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Higher Education Quarterly is a peer-reviewed journal published by Wiley, covering Higher Education Governance and Development, Higher Education Research Studies, Higher Education Learning Practices.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Higher Education Quarterly 12 (3): 45–58.
Formats any DOI in Higher Education Quarterly style. No sign-up. |
| Publishes research in | Higher Education Governance and Development Higher Education Research Studies Higher Education Learning Practices Higher Education and Employability Evaluation of Teaching Practices |
| ISSN | 0951-5224 |
| Citation impact (2-yr) | 2.62 |
| h-index | 75 |
| i10-index | 686 |
| Total citations | 31,201 |
| Article processing charge | $2,630 |
| Top institutions publishing here | University of London |
| Journal website | onlinelibrary.wiley.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.
Abstract This paper adds to earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education, and builds on a categorisation of professional staff identities as having bounded , cross‐boundary and unbounded characteristics. Drawing on a study of 54 professional managers in the United Kingdom, Australia and…
Policy debate about whether to maintain public subsidies for higher education has stimulated reconsideration of the public mission of higher education institutions, especially those that provide student places conferring private benefits. If the work of higher education institutions is defined simply as the aggregation of private interests, this evaporates the rationale for higher education institutions…
Teaching, research and service are the three conventional elements of academic practice, recognised on an international basis. However, evidence suggests that academic practice is rapidly disaggregating, or ‘unbundling’, as a result of a variety of forces including the massification of national systems, the application of technology in teaching and increasing specialisation of academic roles to…
Abstract While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade‐offs and interact more closely on the basis of reliable information. This article discusses…
This paper presents an explanatory model of undergraduate non‐completion based, primarily, on the findings of a qualitative case study. Previous research in the field of non‐completion is briefly reviewed. Such work is somewhat limited in its explanatory usefulness because it tends to focus on the student as the problem. The causes of non‐completion can only…
