International Journal of Higher Education
International Journal of Higher Education (ISSN 1927-6044 E-ISSN 1927-6052) aims to foster interdisciplinary dialogue and promote evidence-based solutions to the challenges facing higher education institutions worldwide. By providing a global perspective, the journal seeks to inform policy, enhance practice, and contribute to the ongoing evolution of higher education in the 21st century.
International Journal of Higher Education (IJHE) welcomes original research articles, reviews, case studies, and theoretical papers that address a wide range of topics within the field of higher education, including but not limited to:
- Teaching and Learning Innovations: Pedagogical approaches, curriculum design, technology-enhanced learning, and student-centered methodologies.
- Institutional Development: Leadership, governance, policy-making, and strategic planning in higher education institutions.
- Student Experience: Student engagement, retention, diversity, equity, inclusion, and support services.
- Globalization and Internationalization: Cross-border education, international collaborations, and the impact of globalization on higher education.
- Quality Assurance and Accreditation: Standards, assessment, and accountability in higher education.
- Research and Scholarship: The role of research in higher education, academic publishing, and knowledge dissemination.
- Workforce Development: Alignment of higher education with labor market needs, employability, and skills development.
- Sustainability in Higher Education: Environmental, social, and economic sustainability initiatives within academic institutions.
- Emerging Trends: The impact of artificial intelligence, digital transformation, and other technological advancements on 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 (ijhe@sciedupress.com).
Information for International Journal of Higher Education (IJHE):
- Country of Publication: Canada
- Publisher: Sciedu Press
- ISSN (Print): 1927-6044
- E-ISSN (Online): 1927-6052
- Frequency: Bimonthly
- Publication Date: February, April, June, August, October, December
- Acceptance Rate: 39%
- Format: Print and Online
- Open Access: Yes
- Indexed: Yes
- Policy: Double-blind Peer-reviewed/Refereed
- Review Time: Four Weeks Approximately
- E-mail: ijhe@sciedupress.com
Manuscripts submitted to International Journal of Higher Education (IJHE) undergo an initial internal review to assess their suitability for the journal. If they meet the basic criteria, they are then subjected to a rigorous double-blind peer review process. This involves evaluation by experts in the field, who may be members of the editorial board or specially identified reviewers. Following the review, authors receive detailed comments from the external reviewers along with the journal's decision, which may be one of the following: acceptance, acceptance with revisions, revision and resubmission for further review, or rejection. The entire review process, from submission to decision, typically takes between 4 to 10 weeks. It is important to note that IJHE adheres strictly to a double-blind review system, ensuring the anonymity of both reviewers and authors throughout the process.
This journal accepts article submissions online or by e-mail (ijhe@sciedupress.com).
ABSTRACTING AND INDEXING:
- CNKI Scholar
- Educational Research Abstracts
- ERA
- ERIC (2014-2022)
- Elektronische Zeitschriftenbibliothek (EZB)
- Genamics JournalSeek
- GETIT@YALE(Yale University Library)
- Google Scholar
- Google(ScienceGate)
- Harvard Library E-Journals
- Index Copernicus
- LearnTechLib
- Lockss
- MIAR (ICDS=7.4)
- PKP Open Archives Harvester
- ProQuest
- Publons
- ResearchGate
- Scilit
- SHERPA/RoMEO
- Turkish Education Index(TEI)
- The Standard Periodical Directory
- UCR Library
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.
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Statistics
2025Q1: Articles Received: 33; Accepted: 16; Rejected: 14; Published: 9; Retracted: 0
2024: Articles Received: 92; Accepted: 40; Rejected: 48; Published: 36; 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
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Issues
- Vol. 14, No. 4 [In Progress]
- All Issues
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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.
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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: ijhe@sciedupress.com.
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.
