Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages.
Addressed to presidents, vice presidents, deans, and other higher education decision-makers on all types of campuses, New Directions for Higher Education provides timely information and authoritative advice about major problems and administrative issues confronting every institution.
Recent volumes have addressed topics such as: climates for campus activists, student identity development, connected learning, and personal and social responsibility.
Liberal Education, the flagship journal of the Association of American Colleges and Universities, expresses the voices of educators, faculty, administrators, and others who are working to enrich liberal learning and undergraduate education. The national forum about liberal education, the journal covers a full range of topics related to teaching and learning, leadership, faculty innovation, and institutional change.
Editorial goals are: to present descriptions and evaluations of innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; to focus on the effect of such innovations on teaching and students; to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
The purpose of the International Journal of Educational Development is to report new insight and foster critical debate about the role that education plays in development. Aspects of development with which the journal is concerned include economic growth and poverty reduction; human development, well being, the availability of human rights; democracy, social cohesion and peace-building; resilience and environmental sustainability. IJED seeks to help make available new evidence-based theories and understandings as to the extent and nature of educational change in diverse settings.
Inside Higher Ed is the online source for news, opinion and jobs for all of higher education. Whether you're an adjunct or a vice president, a grad student or an eminence grise, we've got what you need to thrive in your job or find a better one: breaking news and feature stories, provocative daily commentary, areas for comment on every article, practical career columns, and a powerful suite of tools to help higher education professionals get jobs and colleges identify and hire employees.
The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.