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Higher Education Research & Development is a peer-reviewed journal published by Taylor & Francis, covering Evaluation of Teaching Practices, Higher Education Practises and Engagement, Higher Education Governance and Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Higher Education Research & Development 12 (3): 45–58.
Formats any DOI in Higher Education Research & Development style. No sign-up. |
| Publishes research in | Evaluation of Teaching Practices Higher Education Practises and Engagement Higher Education Governance and Development Higher Education and Employability Reflective Practices in Education |
| ISSN | 0729-4360 |
| Citation impact (2-yr) | 3.92 |
| h-index | 143 |
| i10-index | 1,600 |
| Total citations | 105,047 |
| Top institutions publishing here | The University of Sydney |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is…
Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews – a challenge for researchers new to a field. Our method allows researchers new to a…
Abstract Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students’ activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more…
Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a…
This paper focuses on the data analysis stage of phenomenographic research, elucidating what is involved in terms of both commonality and variation in accepted practice. The analysis stage of phenomenographic research is often not well understood. This paper helps to clarify the process, initially by collecting together in one location the more concrete of the…
