International Journal of Higher Education

International Journal of Higher Education (ISSN 1927-6044  E-ISSN 1927-6052) is a double-blind peer-reviewed journal, published by Sciedu Press. The journal seeks to publish original research articles that are hypothetical and theoretical in its nature and that provide exploratory insights in the fields of educational theory, teaching method, instructional design, students management, case studies etc. in both undergraduate and graduate levels. The editorial board aims to publish high-quality research or review papers focusing on teaching, researching, training and applied work in the field of higher education. The journal is published in both printed and online version. The online version is free access and download.

This journal accepts article submissions online or by e-mail (




Open Access Policy:

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Copyright Policy:

Copyrights for articles are retained by the authors, with first publication rights granted to the journal. Authors have rights to reuse, republish, archive, and distribute their own articles after publication. The journal/publisher is not responsible for subsequent uses of the work.

This journal is licensed under a Creative Commons Attribution 4.0 License.



2024Q1: Articles Received: 25; Accepted: 16; Rejected: 15; Published: 11; Retracted: 0

2023: Articles Received: 158; Accepted: 91; Rejected: 71; Published: 74; Retracted: 0

2022: Articles Received: 162; Accepted: 91; Rejected: 69; Published: 138; Retracted: 0

2021: Articles Received: 304; Accepted: 210; Rejected: 114; Published: 138; Retracted: 1

2020: Articles Received: 879; Accepted: 337; Rejected: 501; Published: 291; Retracted: 3

2019: Articles Received: 438; Accepted: 216; Rejected: 194; Published: 189; Retracted: 0

2018: Articles Received: 206; Accepted: 140; Rejected: 65; Published: 111; Retracted: 0

2017: Articles Received: 166; Accepted: 119; Rejected: 44; Published: 112; Retracted: 0

2016: Articles Received: 171; Accepted: 118; Rejected: 51; Published: 103; Retracted: 0

2015: Articles Received: 145; Accepted: 88; Rejected: 43; Published: 72; Retracted: 0

2014: Articles Received: 120; Accepted: 78; Rejected: 39; Published: 58; Retracted: 0

2013: Articles Received: 127; Accepted: 79; Rejected: 39; Published: 71; Retracted: 0




What is e-Version FirstTM

e-Version First is a feature offered through our journal platform. It allows PDF version of manuscripts that have been peer reviewed and accepted, to be hosted online prior to their inclusion in a final printed journal. Readers can freely access or cite the article. We aim to publish accepted manuscripts in e-Version First in two week's time after the final draft completed.


Paper Selection and Publishing Process

a) Submission Acknowledgement

When you submit a manuscript online, you will receive a submission acknowledgement letter sent by the online system automatically. For email submission, the editor or editorial assistant sends an e-mail confirmation to the submission’s author within one to three working days. If you fail to receive this confirmation, please check your bulk email box or contact the editorial assistant by email:

b) Basic Review

After receiving the submission, the editor or editorial assistant checks the paper’s scope, language, bibliography, references, ethics, conflict of interest, etc.. Next a check for the similarity rate is done using CrossCheck, powered by iThenticate. Any manuscripts out of the journal’s scope or containing plagiarism, including self-plagiarism, are rejected.

c) Peer Review

We use double-blind system for peer-review. The paper will be peer-reviewed by at least three experts; two reviewers from outside and one editorial staff from the journal typically involve in reviewing a submission. The review process may take 4-10 weeks. 

d) Decision Is Made

The decision to accept or reject an article is made based on the scores provided by the reviewers on this paper. When the average score is ≥2.75/5, the paper would be accepted for publication. In most cases, authors are required to revise the paper according to the comments from the reviewers and editorial staffs. If differences of opinion occur between reviewers, the editor-in-chief will weigh all comments and arrive at a balanced decision based on all comments, or a second round of peer review may be initiated.

e) Notification of the Result of Review

The result of review will be sent to the corresponding author and forwarded to other authors.

f) Article Processing Charge Is Paid

If the submission is accepted, the authors revise paper and pay the Article Processing Charge (600.00USD).

g) Publication Notice

The authors and readers will be notified and invited to visit our website for the newly published articles.



