International Journal of Higher Education
International Journal of Higher Education(ISSN 1927-6044 E-ISSN 1927-6052) is an international, peer-reviewed, open-access journal dedicated to research on higher education. The journal provides a forum for scholars, educators, administrators, and policymakers to exchange research findings and perspectives on issues affecting colleges, universities, and higher education systems worldwide.
IJHE welcomes empirical, theoretical, and review studies that contribute to the understanding and improvement of higher education policy, practice, teaching, learning, and institutional development.
Focus and Scope
The journal publishes research in areas including, but not limited to:
- Teaching, Learning, and Curriculum — Pedagogy, curriculum development, assessment, student learning, and innovative teaching practices.
- Higher Education Policy and Governance — Higher education systems, public policy, governance, funding, regulation, and institutional autonomy.
- Institutional Leadership and Management — Academic leadership, strategic planning, organizational development, and institutional effectiveness.
- Student Access, Experience, and Success — Access and participation, equity and inclusion, student engagement, retention, well-being, and academic success.
- International and Comparative Higher Education — Internationalization, student and faculty mobility, cross-border education, and comparative studies of higher education systems.
- Quality Assurance and Accreditation — Institutional and program assessment, accreditation, quality enhancement, and educational standards.
- Academic Profession, Research, and Scholarship — Faculty development, academic careers, research environments, scholarly communication, and knowledge dissemination.
- Digital Transformation, Employability, and Sustainability — Artificial intelligence, educational technology, digital learning, graduate employability, workforce development, and sustainability in higher education.
Submissions should demonstrate a clear contribution to higher education research, policy, or practice. Studies conducted in colleges or universities should have substantive relevance to higher education rather than using students or institutions merely as a research setting.
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%
- Open Access: Yes
- Indexed: Yes
- Policy: Double-blind Peer-reviewed/Refereed
- Review Time: 4-10 Weeks
- E-mail: ijhe@sciedupress.com
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
- ResearchGate
- Scilit
- SHERPA/RoMEO
- Turkish Education Index(TEI)
- The Standard Periodical Directory
- UCR Library
Statistics
2026Q2: Articles Received: 36; Accepted: 17; Rejected: 18; Published: 13; Retracted: 0
2026Q1: Articles Received: 34; Accepted: 18; Rejected: 15; Published: 10; Retracted: 0
2025: Articles Received: 136; Accepted: 68; Rejected: 67; Published: 46; 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. 15, No. 5 [In Progress]
- All Issues
Paper Selection and Publishing Process
a) Submission acknowledgement and initial screening (1-2 working days)
The journal normally acknowledges receipt of a submission within 1-2 working days. The editorial office conducts an initial assessment of the manuscript's completeness, relevance to the journal's aims and scope, originality, ethical compliance, reporting quality, and conformity with essential submission requirements. A manuscript may be returned to the authors or rejected without external review when it clearly does not meet these requirements. If you fail to receive this confirmation, please check your bulk email box or contact the editorial assistant by email: ijhe@sciedupress.com.
b) External Peer Review (4–10 weeks)
Manuscripts that pass initial editorial screening are normally evaluated through double-anonymized peer review by at least two independent external reviewers with relevant expertise. Editorial screening is not counted as external peer review. Although the journal takes reasonable steps to protect anonymity, complete anonymity cannot be guaranteed because author identity may be inferred from preprints, citations, datasets, conference presentations, or the subject matter. The review process normally takes approximately four to ten weeks but may vary according to reviewer availability, manuscript complexity, revision requirements, and ethical or technical checks.
c) Editorial Decision (2–3 working days)
Reviewer recommendations are advisory. The editorial assistant makes the editorial decision after considering the reviewers' reports, the manuscript's scholarly quality, relevance, originality, methodological or analytical validity, ethical compliance, reporting quality, and any other relevant information. Possible decisions include acceptance, minor revision, major revision, rejection with an invitation to submit a substantially revised manuscript as a new submission, or rejection.
d) Revision and Payment (depending on the authors)
When revision is requested, authors must submit a revised manuscript together with a point-by-point response explaining how each comment has been addressed or why a suggested change was not made. A request for revision does not guarantee acceptance. Article processing charges (600.00USD) are requested only after final acceptance, in accordance with the fee information published on the journal website.
e) Publication and Access (1 week)
Following acceptance, production, approval of the page proofs by the corresponding author, and completion of any applicable administrative requirements, the article is published online as the version of record. Published articles are made freely and immediately available under the open-access license stated in the article.
