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 cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • 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)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as key challenges to the implementation of WIL, but most of the evidence to date is anecdotal. Accurately quantifying workload associated with WIL is difficult, because teaching and administrative roles can be so interconnected. To address this gap in the literature and inform institutional practice, a study was initiated at an Australian university to collect empirical data on the type and amount of work involved in delivering WIL courses. This paper describes the process of survey development, including literature review, extensive consultation phase and pilot study, all of which had to take account of the inherent power dynamics, politics and sensitivities around measuring staff workload.
    Studies in Higher Education 10/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Transformation in higher education in South Africa over the last 20 years has been strongly shaped by post-apartheid pressures. Recent research shows that South Africa's current higher education system can be described as medium knowledge-producing and differentiated, with low participation and high attrition. In the decade following 1994, both policy frameworks and capacity building of the sector received considerable attention. Massification and differentiation are concepts that have been under discussion for some time in South Africa, but have yet to be translated into practical mechanisms for delivery of results. The Centre for Higher Education Transformation initially focused its efforts on stimulating debate on cutting-edge issues in South Africa. More recently, it has shifted its focus to strengthening regional and national development of African universities to enable their more meaningful participation in the global knowledge economy and society.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Higher education in Europe has undergone remarkable transformations over the last two decades. Germany is a very interesting case in point here. While the country was labeled as a laggard in the process, over the last decade the pace of higher education reforms in Germany has grown considerably. This paper will focus on the by now visible effects of these remarkable transformations, which have led to numerous consequences that go beyond the explicit intentions of policy-makers. Unintended consequences resulting from rapid institutional change will be discussed with regard to research, third-mission activities, and structural reforms concerning governance and organization. It can be assumed that, due to a variety of such unintended consequences, also in other European countries the next decade will be shaped by efforts aiming at reforming the reforms, re-regulating the significant changes brought about during the last two decades. The paper closes with a brief discussion of the necessary linkages to three related interdisciplinary research areas, from which both higher education research and policy-making will benefit, and a summary of the main points of the paper.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Through a yearlong study, the Boston College Center for International Higher Education developed a (third edition) global inventory of higher education research centers/institutes, academic programs, and journals/publications. As higher education expands globally, these resources are essential for training effective leaders and producing research that guides decision-making and policy. Since the 2006 edition of this inventory, numbers of centers, programs, and journals have increased dramatically, and globally. However, these units and initiatives continue to be more prevalent in developed countries, a worrisome trend when considering the importance of higher education for development everywhere. Detailed analysis and insight is offered on centers' and programs' focus areas, geographic dispersion, degrees offered, years of establishment, and other relevant information.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper discusses the features of the Soviet higher education system that have been crucial to the formation of the current system and then focus on the main changes that it has endured in the past 20 years. We pay special attention to the current challenges in the sphere of higher education and the counter-measures taken by the government and the academic community.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: From the perspective of the UK, this paper addresses two main themes. It presents a higher education (HE) research agenda for the next decade linked to key policy challenges and reflects on the dynamics of the research–policy landscape. The paper begins by identifying four dimensions of the UK that will continue to be important as a focus for research and policy and goes on to identify seven policy challenges, posing these as questions for research at micro- and meta-levels of analysis. The paper illustrates relationships between HE research and policy development and discusses the range of actors now engaged in the policy–research landscape where a wide range of ‘evidence’ is drawn upon by policy-makers. The challenge facing researchers is to ensure that longer term and deeper issues are not neglected in the rush for funding and short-term policy impact. While successful researchers engage in policy networks, they also need to maintain a critical distance from policy; and policy-makers themselves must recognise that independent enquiry provides the best service for the development of both HE and wider society.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this paper is to identify key challenges facing Japan's higher education since the early 1990s and their impacts on major research themes. In this paper key challenges include those resulting from the decline in the 18-year population, the cultivation of high-quality university graduates, the incorporation of national universities, the diversification of higher education systems, and globalization and internationalization of higher education. The paper concludes by arguing that challenges facing Japan's higher education and research are unquestionable and considerable. Because several challenges are different from that of any other countries, Japan has to find out solutions to tackle them by its own efforts. Furthermore, in response to these challenges, there has seen an evident transformation in a vast majority of higher education research institutes and centers from a purely academic-based research to more practical and operational research. Besides, at a policy level, numerous research themes and agenda have been developed and implemented by the Japanese government.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Given the importance of higher education in social and economic development, governments need to build a strong higher education data and policy research infrastructure to support informed decision-making, provide policy advice, and offer a critical assessment of key trends and issues. The author discusses the decline of higher education policy research capacity in Canada and reviews the importance of strong national data systems in addressing issues of access and student mobility, and in understanding the implications of the increasing fragmentation of academic work. An international comparative study of national arrangements could illuminate useful strategies and approaches for strengthening this important policy research infrastructure.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The 2008 global financial crisis cast a long shadow over Ireland's higher education and research system. The IMF said Ireland experienced an ‘unprecedented economic correction’, while Ireland's National Economic and Social Development Office said Ireland was beset by five different crises: a banking crisis, a fiscal crisis, an economic crisis, a social crisis and a reputational crisis. Despite a return to growth, these circumstances provide the best explanation for the policy choices being undertaken as key actors struggle to sustain the publicly funded mass system, and reassert the country's position as a globally competitive knowledge society attractive to mobile capital and skilled labour. Whatever the outcome, it is unlikely that public funding for higher education will return to levels previously enjoyed. This paper examines the background and policy challenges confronting the government and higher education, and discusses the role of higher education researchers in helping shape options.