Announcements
Message from the Editor-in-Chief Dr. Ingrid Harrington (Vol. 14, No. 3, June 2025) |
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Higher education institutions are at the very nexus of career-focussed education, for students seeking qualifications to contribute positively to their community. Recognising the strength of academia and the challenges that plague access to a range of reliable resources, ensure that policy-makers and educators alike, continue to review best practices in order to provide the innovative delivery of pedagogical excellence. We are proud to present this issue with contributions and perspectives from South Africa, the USA, and Canada. This issue has a strong focus on learner pedagogy, mentorship, digital tools, professional development, and university funding models. Research in these areas provide interesting and informative reading, on how global educators continue with their core business of delivering relevant and meaningful education to their students.
The first article by Mbhalati reports his efforts to develop a South African university funding model that would align with the country’s transformation agenda. The research finding results demonstrated that amongst the various sources of funding for the South African university sector, government and National Student Financial Aid Scheme funding were significantly contributing to the transformation agenda in South Africa. His findings confirm the agency theory perspective that funding is a tool that governments use to entice universities towards the achievement of the transformation agenda. The next article by Mewani, et.al., explored students' confidence with digital tools and soft skills, and to determine the effectiveness of a workshop in preparing students for resume building and job interviews. Their result findings reported that the participants unanimously rated the workshop highly despite recommending a longer duration for the workshop. Other themes that emerged were the impact of instructor effectiveness, interaction with the Professor and peers, and skill development. These findings suggest the transformative potential of targeted, hands-on interventions in advancing equity and employability for under-represented college students. The next article is from Millard and Breulkelman that explored the adaptation of assessment models to specific local contexts to increase the potential to enhance both academic and institutional effectiveness. Their study critically examines various assessment methods in tertiary education aligning them with practices in the field of Biokinetics. Their findings underscore the importance of authentic, learning-oriented assessments in fostering student development and achieving educational objectives. The fourth article by Cadieux and colleagues sought to better understand the reasons that incite students to plagiarise, so universities can implement the required support mechanisms to prevent plagiarism and promote academic integrity. As part of an international partnership on plagiarism prevention, they developed questionnaires administered to 1357 teachers and 4661 students across 31 universities in North America and Europe. Their findings showed that when comparing results from teacher and student groups, teachers were significantly more likely than students to perceive subjective norms as an incentive to plagiarise, whereas for students it was the components of the task that prevailed. They recommended that further scientific exploration of contextual or individual factors influencing the empirical structuring of responses, such as the impact of cultural or motivational variables. The fifth article by Mathunjwa and colleagues evaluated the effects of combat sports with physical education on student participation, while developing discipline and academic achievements in higher education institutions. They recommended that in order to ensure sustainability, combat sports and structured physical education should be integrated into university curricula and co-curricular activities, supported by inclusive student development policies.
The sixth article by Ingrid Palmary critically reflects on the challenges and opportunities of mentorship programmes in the South African context, by identifying five areas of debate central to better understanding mentorship programmes. She recommends a research agenda that can lead to more clearly conceptualised mentorship programmes and can better evaluate their impact both on PhD candidates and the broader transformation of the academy. The final article in this issue is from Shange and colleagues who aimed to determine teachers’ perspectives on the nature of Continuous Professional Development implementation in uMgungundlovu District in South Africa. Their findings revealed that there was no compliance with the South African Council of Educators policies to implement Continuous Professional Development. This non-compliance resulted in Continuous Professional Development becoming ineffective, which may impact on teachers’ effectiveness in their teaching.
As always, we hope you will enjoy learning from our international academic peers through their work published in this issue. We encourage you to contribute your research findings to the IJHE journal, so others in our readership may benefit from your professional research activities. Wishing you all the best with your work. |
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| Posted: 2024-01-20 | More... |
Call for Papers (August and October 2025)---International Journal of Higher Education |
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We are seeking submissions for forthcoming issues published in August and October 2025. 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: http://ijhe.sciedupress.com or sent to: ijhe@sciedupress.com For any further information about the journal, please log on its website: http://ijhe.sciedupress.com | |