Example of Higher Education Quarterly format
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Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format
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Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format Example of Higher Education Quarterly format
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open access Open Access

Higher Education Quarterly — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #199 of 1319 up up by 49 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 110 Published Papers | 374 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 23/06/2020
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Related Journals

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Taylor and Francis

Quality:  
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CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
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CiteRatio: 3.5
SJR: 1.299
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CiteRatio: 3.2
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open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

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.

3.4

48% from 2019

CiteRatio for Higher Education Quarterly from 2016 - 2020
Year Value
2020 3.4
2019 2.3
2018 2.0
2017 2.3
2016 2.5
graph view Graph view
table view Table view

0.976

22% from 2019

SJR for Higher Education Quarterly from 2016 - 2020
Year Value
2020 0.976
2019 0.801
2018 0.851
2017 0.78
2016 0.59
graph view Graph view
table view Table view

1.665

20% from 2019

SNIP for Higher Education Quarterly from 2016 - 2020
Year Value
2020 1.665
2019 1.384
2018 1.338
2017 1.581
2016 1.053
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 48% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 22% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 20% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Higher Education Quarterly

Guideline source: View

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Wiley

Higher Education Quarterly

Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers...... Read More

Education

Social Sciences

i
Last updated on
23 Jun 2020
i
ISSN
0951-5224
i
Impact Factor
High - 1.06
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
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Citation Type
Numbered
[25]
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Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article DOI: 10.1111/J.1468-2273.2008.00387.X
Shifting Identities and Blurring Boundaries: The Emergence of "Third Space" Professionals in UK Higher Education.
Celia Whitchurch1

Abstract:

This paper adds to earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education (Whitchurch, 2004; 2006a; 2006b), and builds on a categorisation of professional staff identities as having bounded, cross-boundary, and unbounded characteristics (Whitchurch, 2008, f... This paper adds to earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education (Whitchurch, 2004; 2006a; 2006b), and builds on a categorisation of professional staff identities as having bounded, cross-boundary, and unbounded characteristics (Whitchurch, 2008, forthcoming). Drawing on a study of fifty-four professional managers in the United Kingdom, Australia and the United States, it describes a further category of blended professionals, who have mixed backgrounds and portfolios, comprising elements of both professional and academic activity. The paper goes on to introduce the concept of third space as an emergent territory between academic and professional domains, which is colonised primarily by less bounded forms of professional. The implications of these developments for institutions and for individuals are considered, and some international comparisons drawn. Finally, it is suggested that third space working may be indicative of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and managementoriented roles, so that new forms of third space professional are likely to continue to emerge. read more read less

Topics:

Professional studies (61%)61% related to the paper, Higher education (54%)54% related to the paper
464 Citations
Journal Article DOI: 10.1111/1468-2273.00238
Marketisation in Higher Education, Clark's Triangle and the Essential Ingredients of Markets
Benjamin W.A. Jongbloed1

Abstract:

While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade-offs and interact more closely on the basis of reli... While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade-offs and interact more closely on the basis of reliable information. This article discusses eight conditions for a market and the extent to which these are met in Dutch higher education. It is argued that there is still a key role for the government to co-design framework conditions and facilitate interaction in a more demand-driven and liberalised higher education sector. read more read less

Topics:

Consumer sovereignty (59%)59% related to the paper, Economic interventionism (56%)56% related to the paper, Government (55%)55% related to the paper, Higher education (55%)55% related to the paper
334 Citations
Journal Article DOI: 10.1111/1468-2273.00100
Undergraduate Non‐Completion: Developing an Explanatory Model
Jenny Ozga1, Laura Sukhnandan1

Abstract:

This paper presents an explanatory model of undergraduate non-completion based, primarily, on the findings of a qualitative case study. Previous research in the field of non-completion is briefly reviewed. Such work is somewhat limited in its explanatory usefulness because it tends to focus on the student as the problem. The ... This paper presents an explanatory model of undergraduate non-completion based, primarily, on the findings of a qualitative case study. Previous research in the field of non-completion is briefly reviewed. Such work is somewhat limited in its explanatory usefulness because it tends to focus on the student as the problem. The causes of non-completion can only be fully understood as the culmination of a complex social process of student-institution interaction which operates within the context of change in higher education. From this sociologically-informed theoretical framework an explanatory model has been devised that shows how the process of withdrawal for conventional students (i.e. students who enter HE through the traditional academic route) is markedly different from that for mature students. For conventional students the factors which appear to be of central importance are student preparedness, compatibility of choice, and time of exit. In contrast, mature students are often forced into non-completion because of external circumstances. Following a detailed description of our explanatory model of undergraduate non-completion, we present a number of strategies for intervention at both national and institutional levels and outline the implications for higher education policy. read more read less