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Establishing the links between research and policy involves taking into account not only who the educational researchers are but also the context in which they act. In this paper, public higher education policies are analyzed, since they represent a principal object of study for researchers and a relevant sphere for their interactions with decision-makers. The group's constituent characteristics and the mechanisms they use to interact with decision-makers as advisers or public opinion makers are also analyzed. Identifying the topics that specialists have dealt with in the last few years, the contents of a shared agenda that will allow for a more profound strategic reflection and a reorientation of public policies are reflected upon.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Higher education has been continuously growing, changing and developing since the Third Plenary Session of the 11th Central Committee of the Chinese Communist Party in China. With development of more than 30 years, Chinese higher education has achieved many breakthroughs. Meanwhile, it has been facing some new situations – demographic changes, economic development and massification itself – which all have direct influences. Some policy choices have been made responsively, including reforming the college entrance examination system, improving the quality of higher education, developing modern university system, promoting marketization and internationalization, and enhancing the quality guarantee system, which are currently the priorities of Chinese Government. There are also a number of conflicts involved in the policies of higher education development as well as in the policy-making process, such as conflicts between scale and quality, values of utilitarian and non-utilitarian, centralization and decentralization, and localization and internationalization, that have already brought about and will definitely continue to have important effects to the future development of Chinese higher education broadly.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper makes a plea for the construction of a common agenda for higher education and science, technology and innovation (STI) policy research. The public higher education and research sector in all countries is currently in the grip of several challenges arising from increased accountability, internationalization and in some cases dwindling resources. Even as the sector is struggling to come to grips with these new developments, policy-makers the world over are being exhorted that their best route to sustainable economic development is investment in higher education and research. Scholars in STI policy and higher education research currently address these issues separately. This paper argues that a joint research effort from both these communities would push the research frontier further for each respective field and improve the evidence base for policy.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Policy decision-making in Malaysia has long used an approach based on intuition, ideology, or conventional wisdom. But as Malaysian society matures within an increasingly complex policy environment, a move toward an evidence-based approach to public policy-making is called for. This paper discusses the experience of the National Higher Education Research Institute (IPPTN) in its attempts at linking research to higher education policy formulation. The main aim is to understand the perspectives of the IPPTN researchers regarding the use and impact of higher education research on policy-making, and the challenges they experienced. The findings provide insights into the future of evidence-based higher education policy-making in Malaysia and the IPPTN's capacity and capability for evidence-based policy research.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper explores two new perspectives for the research on higher education. Building on the case of Europe with a special focus on France, it first addresses the trend toward more competition and more differentiation that can be observed in countries that traditionally were more egalitarian and the strong implication of European states in reshaping their higher education and research systems. It also questions the social role of higher education while knowledge economies are engaged in a competitive race. Finally, it looks at the capacity of higher education studies to address such issues and critically questions how should this domain further develop.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Initially emerged in 1978, higher education research institutes (HERIs) in Mainland China have experienced rapid expansion and have become a major force in higher education reform in the last three decades. The development of these research institutes is closely related to the substantive growth of the higher education system itself as well as research development. This article outlines the trajectory of HERIs' growth in Mainland China, from its history through to its current development. This article also provides an overview of these institutes' roles and functions, as well as exploring future developmental trends and challenges facing them.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Higher education as a field of study emerged as universities became complex institutions requiring data and interpretation for effective management and governance. The field expanded in the mid-20th century, and now includes many research and other journals, books, and other reports and publications. Academic departments and centers have been established to produce research and analysis, as well as to train professionals for university management. Government agencies also produce data on higher education, and many universities have established departments for institutional research to help them in management and planning. The field of higher education studies has grown along with the massification of postsecondary education worldwide.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The rapidly shifting higher education policy agenda in the aftermath of the students' movement of 2011 in Chile and its mismatch with Chile's research capacities in the field of higher education studies are analyzed to illustrate how research is path dependent on policy. I argue that a stable policy environment, where change is only marginal or incremental, begets research problems and questions squarely situated within the boundaries of the established rules of the game. Conversely, whenever policy swerves considerably off its expected path, knowledge may not be available to illuminate policy-making. The motif of disassociation between the policy field in the making with the availability of knowledge to support it is probed via the analysis of two policy proposals currently in Chile's new government agenda: introducing tuition-free higher education and assuming greater state oversight of teacher education programs.
    Studies in Higher Education 09/2014; 39(8).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners recorded their perceptions of their participation in one higher education research project. An analysis of the research team members' experiences of participating in the first phase of the research project lent credence to the factors influencing participants' academic identities. The study found that collaborative research provided potential for knowledge generation and personal and professional growth, but noted that in order to enable participation, attention needs to be paid to the interrelationship between researchers' academic individual and collective identities and their sense of expertise in the field of educational research.
    Studies in Higher Education 08/2014; 39(7).
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this paper, we draw from academic capitalism to explore the work lives and experiences of faculty who work in a striving university. Our analysis suggests that faculty members feel pressures induced by academic capitalism, including a lack of space, no time and the sense of constant surveillance. Our work adds to the theoretical as well as empirical discussions concerning striving, academic capitalism and the impacts of both on the academic profession.
    Studies in Higher Education 08/2014; 39(7).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article analyses performance dialogs (PDs) in the university context in Finland. These are held annually between employers and employees. The study was carried out to assess the efficacy of this technique. Research methods included an electronic questionnaire over two different years delivered to the whole staff of the Department of Teacher Education. Both qualitative and quantitative methods were used for analysing the data. This research demonstrated that the dialogs were most beneficial to the youngest and less experienced employers as well as administrators. Participants indicated the importance of a trustful atmosphere and the interviewer having the appropriate knowledge of their field. The most common themes discussed in a PD were related to current and immediate work as well the importance of a healthy work climate. The most effective PDs are those which the employee finds meaningful and which have empowering effects.
    Studies in Higher Education 08/2014; 39(7).