Policy Reviews in Higher Education (PRiHE) is an international peer-reviewed journal publishing high-quality policy-focused and in-depth articles on higher education and related postsecondary and tertiary education.
Policy Reviews in Higher Education encourages authors from a range of national and disciplinary backgrounds to analyse higher education from fresh perspectives, including by drawing on concepts and theories from other academic fields and disciplines. We urge authors to evaluate the implications of their findings for the development and implementation of policy and policymaking.
As PRIHE moves into its next phase of development and growth, with new Editorial arrangements, we have revised the Submission process.
Submissions Welcome
Policy Reviews in Higher Education actively encourages original, in-depth analytic articles with an emphasis on policy. The aim is to encourage authors to address topics of policy significance which encourage international or cross-sectoral comparison and peer learning.
We encourage book review essays and invited policy-oriented commentary as appropriate. Special Issues or themes (consisting of 2-3 articles), will be considered from time to time, either prompted by a proposal from authors or by the Joint Editors. See Submission Process for details.
We actively encourage contributions which place a greater emphasis on thematic, disciplinary, sectoral and geographic diversity.
Submissions should be:
·Reflections on implications for policy and decision-making affecting higher and other forms of postsecondary and tertiary education;
·Historically and contextually-grounded and forward-looking;
·Situated in regional and international contexts;
·Presented in a style relevant to a policy and international readership;
·Between 7,000 and 12,000 words (3,000 to 5,000 for book review essays and invited policy-oriented commentary); and
·Written in high-quality English.
We actively discourage single case studies which do not identify or seek to address implications or lessons for policy.
Policy Reviews in Higher Education has revised our submission process.The process for submission is available at: Instructions For Authors
Please see the Instructions for Authors for advice on the form and length of your Proposal.
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.
Ellen Hazelkorn- Technological University Dublin, Ireland
Hamish Coates- Tsinghua University, China
Hans de Wit- Boston College, USA
Editorial Board
Paul Ashwin, Lancaster University, UK
Andrés Bernasconi, Pontifical Catholic University of Chile
John Douglass, University of California, Berkeley, USA
Futao Huang, Hiroshima University, Japan
Terri Kim, University of East London, UK
Manja Klemencic, Harvard University, USA
Yann Labeau, University of East Anglia, UK
Peter Noonan, Victoria University, Australia
Dirk Van Damme, Organisation for Economic Co-operation and Development (OECD)
N. V. Varghese, National Institute of Educational Planning and Administration, India
Leesa Wheelahan, University of Toronto, Canada
Rui Yang, University of Hong Kong
Nancy L. Zimpher, Rockefeller Institute, University at Albany, USA
Abstracting and indexing
Policy Reviews in Higher Education is abstracted / indexed in the following;
Emerging Sources Citation Inex (ESCI)
Scopus
Open access
Policy Reviews in Higher 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.
Society for Research in Higher Education (SRHE) is a UK-based international learned society whose mission is to advance understanding of higher education through the insights, perspectives, and knowledge offered by systematic research and scholarship.
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Society for Research into Higher Education and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Society for Research into Higher Education 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 Society for Research into Higher Education 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. Society for Research into Higher Education 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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