Announcements
Message from the Editor-in-Chief Dr. Ingrid Harrington (Vol. 15, No. 4, August 2026) |
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It is with pleasure I introduce Volume 15, Number 4 of the International Journal of Higher Education. As we move further into the final half of this decade, the global higher education sector is navigating a period of global transition. The articles in this issue reflect a collective move away from rigid governance models toward more agile, practice-focused ecosystems that prioritise student success and pedagogical excellence. The researchers from Japan, the UK, Canada, Thailand, and the USA in this volume challenge us to rethink how we define inclusion, engagement and institutional belonging. In a year marked by rapid digital transformation and evolving expectations of academic work, these contributions provide a necessary scholarly anchor.
This issue presents a diverse range of investigations into contemporary challenges. The first article by Qinpeng and Ishii employs a dual-lens analysis to identify shifting motivations and priorities for students choosing to study in Japan in the current climate. They found that international students applying to Japanese universities face challenges such as restricted mobility, changes in the information environment, and increased economic uncertainty. Their study examined whether these conditions were associated with changes in within-Japan university choice and applicant composition. Their results indicate that Japanese universities should consider to provide clearer information, more targeted applicant support, and more flexible admission opportunities for international students.
The second article by Farhan Qureshi offers a critical literature review that helps university leaders align their offshore delivery models with broader institutional goals for global engagement. Qureshi argues that despite the growing volume of literature on the subject, there remains a need for a comprehensive and critical synthesis of how Trans National Education (TNE) simultaneously influences institutional internationalisation strategies and affects the educational systems and economies of host countries, particularly within developing nation contexts. The findings reveal that while TNE offers considerable opportunities including expanded access to higher education, enhanced graduate employability, and increased institutional competitiveness, it also presents significant challenges, among them quality assurance concerns, Western-centric curriculum design, financial dependency, and the risk of educational decline in host countries.
The third article by Natalia Diamond and colleagues outlines their investigation at the relationship between flexible assessment design and the digital habits of modern students. They investigated the effect of offering flexible mid-term exam date options on students’ mid-term exam grade, any perceived associated stress, and studying-associated emotions. Their findings concluded that there was a positive impact of flexible examination date options on academic performance and identify how other factors i.e., stress and studying-associated multitasking behaviours, can further impact academic outcomes, highlighting the need for comprehensive student learning supports beyond academic stress.
The fourth article by Yeon Mi Lee proposes a new framework for transforming international student exchange into a deeper form of global citizenship and learning, specifically the application and practice of global learning across higher education institutions. To-date they remain challenged by its conceptual ambiguity and unclear requirements across individual institutions. The findings argue that the three pillars of citizen diplomacy – reciprocity, relationship-building, and the search for common ground – offer a more cohesive framework given their relevance, utility, and best practices for global learning in HEIs.
The fifth article by Pongsak Boonkear explores the impact of digital professional development on the critical thinking skills of education leaders in Thailand. The research and development study designed and evaluated a Google Classroom-based program intended to strengthen critical-thinking-oriented learning activity management among doctoral students in educational administration who were also practicing school administrators. The findings indicate that a structured blend of online study, guided workplace practice, supervision, feedback, and reflection can support advanced professional learning in educational administration. As the study used one intact cohort without a control group, causal claims should be interpreted with caution.
The sixth article by Matthew Derrick discusses the efficacy of seminar structures in building a sense of belonging and academic community for commencing students. He considered that while learning communities are widely recognised as high-impact practices, less attention had been paid to how their curricular, co-curricular, and support components are intentionally integrated in practice. The findings suggest that integration in learning communities is both structural and relational, involving the coordination of courses, resources, and the students, faculty, and staff who participate in them.
It has been my absolute pleasure to represent the IJHE as its Editor-in-Chief. Due to health reasons, I have made the difficult decision to explore retirement and my other academic roles. It is with sincere sadness that this will be my last note as IJHE Editor-in-Chief. I encourage all of you to continue exploring and pushing the boundaries of academia in your research areas, as without your motivation and practice, avenues such as the IJHE would cease to exist. I would like to thank our authors and editorial board for their continued dedication to excellence. These contributions ensure that the IJHE remains a leading engine for transformation in the higher education sector.
With appreciation and anticipation for the work ahead,
Associate Professor Ingrid Harrington Editor-in-Chief International Journal of Higher Education |
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| Posted: 2025-12-20 | More... |
Call for Papers (October and December 2026)---International Journal of Higher Education |
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We are seeking submissions for forthcoming issues published in October and December 2026. 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 | |