Abstract The ability to understand and respond to the human dimension of change is ultimately the determining factor in implementing and sustaining successful change.
New Directions for Higher Education Template
Write in a clean editor, then format for New Directions for Higher Education in one click — DocuGuru applies the official Wiley template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the New Directions for Higher Education format
New Directions for Higher Education is a peer-reviewed journal published by Wiley, covering Higher Education Governance and Development, Higher Education Research Studies, Evaluation of Teaching 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." New Directions for Higher Education 12 (3): 45–58.
Formats any DOI in New Directions for Higher Education style. No sign-up. |
| Publishes research in | Higher Education Governance and Development Higher Education Research Studies Evaluation of Teaching Practices Service-Learning and Community Engagement Higher Education Practises and Engagement |
| ISSN | 0271-0560 |
| Citation impact (2-yr) | 1.44 |
| h-index | 61 |
| i10-index | 539 |
| Total citations | 22,603 |
| Article processing charge | $3,140 |
| Top institutions publishing here | Centre for Higher Education |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in New Directions for Higher Education per year
Citation impact of New Directions for Higher Education by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in New Directions for Higher Education
Abstract A graduate student's decision not to continue in an initial program is that student's answer to one or more questions.
Abstract This chapter discusses the Integrated Postsecondary Education Data System as a tool for collecting data to be used in benchmarking studies.
Abstract The author uses the theory and process of organizational learning to make a case for how to understand and address the cultural and structural barriers that preclude colleges and universities from producing equitable educational outcomes for students.
Abstract When more than 90 percent of faulty members rate themselves as above‐average teachers, and two‐thirds rate themselves among the top qwzrter, the outlook for much improvement in teaching seems less than promising.