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❶Hamilton, University of Memphis. Building multimedia products from the academy ; Michael L.

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The job shadow assignment: A high school and community college articulation agreement targeting disaffected students ; Jeff Irvine Brock University. The frequency of assistant principal coursework in educational leadership programs ; Stephanie James Jacksonville University. Gitimu , Youngstown State University. Narratives lost in the box: The trichotomy of Latina student identity transition stages due to mass media and on-campus stereotyping ; Emily Martinez-Vogt, Florida Institute of Technology.

Volume 31 - December, Student evaluations of instructors in higher education: Social emotional learning in teacher education ; Gina M. Almerico, The University of Tampa. Dishonesty and hypocrisy in service academy honor systems ; Meredith J. Ortiz, University of the Rockies; James R. Oraker, University of the Rockies; Frederick V. Routines and motivations of adolescent mothers in an alternative school: Student loan implications for Hispanics in higher education ; Ray M. Engagement and undergraduate retention: Volume 30 - September, Does knowledge and attitudes toward assessment affect the usage of assessment tools?

Eschenfelder, Robert Morris University. A call for online anticipatory orientation for international students ; Deborah D. Garza, University of Missouri, Kansas City. Financial and stress implications of student loans for Hispanics after graduation from college ; Ray M. The impact of knowledge and experience: Sigmar, Sam Houston State University. Conceptual framework for management effectiveness of professional continuing education programmes in Lagos State, Nigeria ; Oyeyemi Aitokhuehi, Texas Southern University.

One underperforming rural high school is beating the odds ; C. Volume 29 - September, Larwin, Youngstown State University.

Fierke, University of Minnesota. Reviewing the value of self-assessments: Do they matter in the classroom? Predictive modeling of organizational resilience utilizing leadership frame orientation ; Christopher B. Hua, Ball State University. Factors that influence students choosing a marketing course ; Nasim Z.

Volume 28 - May, Assessing state policy on postsecondary completion: Does the field of study influence the choice of leadership? Casualization of academics in the Australian higher education: Gitimu, Youngstown State University. United States next generation science standards: Volume 27 - January, A self-report instrument for student development ; Craig R. Jones, The University of Texas at Brownsville. Creating an online business degree from a successful on-campus business degree ; William P.

Collins, Winona State University. Emerging research on social media use in education: Volume 26 - October, From periphery to core: Do MOOCs pose a threat to higher education? Educational decisions and academic achievement: Teaching principles of management through experiential and service learning ; Omid Furutan, University of La Verne. Almerico, The University Of Tampa. Resiliency, self-efficacy, and persistence of college seniors in higher education ; Kristopher K. Male-female student retention in HBCUs: Current literacy skills, practices, and dispositions of teachers: Al Nassir, University of Northern Iowa.

Volume 25 - September, The success of nontraditional college students in an IT world ; Amy R. Henson, Mineral Area College. Promoting Hispanic student retention in two Texas community colleges ; Karissa R.

Committee effectiveness in higher education: The strengths and weaknesses of group decision making ; Stephen B. Bates, Holy Family University. Volume 24 - August, Student motivational profiles in an introductory MIS course: A critical analysis of anti-discrimination law and microaggressions in academia ; Robin Lukes, St. Catherine University; Joann Bangs, St. Equality under the Law ; Lemondra V. Hamilton, University of Memphis.

Liability of college faculty and administrators ; Patricia S. Omojokun, Virginia State University. Research, higher education and the quality of teaching: Inquiry in a Japanese academic context ; Fatima H. What do you mean you never got any feedback? Using derivatives to hedge interest rate risk: Volume 23 - April, Smith, Winona State University. Salary, space, and satisfaction: A report on a ten year old public university ; William P. Something old, something new: Davis, Providence College; A.

Rodriguez, University of New Haven. Does gender play a role in the acceptance of e-textbooks by students? Facilitating online, cross-course, collaborative service projects ; Susan A.

Moral disengagement in business and humanities majors: An exploratory study ; Suzanne N. Volume 22 - February, Integrating teacher- and peer-assessments of group coursework assignments in business education: Comparing discussion and lecture pedagogy when teaching oral communication in business course ; Yao Dai, Heidelberg University. Predicting public confidence in higher education institutions: An analysis of social factors ; B.

Thomas, University of New Mexico. An application of the seven principles of good practice to online courses ; Karen L. An empirical investigation of student satisfaction with college courses ; Jollean K. Sinclaire, Arkansas State University. First-year experiences of associate deans: White, University of Maryland. Volume 21 - August, Community college adjunct faculty inclusion: Variations by institution type ; Suzann H.

Spaniel, Navarro College; Joyce A. The effect of leadership on service delivery in universities ; Promise Zvavahera, Ministry of Environment and Natural Resources Management. Teaching in higher education: Lavin, University of South Dakota. Clark, Coastal Carolina University. Precursors of professionalism in college seniors: Influence of major, gender, and institution ; Lana S.

Volume 20 - June, Pursuing benefit or avoiding detriment? Determining a relationship between higher education financial position and tuition discount rates ; Julianna Browning, California Baptist University. Is acceptance of e-textbooks discipline-dependent? Embedding international experiences in business curriculum design: Issues in institutional benchmarking of student learning outcomes using case examples ; Thomas P.

Comparing current students to a pre-Millennial generation: Volume 19 - April, A survey of educational data-mining research ; Richard A. Judd, United States Military Academy. Software applications course as an early indicator of academic performance ; Harry C. William Brown, Montana State University. Dishonesty and cheating in a Federal Service Academy: Malmstrom, University of the Rockies; R.

