Example of Journal of Higher Education Policy and Management format
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Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format
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Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format Example of Journal of Higher Education Policy and Management format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Journal of Higher Education Policy and Management — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #310 of 1319 up up by 50 ranks
Public Administration #51 of 165 up up by 4 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 159 Published Papers | 438 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 15/07/2020
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Related Journals

open access Open Access
recommended Recommended

SAGE

Quality:  
High
CiteRatio: 4.4
SJR: 2.201
SNIP: 2.689
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Emerald Publishing

Quality:  
High
CiteRatio: 3.0
SJR: 1.491
SNIP: 1.716
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SAGE

Quality:  
Medium
CiteRatio: 1.1
SJR: 0.267
SNIP: 0.697
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

2.8

12% from 2019

CiteRatio for Journal of Higher Education Policy and Management from 2016 - 2020
Year Value
2020 2.8
2019 2.5
2018 2.3
2017 1.8
2016 1.6
graph view Graph view
table view Table view

0.934

53% from 2019

SJR for Journal of Higher Education Policy and Management from 2016 - 2020
Year Value
2020 0.934
2019 0.609
2018 0.808
2017 0.75
2016 0.669
graph view Graph view
table view Table view

1.386

34% from 2019

SNIP for Journal of Higher Education Policy and Management from 2016 - 2020
Year Value
2020 1.386
2019 1.038
2018 1.024
2017 1.006
2016 0.763
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 12% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 53% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 34% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Journal of Higher Education Policy and Management

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Taylor and Francis

Journal of Higher Education Policy and Management

Approved by publishing and review experts on SciSpace, this template is built as per for Journal of Higher Education Policy and Management formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 15 Jul 2020 and has been used by 984 authors to write and format their manuscripts to this journal.

Education

Public Administration

Social Sciences

i
Last updated on
15 Jul 2020
i
ISSN
1360-080X
i
Impact Factor
High - 1.151
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
i
Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/1360080022000013518
Student Satisfaction: An alternative approach to assessing this important concept

Abstract:

A student's overall satisfaction with his/her educational experience has traditionally been measured by a simple 'yes or no' question, or with one question assessing the degree of overall satisfaction. Even though this type of question is simple to answer and analyze, students may not thoroughly reflect upon their previous re... A student's overall satisfaction with his/her educational experience has traditionally been measured by a simple 'yes or no' question, or with one question assessing the degree of overall satisfaction. Even though this type of question is simple to answer and analyze, students may not thoroughly reflect upon their previous responses within a questionnaire regarding satisfaction with individual educational attributes when asked to assess their overall satisfaction with a university on the basis of a single question. The purpose of this article is to present an alternative approach to measuring student overall satisfaction using a multiple-item weighted gap score analysis approach. The results suggest that this approach may have more diagnostic value to both academics and practitioners. read more read less
791 Citations
Journal Article DOI: 10.1080/13600800902825835
Academic manager or managed academic? Academic identity schisms in higher education

Abstract:

The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic ident... The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher education. Central to the academic identity schism is the notion of person–organisation values fit and the degree to which the ideologies and values of academics are congruent (the ‘academic manager’) or incongruent (the ‘managed academic’) with the prevailing discourse of corporate managerialism. To reduce the prevalence of academic disengagement and make it easier for academic managers to gain the support of the managed, the paper proposes two inter-related strategies for bridging identity schisms in academe. read more read less

Topics:

Higher education (54%)54% related to the paper, Identity (social science) (53%)53% related to the paper, Managerialism (52%)52% related to the paper
419 Citations
Journal Article DOI: 10.1080/13600800500283734
Academic staff workloads and job satisfaction: expectations and values in academe
Donald Houston1, Luanna H. Meyer1, Shelley Paewai1

Abstract:

University academic staff do complex work in an increasingly demanding environment. Traditionally, universities have defined the role of academic staff according to the three domains of teaching, research, and service, with primary emphasis placed upon the teaching and research aspects and secondary emphasis upon service or a... University academic staff do complex work in an increasingly demanding environment. Traditionally, universities have defined the role of academic staff according to the three domains of teaching, research, and service, with primary emphasis placed upon the teaching and research aspects and secondary emphasis upon service or administration. Recent dialogue regarding the place of universities in a “knowledge society” has not necessarily reflected upon the impact on the workloads of faculty given increased expectations for measurable outputs, responsiveness to societal and student needs, and overall performance accountability. University faculty motivated by core academic and disciplinary interests are said to be increasingly challenged by increased accountability and workloads. Research on academic workloads have examined the intensification of academic work as well as the balance between research and teaching, particularly as governments have adopted performance funding for research budget components for h... read more read less

