this article is to identify the ethical issues that higher education managers should recognise and address when considering the establishment of an international branch campus. A framework based on analysing how home and host country stakeholders might be impacted by the establishment of an international branch campus – and how they might influence higher education institutions – is proposed. It was found that institutions which are flexible, quick to learn, and possess the dynamic capabilities necessary to drive organisational change might be the institutions that have the greatest chance of success in foreign markets. Given that at the start of 2015, at least 24 new international branch campuses were planned or in the process of being built, it is concluded that higher education institutions will have to continue treading the thin line between trying to fit in with their host cultures while simultaneously trying to achieve academic freedom and improve local social, political, and legal conditions.
    Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1099624
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    ABSTRACT: Doctoral scientists increasingly forge non-academic careers after completing the doctorate. Governments and industry in advanced economies welcome this trend, since it complements the ‘knowledge economy’ vision that has come to dominate higher education globally. Knowledge economy stakeholders consider doctoral scientists to constitute particularly high-value human capital; primed to contribute to economic growth via the creation and application of scientific knowledge. Little is known, however, about doctoral scientists’ awareness of, and attitudes towards, the knowledge economy. This paper reports a study of UK doctoral scientists, which reveals that they are aware of, but ideologically divided towards, the knowledge economy. The knowledge economy relates to their scientific motivations, values and aspirations in complex ways. Four moral positions emerge, ranging from ‘anti’ to ‘pro’ knowledge economy. We discuss the characteristics of each moral position, concluding with the need for doctoral scientists to adopt better informed and more flexible professional outlooks.
    Studies in Higher Education 11/2015; DOI:10.1080/03075079.2015.1087994
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    ABSTRACT: This article provides a quantitative picture of doctoral education in South Africa up to 2010, from the time the first doctorate was awarded in 1899. It identifies the different institutional profiles and emphases of doctoral graduation in South African universities at various periods of time in the context of economic, political and social change. In addition, it analyses the progress that has taken place in attaining the national goal of equity, redress and increased research production to allow South Africa to become a player in the knowledge economy. The article is based on a comprehensive database of all the doctoral degrees awarded by South African universities for over a century. This database was compiled by triangulating various data sources.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1101756
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    ABSTRACT: Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a questionnaire on reasons for attending university and expectations of university regarding assessment, teaching, learning and organisational resources. Improving career prospects was found to be the most important reason for attending university. The most important aspect of assessment was receiving feedback clarifying things they did not understand. Being good at explaining things was the most important teaching quality. Reasons and expectations were also found to differ depending on students’ gender, age group, caring responsibilities, application route, fee status and whether English is their first language. Implications for educators are discussed in terms of bringing student experiences more in-line with their expectations.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1099623
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    ABSTRACT: The promise of higher education remains elusive for many Indigenous students in Australia. To date, institutional efforts to improve the persistence and retention of Indigenous students have been largely piecemeal, poorly integrated and designed to remediate skill deficits. Yet, market-led expansion of Australian higher education is driving curricular reform and demands for accountability and quality. Despite this, very little is known about how teaching and pedagogy can be used to support the learning and persistence of Indigenous students. In this context, the paper provides a reconceptualization of current debates and positions that are currently bound up within the limitations of questionable binary divides and oppositions, for example, educational psychology/sociology, transmission/critical or decolonial pedagogies and Indigenous/Western Knowledge. Nakata's concept of the Cultural Interface is mobilized to acknowledge some of the nuances and complexities that emerge when Indigenous and Western knowledge systems come into convergence within the higher education classroom.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1083001
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    ABSTRACT: This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1072148
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    ABSTRACT: This study investigates whether the completion of an optional sandwich work placement enhances student performance in final year examinations. Using Propensity Score Matching, our analysis departs from the literature by controlling for self-selection. Previous studies may have overestimated the impact of sandwich work placements on performance because it might be the case that high-calibre students choose to go on placement. Our results, utilising a large student data set, indicate that self-selection is present, but the effects of a placement on student performance still have an impact. This robust finding is found to be of a remarkably similar magnitude across two UK universities.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1073249
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    ABSTRACT: In this paper, academic identity work is explored through an examination of its portrayal in a work of narrative fiction using a conceptual tool from literary studies. It is found that such an approach provides insights that would otherwise be difficult to uncover by more conventional methods. The analysis reveals academic identity work as an ongoing narrative process of interplay between internal (individual) perspectives, actions, and stories and external (organisational and institutional) influences. It is also found that timespace contexts – chronotopes – play an important role. They show that maintaining a coherent academic identity is fraught with challenges, particularly when navigating the multitude of perspectives on what it means to become an academic.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1085008
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    ABSTRACT: The concept of the ‘public university’ has been widely promoted as the principal alternative vision for higher education to the neoliberal, managerialist model that currently prevails. However, if the public university is to serve as the holder for collective ideals of a just, sustainable and democratic future in higher education, then there is a need to think through carefully what this concept actually means in practice, in order that it does not become an empty, misleading form of public relations rhetoric. This article uses the example of assessment to argue that if the public university is to perform the role of fostering critical, reflexive, independent and democratically minded thinkers – a role that has been universally embraced by its promoters – then the use of grading in higher education assessment needs to be strongly contested.
    Studies in Higher Education 10/2015; DOI:10.1080/03075079.2015.1092131