Organizational effectiveness evaluation for higher education institutions, ministry of tourism and sports ; Chanita Kraipetch, Chulalongkorn University, Thailand; Sirichai Kanjanawasee, Chulalongkorn University, Thailand; Apipa Prachyapruit, Chulalongkorn University, Thailand. Factors related to the adoption of IT emerging technologies by research and non-research based higher education institutions ; Keri Ann Then, University of Redlands; Pesi Amaria, Management Consultants. Measuring diversity of university enrollments: Mentoring for new-hire success in any profession ; Charles K.

Runyan, Pittsburg State University. Volume 18 - December, Student engagement and course registration methods as possible predictors of freshman retention ; Laura H. Ballard, University of Tennessee at Chattanooga. Is higher education following the path set by health care in the U. Higher education and efficiency in Europe: Connecting pre-service teachers, practicing teachers, students, and university science educators ; Ingrid M.

Entrepreneurial creativity as a convergent basis for teaching business communication ; Richard T. Grenci, John Carroll University. A model for class advising and leadership building ; Kerry K. Fierke, University of Minnesota, Duluth. How does the economic crisis affect the psychological well-being?

Volume 17 - September, Pair teaching of ICT in higher education: Pretorius, University of Pretoria; A. Steyn, University of Pretoria; R.

Johnson, University of Pretoria. How many attempts until success in some core 1st. Reflections on a pilot project: Yee, University of San Francisco. Peer review and new scholarship: Jones, The University of Texas at Brownville. Potvin, Ambrose University College. Peer assessments of GPW: Conceptualization of service-learning as an educational approach in the curriculum: C Maphalala, University of South Africa.

Volume 16 - July, Wisdom from Warren Buffett ; Todd A. Finkle, Gonzaga University; Paul F. Alternative conceptions held by first year physics students at a South African university of technology concerning interference and diffraction of waves ; A.

Imenda, University of Zululand, South Africa. Systems-designed graduate program review ; Rebecca M. Wells, University of Dayton; Charles E. Wells, University of Dayton. The pros and cons of education budget cuts: An investigative study ; Phillip D. The impact of intellectual heterogeneity on academic performance in business education ; Agnieszka Bielinska-Kwapisz, Montana State University, Bozeman; F. Volume 15 - March, RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.

The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions, theoretical and applied, significantly addressing innovative deployments of Internet technology in instruction and reporting on research to demonstrate the effects of the Internet and information technology IT on instruction in various contexts in higher education.

The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines. It welcomes both empirical studies on higher education which may involve cross-national, cross-sectoral, or relatively large data-sets e. Comparative studies and analysis of inter-system and cross-national issues are also welcomed, as are those addressing global and international themes.

We welcome empirical, theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions.

All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience. The journal is aimed at all higher education practitioners, irrespective of discipline. It sets out to provide readily accessible, up-to-date information about significant developments within the field, with a view to the sharing and extension of evaluated, innovative practice and the development of ideas.

Suggestions for special issues are welcomed. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching.

In particular the journal: Topic areas include management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. The journal encourages debate on contemporary pedagogic issues and professional concerns within the UK and abroad. The journal is committed to promoting excellence in these fields by providing a forum for the debate and evaluation of a wide range of pedagogic issues and professional concerns.

The majority of articles will take as their focus: Management and administration, particularly cultural and structural development within the system; Curriculum development and its relationship with institutional and staff development; Teaching and learning approaches, strategies and processes. The wide coverage allows discussion of topical issues and policies affecting education institutions worldwide.

Subjects Educational Research has recently covered include: Articles should be concerned, therefore, with issues bearing on the practical working and policy direction of higher education. Contributions should, however, go beyond mere description of what is, or prescription of what ought to be, although both descriptive and prescriptive accounts are acceptable if they offer generalisations of use in contexts beyond those being described.

Whilst articles devoted to the development of theory for its own sake will normally find a place in other and more academically based journals, theoretical treatments of direct use to practitioners will be considered.

The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.

The EERJ is not a journal for European educational researchers but a journal about the new frontiers of Europeanization in educational research. It has firm obligations to publish aspects of educational research which illuminate the cases and contexts of the emerging borderless space of European educational research.

It is a scholarly publication dealing with major problems and trends in contemporary higher education. It presents information, interpretations, and criticism in regard to current developments in the field. While focussing primarily on Europe and North America within the context of the other activities of the Centre, it regularly features contributions from other regions of the world as well.

Higher Education Policy is an international journal for advancing scholarly understanding of the policy process applied to higher education through the publication of original analyses, both theoretical and practice-based, the focus of which may range from case studies of developments in individual institutions to policy making at systems and at national level.

It encourages contributions that make explicit comparison between systems of higher education and is theme based, involving a common focus or combining articles which individually contribute to an overall topic.

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 at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education.

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. What is its responsibility to society? Should it extend to all adults, and what can this mean in practice?

Is it bound to be conservative in content or method? How can innovation be encouraged? What should be the relationship between individual and institutional freedom and public accountability?


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Research in Higher Education publishes studies that examine issues pertaining to postsecondary education. The journal is open to studies using a wide range of methods, but has particular interest in studies that apply advanced. Research in Higher Education Journal Five key ingredients, Page 1 Five key ingredients for improving student motivation Kaylene C. Williams California State University, Stanislaus.

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Journals for Higher Education (General) Discipline-Specific Journals for Teaching in Higher Education. Journals for Higher Education (General) Personnel and Guidance Journal. Research in Higher Education Online Submissions. Review of Educational Research Online Submissions. Review of Higher Education Online. Research in Higher Education publishes empirical studies that enhance our understanding of an educational institution or allow comparison among institutions. It.