Topics:

Discipline (51%)51% related to the paper, Accountability (51%)51% related to the paper, Job satisfaction (51%)51% related to the paper
413 Citations
Journal Article DOI: 10.1080/13600800305737
Improving the Retention of Students from Lower Socio-economic Groups
Mantz Yorke1, Liz Thomas2

Abstract:

Success in higher education for students from lower socio-economic groups and from disadvantaged backgrounds is becoming an increasingly important policy goal in the UK and abroad. An analysis of the HEFCE performance indicators identified six English higher education institutions performing above their benchmarks with regard... Success in higher education for students from lower socio-economic groups and from disadvantaged backgrounds is becoming an increasingly important policy goal in the UK and abroad. An analysis of the HEFCE performance indicators identified six English higher education institutions performing above their benchmarks with regard to widening participation and also student retention and completion, and prompted an investigation of what these institutions had been doing that might account for their success. Semi-structured interviews were conducted with senior managers responsible for retention and completion, which focused on institutional strategy. Analysis of the interviews suggested that success in retaining students from lower socio-economic groups required a strong policy commitment to access and retention, backed up by practical action. A number of actions were identified as possible contributors to such success. read more read less

Topics:

Disadvantaged (54%)54% related to the paper, Higher education (54%)54% related to the paper
370 Citations
Journal Article DOI: 10.1080/713678133
Rethinking Academic Work in the Global Era

Abstract:

Australian universities are being transformed by profound long-term changes. Inevitably, these changes are reshaping academic work and the academic profession. Universities in Australia entered a period of accelerated transformation in the late 1980s. Foreshadowed in policy circles by the Commonwealth Tertiary Education Commi... Australian universities are being transformed by profound long-term changes. Inevitably, these changes are reshaping academic work and the academic profession. Universities in Australia entered a period of accelerated transformation in the late 1980s. Foreshadowed in policy circles by the Commonwealth Tertiary Education Commission’s (CTEC) report on EfŽciency and Effectiveness in Higher Education (CTEC, 1986), this period was shaped above all by the Green and White Papers issued by Commonwealth Minister John Dawkins (1987; 1988) and the mergers, managerialism and marketisation that followed. For a while, it seemed that the norms of academic work were Ž xed, amid a university system in which every other element—the map of institutions, institutional identity and developmental strategy, systems of management and the organisational cultures of universities, the Ž nancing of institutions and their economic relationship with students, the course mix, the character of postgraduate education, relations with employers, and so on—was subject to rapid change. The internal life of the academic profession seemed to be protected by its traditions, by its institutions such as tenure, peer review, and autonomy in curriculum matters; and by a certain self-imposed inertia. The reform process started from the outside and took some time to work its way into the day-to-day practices of academic staff. However, this inner sanctuary of academic work is no longer secure from the processes of organisational change. The argument of this paper is that, to the extent one can talk about a single academic profession, the academic profession in Australia is undergoing a profound transformation, though this transformation has yet to be adequately researched and analysed. In many respects, the traditional practices of the Australian academic profession are in crisis. It is uncertain what the future of academic work and academic professionalism will be. Indeed, it is plain that more than one future is possible. The processes of transformation and crisis in academic work have four dimensions, which overlap with each other: read more read less

Topics:

Work (electrical) (59%)59% related to the paper, Strategic planning (56%)56% related to the paper, Trend analysis (54%)54% related to the paper, Higher education (53%)53% related to the paper
331 Citations
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Frequently asked questions

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Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Higher Education Policy and Management citation style.

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Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Journal of Higher Education Policy and Management that you can download at the end.

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13. What is Sherpa RoMEO Archiving Policy for Journal of Higher Education Policy and Management?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Higher Education Policy and Management. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Higher Education Policy and Management?

The 5 most common citation types in order of usage for Journal of Higher Education Policy and Management are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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16. Can I download Journal of Higher Education Policy and Management in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Higher Education Policy and Management Endnote style according to Elsevier guidelines.

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