Topics:

Explanatory model (65%)65% related to the paper, Higher education policy (51%)51% related to the paper, Higher education (51%)51% related to the paper
315 Citations
Journal Article DOI: 10.1111/J.1468-2273.2011.00496.X
Higher Education and Public Good: Higher Education and Public Good

Topics:

Higher education (57%)57% related to the paper, Public good (56%)56% related to the paper
270 Citations
Book Chapter DOI: 10.1007/978-3-319-03254-2_5
Higher Education and Public Good
Simon Marginson1

Abstract:

Discussion about the purposes and benefits of higher education has been stymied by a particular construction of the relation between private and public benefits now dominant in policy circles and public debate. In this reading of higher education, the private and public benefits are rhetorically juxtaposed on a zero sum basis... Discussion about the purposes and benefits of higher education has been stymied by a particular construction of the relation between private and public benefits now dominant in policy circles and public debate. In this reading of higher education, the private and public benefits are rhetorically juxtaposed on a zero sum basis, while the individual benefits are defined as solely private and in economic terms. In liberal Western societies, in which limiting the role of the state is the central problem of politics, and individual freedoms tend to be positioned as outside both state and society, the collective conditions (‘social benefits’) provided by higher education are seen as exclusive of the individual benefits. These collective benefits are shadowy, undefined. Given that in liberal Western societies—especially English-speaking societies—understandings of the public good(s) created by higher education have become ideologically ‘frozen’, so that the public good can scarcely be identified, this suggests the need to look beyond liberal Western jurisdictions for fresh insights and conceptual frameworks. Notions of the role of government and of universities, the ‘social’, ‘community’, individual and collective, and public good, vary considerably between different traditions of higher education, for example the Nordic, German, Russian, Latin American and Chinese traditions as well as those in the United States and the Westminster countries. There is no good reason to treat the Anglo-American approach to public/private as the sum of all possibilities. By comparing the different approaches to ‘public good’ in higher education that have evolved across the world, generic elements can be identified, and a common language of public good developed. This also makes it possible to establish a broad-based notion of specifically global public goods. read more read less

Topics:

Public good (62%)62% related to the paper, Private good (62%)62% related to the paper, Global public good (62%)62% related to the paper, Public debate (59%)59% related to the paper, Public sector (59%)59% related to the paper
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249 Citations
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Higher Education Quarterly format uses apa citation style.

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Frequently asked questions

1. Can I write Higher Education Quarterly in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Higher Education Quarterly guidelines and auto format it.

2. Do you follow the Higher Education Quarterly guidelines?

Yes, the template is compliant with the Higher Education Quarterly guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Higher Education Quarterly?

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 Higher Education Quarterly citation style.

4. Can I use the Higher Education Quarterly templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Higher Education Quarterly.

5. Can I use a manuscript in Higher Education Quarterly that I have written in MS Word?

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 Higher Education Quarterly that you can download at the end.

6. How long does it usually take you to format my papers in Higher Education Quarterly?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Higher Education Quarterly.

7. Where can I find the template for the Higher Education Quarterly?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Higher Education Quarterly's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Higher Education Quarterly's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Higher Education Quarterly an online tool or is there a desktop version?

SciSpace's Higher Education Quarterly is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Higher Education Quarterly?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Higher Education Quarterly?”

11. What is the output that I would get after using Higher Education Quarterly?

After writing your paper autoformatting in Higher Education Quarterly, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Higher Education Quarterly's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Higher Education Quarterly?

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 Higher Education Quarterly. 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 Higher Education Quarterly?

The 5 most common citation types in order of usage for Higher Education Quarterly are:.

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

15. How do I submit my article to the Higher Education Quarterly?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Higher Education Quarterly's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Higher Education Quarterly 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 Higher Education Quarterly Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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