The editorial team would like to wish all readers of Studies in Higher Education a happy and prosperous 2019.
In reflecting on the past year I first would like to thank all of our referees who have so professionally reviewed articles in 2018. The names of referees who provided reviews for the journal during the first nine months of 2018 have been listed in the final issue for that year. Names of referees who reviewed articles towards the end of 2018 will appear in the final 2019 issue of the journal.
Publishing the names of our referees is only a partial acknowledgement of the time and expertise they have devoted to the journal. The success of the journal is dependent on the goodwill of the international scholarly community who give unselfishly of their time to review articles. As the number of articles submitted to the journal increases so does the need to solicit the services of a larger number of referees. However, academics everywhere are working in complex environments where multiple demands require more and more of their time. While recognising the difficulty of fitting reviewing articles into what are often impossibly busy schedules, an effective peer review system must be maintained for the sake of the integrity of academic publishing.
The other key element of the journal’s success is the continuous flow of top quality manuscript submissions. In 2016, the journal received 1078 new submissions and, at the time of writing, it appears that by the end of 2018 the journal will have received about 1300 new submissions.
Articles published in the journal are amongst the most highly cited in the field of higher education research. The Impact Factor™ for Studies for the year to end 2017 was 2.321 – which compares with a figure of 1.527 in 2016. This ranks the journal at 39/238 in the education/educational research category of the SSCI. By all indications, the ranking of the journal in 2018 and beyond will continue on its upward trajectory.
Because Studies in Higher Education is a generalist journal, we expect authors to make their work interesting and relevant to readers from across the field of higher education research. We are not interested in articles that are only of interest (or, worse, only intelligible) to readers within a particular subfield.
Studies in Higher Education is an international journal with a global readership, and we expect authors to make their work interesting and relevant to that readership. We are not interested in articles that are only of interest to readers in a particular country or region. Prospective authors need to provide an account of relevant literature from across the world, and as well bear in mind that the journal operates a double-blind peer review procedure.
While the journal only publishes high quality research-based (quantitative and qualitative) manuscripts, prospective authors should also note the importance of formulating concise titles and writing abstracts that are accurate, free of jargon and informative in terms of a broad international audience. It is based on the manuscript title, abstract and key words that prospective referees will decide whether or not to agree to review the manuscript. If a manuscript is accepted for publication, it is the title, abstract and key words that are likely initially to evoke the interest of a broad international audience.
The sheer volume of manuscripts puts pressure on the timeliness of the appearance of articles in print versions of the journal. However, authors and readers are reminded that articles appear online in eight weeks or less following acceptance. The Taylor & Francis Online platform has been redesigned to make it more user friendly and interactive.
Both in terms of articles submitted and readership, international interest in the journal continues to rise. The international orientation of the journal is reflected in the membership of its Editorial Advisory Board. There are currently 21 external members of the Board from 16 countries in Africa; Asia; Australasia; Europe; and North, South and Central America.
The journal’s two regular Special Issues showcase topical themes in higher education from a global perspective. The April 2019 Special Issue is entitled Encouraging Critical Thinking in Higher Education and is based on a project of the European Commission and Erasmus for Higher Education Curricula Reform. This issue examines approaches to curricula reform designed to ensure that graduates are better equipped for their future roles as citizens and professionals.
The October 2019 Special Issue is entitled Emotions in Higher Education. Emotions are amongst the important factors which underpin the teaching and learning processes in higher education. A variety of different theoretical approaches explore how consideration of this reality can improve the quality of teaching and learning as well as the overall social wellbeing of students.
I remind readers that the journal takes a somewhat unique approach in commissioning Special Issues, with a particular emphasis on the two criteria of topicality and global relevance. Please consult the journal’s website for an overview of the policy.
At the end of 2019 the current editorial team will be standing down on the completion of eight successful years. The Society for Research into Higher Education (SRHE) is now in the process of recruiting a new team to assume office at the beginning of 2020. Given the growing success and level of submissions to the journal, the Society is seeking to expand the current editorial team structure, and recruit the following editorial positions (from 1 Jan 2020).
Editor-in-Chief
Associate Editors x 4 (divided into four distinct geographical areas that reflect the current geographical distribution of submission, broadly: the United Kingdom, other Europe, Africa & Asia, The Americas & Australasia)
Special Issues Editor(s).
Expressions of interest close at the end of January 2019 and those interested in making an application should contact the SRHE Director Helen Perkins ([email protected]) for further information and a copy of the vacancy advertisement.
It is with some sadness that the present editorial team will say goodbye to our authors and readers at the end of 2019. Over the years, it has been our privilege to promote and interact with many of the top scholars and researchers in the field of higher education and in the process promote the journal’s increasing global influence.
However, we are confident that the new editorial team to be recruited will serve you the readers and prospective authors with the same degree of professionalism and enthusiasm. Being a leading journal in the field of higher education worldwide, I expect that the scholarly credentials of those who will be interested in taking up the editorial reigns from 2020 will be exceptional.
Before concluding this, my last editorial as Editor-in-Chief, I would like to acknowledge the exceptional administrative support that I and the other members of the editorial team have received from both SRHE and Taylor & Francis. The scholarly support of the Editorial Advisory Board and particularly the Board’s Chair, Sir Peter Scott, also deserve special mention.
There can be no doubt that 2019 will be another exciting year for the journal as the flow of interesting and relevant articles of academic excellence continues to expand. My editorial colleagues and I have been privileged to be part of this process.