Higher Education Quarterly publishes international articles concerned with policy, strategic management and ideas in higher education. A substantial number of papers report research findings in ways that highlight their relevance to senior managers and policy makers at institutional, national and international levels, and to academics who are not necessarily specialists in the academic study of higher education. The journal places particular emphasis on comparative material as opposed to single institution or local case studies.
Evaluations of the impact of policy at institutional, national or international level, backed up by research evidence, are welcome. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues. The journal is receptive to critical, phenomenological and positivistic studies. It also welcomes studies that use hermeneutic, semiotic, ethnographic, historical or dialectical research, as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups.
Papers from countries other than the UK that highlight issues of international concern are welcomed.
In essence, the journal publishes:
• large thematic studies on higher education policy and strategy
• papers that have a comparative element and international relevance
• papers that are typically based on empirical evidence
• papers that make a substantive theoretical contribution
Higher Education Quarterly occupies a critical space in promoting research into higher education policy and practice internationally. Its remit includes, for instance, institutional approaches to the student experience, management and leadership; system-wide issues such as student funding and widening participation; and international responses to global market environments. It places particular emphasis on comparative material as opposed to single institution or local case studies. The journal is unique in bringing together issues arising from academic policy and practice and thereby serving a broadly based readership.