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
2025Q2: Articles Received: 33; Accepted: 18; Rejected: 16; Published: 13; Retracted: 0
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. 5 [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. 4, August 2025) |
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The journal International Journal of Higher Education is a vital platform for interdisciplinary discourse, aimed at advancing the understanding of the complex dynamics within the global higher education landscape. This journal focuses on the exploration of contemporary issues, innovative practices, and transformative policies that shape the experiences of students, educators, and institutions alike. Through the publishing of rigorous empirical research, comprehensive reviews, and theoretical contributions, the journal fosters scholarly dialogue and collaboration among researchers, practitioners, and policymakers in the field of higher education. As such, the strength of the journal IJHE is reflected in this issue’s eight research articles with a strong representation from the United States of America, the United Kingdom, Australia and South Africa.
The first article by Richard Cotterill explores how non-Western international students may perpetuate an ethnocentric view of Western academic approaches as superior, disadvantaging and suppressing valuable intercultural exchange, by opting to study in the US, UK, Canada, and Australia. Using a Foucauldian view that education systems perpetuate ideologies and exercise power, shape knowledge production and define truth, he argues that this creates a distorted picture of accepted knowledge, subordinating international students to Western norms. The next article by Nompumelelo and Mathunjwa engaged with communities in the King Cetshwayo District of KwaZulu-Natal to establish a self-care, self-paced intervention strategy for individuals living with Type 2 Diabetes Mellitus. The objective of their study was to explore how community engagement influenced the team’s approach, processes, and outcomes. The study contributes to the growing recognition of community engagement as a formal pillar of academic achievement in higher education. The third article is from Hughes and colleagues who investigated the design and delivery of a portfolio of project-based, online graduate programs tailored to working professionals at a private technological research university in the Northeastern United States. Their study examined the holistic perceptions across an integrated portfolio spanning multiple disciplines. Their findings found that supportive faculty mentorship, project-based coursework, and real-world application were key strengths of the learner experience. Areas for improvement centred on refining course pacing, ensuring clear alignment between materials and deliverables, and providing more timely feedback on project milestones.
The fourth article by Renee Harrington sought to understand undergraduate students’ perceptions and experiences of resilience following their participation in a 15-week, two-credit physical activity course that included an embedded resilience curriculum. Her findings identified strategies for future use that include mindfulness practices, emotional regulation, and time management. Additionally, she highlights the effectiveness of integrating resilience education into higher education curricula, and how such integration can foster self-reflective growth and equip students with practical strategies to support their long-term well-being. The next article by Oliver Mbhalati addressed the fact that no coherent approach had yet arisen in the analysis of financial sustainability for South African public universities. His finding showed that government funding, supported by a diverse range of funding sources, plays a positive significant impact on the financial sustainability of South Africa’s public universities. The next article in this edition is from William Schonberg who presents the results of a study that investigates how some universities have diversified promotion and tenure paths to be inclusive of broader faculty accomplishments. His recommendations include steps to update or develop promotion and tenure policies and procedures that give credit for a wider spectrum of faculty activities. Mewani and colleagues provide the next article that engaged an autoethnographic approach of members of an academic leadership team, leveraging personal narratives and institutional experiences to explore the complexities of academic leadership at a Hispanic-Serving Institution. Their findings confirmed that the role of leadership is a multifaceted approach, and leaders must balance several moving parts simultaneously. Effective leaders need to possess certain leadership qualities and harness support from several sources. These findings will help to inform future leaders of their expectations when they assume leadership roles in higher education.
The final article in this issue is from Meng and Hunter who investigated how Chinese international students’ (CISs) use of WeChat influenced their ability to acquire and use different forms of capital – particularly cultural and social capital – while studying at an Australian higher education institution. Drawing on Bourdieu’s theory of practice, they examined how these forms of capital shape and are shaped by students’ experiences. They reported three significant findings: 1. WeChat helped many CISs overcome language barriers which are an immediate and prominent marker of the cultural capital they often lack but need to navigate the Australian higher education field. Second, WeChat supported the development of social capital by enabling CISs to maintain and form new social networks. Third, while CISs show agency in identifying and acquiring capital, the ongoing interaction between field (the university context) and habitus (their internalised dispositions) also shaped their success.
I sincerely hope that the broad range of topics and information shared are of benefit to our readers. 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. Wishing all readers all the very best with their research studies. |
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| Posted: 2024-01-20 | More... |
Call for Papers (October and December 2025)---International Journal of Higher Education |
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We are seeking submissions for forthcoming issues published in October and December 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 | |