Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in:
Learning and work – learning in workplaces, learning for work
Continuing professional education / professional development
Learning beyond educational institutions
Training and development and human resource development
Adults learning
Higher education for professional formation
Research education
Papers published in Studies in Continuing Education aim to address scholars outside the specific context of application. This might involve use of theory, use of literature beyond immediate profession or context.
The editors (David Boud and Nick Hopwood) have made a short video explaining some of the key points and common pitfalls, which you can watch through this link.
Papers from all countries are welcome. They should be written in ways that are accessible to an international audience, and speak to issues of international relevance, even if the study on which they are based is located in one country.
Studies in Continuing Education publishes empirical papers, but also conceptual work, reflections on theory and practice.
Papers published will draw on a range of methodologies and will represent diverse theoretical approaches. They may apply concepts from other areas to the field of continuing education, or develop/propose new concepts or theoretical frameworks.
Accounts of innovations that make a contribution to wider field of continuing education are welcome, but these must be conceptualised and be well-located in the literature. Papers which are primarily evaluations of programs are not encouraged.
Critical reviews of issues in the field are particularly sought.
Special issues on key themes, debates, concepts are published from time to time. Anyone wishing to proposal a special issue should approach the first editor with suggestions for a theme and ideas for guest editors.
Book reviews and reviews of other published material may also be included.
All papers in Studies in Continuing Education will have undergone rigorous double-anonymized peer review, based on initial editor screening and anonymised refereeing by at least two independent expert referees.
Disclaimer: Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in our publications. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Journal metrics
Usage
117K annual downloads/views
Citation metrics
1.9 (2023) Impact Factor
Q2 Impact Factor Best Quartile
1.8 (2023) 5 year IF
4.7 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.333 (2023) SNIP
0.695 (2023) SJR
Speed/acceptance
0 days avg. from submission to first
decision
145 days avg. from submission to first
post-review decision
9 days avg. from acceptance to online
publication
14% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Professor David Boud - Deakin University, University of Technology Sydney, and Middlesex University
Professor Nick Hopwood - University of Technology Sydney, Australia
Associate Professor Joke Vandenabeele – KU Leuven, Belgium
Editorial Board:
Madeleine Abrandt Dahlgren - Linköping University, Sweden Stephen Brookfield - University of St Thomas, USA Ronald M Cervero - University of Georgia, USA Mechthild Hart - DePaul University, USA Geoff Hayward- University of Cambridge, UK Christopher Knapper - Queens University, Canada Victoria Marsick - Columbia University, USA Sharan Merriam - University of Georgia, USA Michael Newman - University of Technology Sydney, Australia Monika Nerland - University of Oslo, Norway Kjell Rubenson - University of British Columbia, Canada and University of Linköping, Sweden Elizabeth Tisdell - Penn State Harrisburg, USA Alan Tuckett - National Institute of Adult Continuing Education, UK Shirley Walters - University of the Western Cape, South Africa Miriam Zukas- Birkbeck College, University of London, UK
Abstracting and indexing
Studies in Continuing Education is currently noted in: Social Sciences Citation Index (SSCI); Academic Search; EBSCO Online; EBSCO CD Rom Database; Educational Research Abstracts online (ERA); ERIC; Australian Education Index (Online); Cabell's, Database of Research on International Education; EdResearch Online; Education Research Index; OCLC; Research into Higher Education Abstracts; SCOPUS; Studies on Women and Gender Abstracts; Swets Information Services and Thomson Gale (Gale Group).
Open access
Studies in Continuing Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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Taylor & Francis and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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