Message from the Editor-in-Chief Dr. Ingrid Harrington (Vol. 13, No. 1, February 2024)


Welcome to the first issue for 2024! The IJHE provides an important platform for the development of theory, the addressing of policy questions, and the dissemination of innovative practice in the field of tertiary education, specifically widening participation and lifelong learning. This first issue features six research articles from the USA, China, Thailand, Greece and Egypt. The articles cover a range of themes including distance learning tools and strategies, features of management structures, and effective teaching and learning processes.


The first article by Mattenah and his large research team, explored and reported how relational antecedents and emotional experiences were associated with faculty-centered versus student-centered approaches to teaching in higher education. Their findings suggest that attachment theory is a useful lens through which to understand why faculty might feel more positively or negatively about their teaching and, in turn, the teaching approaches they employ. They recommend that faculty training programs to encourage reflection on relationship styles and greater positive emotions about teaching. The next article by Ma and colleagues explored the internal relationship between academic burnout, social support, and the life satisfaction of Chinese overseas students, using the College Student's Learning Burnout Scale, the Social Support Scale, and the Life Satisfaction Scale. Their findings report that social support has a significant and positive predictive effect on life satisfaction, whilst the relationship between social support and life satisfaction is negatively moderated by academic burnout.


The third article by Senakun and Ruangmontri investigated the components of successful educational institute management using King’s Science, to assess the educational management model under the Office of the Basic Education Commission. They found that the educational management model collectively contributes to the overall effectiveness and success of an educational institution, addressing the key areas that impact the quality of education and the development of students, teachers, and the school community. The fourth article by Xiou Xu considered the innovative integration of ChatGPT in teaching business ethics, by contrasting it with traditional role-play methodologies. They recommend that a hybrid model combining the strengths of both traditional and GPT-enhanced methods, is the optimal approach for comprehensive ethics education in the business field. The second last article by Blanta and Karras investigated how undergraduate university students in Greece viewed a hybrid mobility of internationalisation activities at home, when compared to physical mobility. The findings conclude that students prefer physical mobility to alternative forms of mobility, as it provides a more complete and unique experience. The final article is from Zayed who investigated the relationship between academic self-efficacy, academic competitiveness, academic procrastination, and cognitive flexibility among undergraduate students at an Egyptian university. His findings reported significant differences in academic self-efficacy favouring females, and favouring males in academic procrastination, but no gender differences in academic competitiveness and cognitive flexibility.


I sincerely hope that the broad range of topics and information shared are of benefit to you. Importantly, I would like to thank all contributors and reviewers who continue to make the timely publication of the current issue possible.  I look forward to receiving more contributions from researchers and practitioners for our future issues in 2024. Wishing all readers all the very best with their research studies.

Warm regards,


Dr Ingrid Harrington

Senior Lecturer, Classroom Behaviour Management

Coordinator, Commencing Student Success Program

School of Education, Faculty of Humanities, Arts, Social Sciences, Education (HASSE)

University of New England, Australia

& Editor-in-Chief, International Journal of Higher Education

Posted: 2024-02-20 More...

Call for Papers (April and June 2024)---International Journal of Higher Education


We are seeking submissions for forthcoming issues published in April and June 2024. The paper should be written in professional English. The length of 3000-8000 words is preferred. All manuscripts should be prepared in MS-Word format, and submitted online: or sent to:

For any further information about the journal, please log on its website:

Deadline for Submission (April Issue): March 25, 2024

Deadline for Submission (June Issue): May 25, 2024

Posted: 2022-12-20 More...
More Announcements...

Vol 13, No 2 (2024): [In Progress]

International Journal of Higher Education, Vol. 13, No. 2, April 2024

Table of Contents


Lungile Lindile P. Bele, Maria Sewela Mabusela, Thembela Comfort Ntshangase, Dumisani Russel Nzima
Bryce Rutledge, David L. Kulhavy, Daniel R. Unger, I-Kuai Hung, Yanli Zhang, Victoria Williams
Sabrina Lane Dickey, La Tonya Noel, Amy L Ai
Simin Huang, Feifei Wang, Chunting Lu, Jing Yang, Jianhua Zhang, Shengming Liu, Jun Guo
Esupat P. Kone, Lei Hongde
Fredrik Bondestam
Jim Kenneth Rost
Wenyi Li, Amy L. Ai