Publica en abierto tus artículos en revistas de enseñanza universitaria

Consulta las condiciones de publicación y los listados de títulos de los diferentes Acuerdos vigentes en la UBU para publicar en acceso abierto.

Springer

Innovative Higher Education

Innovative Higher Education features research on current innovations and provocative new ideas with relevance for action for higher education institutions, including innovations at the organization and policy level as well as innovations that improve diversity, equity, and inclusion in higher education. We also focus on innovative approaches to teaching and learning and the potential influence of such innovations on students and faculty.
Innovative Higher Education publishes diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics and methods deemed appropriate for the journal. It strikes a balance between practice and theory by presenting articles in a readable and scholarly manner to both faculty and administrators in the academic community.

Wiley

Higher Education Quarterly

Higher Education Quarterly is an international scholarly journal publishing research on policy, organisation, leadership, governance, management and the professions in higher education. In order to be considered, papers need, on the one hand, to draw on sound theories and methodologies; on the other hand, they have to contribute to contemporary debates on higher education. We welcome high-quality academic papers that have potential for impact on policy and practice. We do not typically publish studies on teaching and learning unless they are directly relevant for policymakers, institutional managers, or have direct implications for the broader institutional governance.

Higher Education Quarterly is eclectic in relation to theories, concepts and methodologies, as it aims to develop our understanding of higher education and its current challenges from a diversity of approaches. Authors are required to contextualise their research against an international background; we generally do not publish single case studies. Comparative approaches may include cross-sectional, longitudinal and international analyses, and can be based on both qualitative and quantitative data.

Manuscripts, conceptual or empirical, should be indicatively 6000-8000 words, including tables, figures and references. Data, appropriately anonymised, should be made available upon request in the review process or for purposes of replicability.

Submissions that are not considered strong enough to succeed in the review process are normally desk rejected within two weeks.

New Directions for Higher Education

This quarterly journal covers the latest developments in higher education relevant to researchers of and practitioners in colleges and universities across the globe. Volumes in the series are primarily themed, self-contained, fully indexed and edited collections featuring contributions from some of the top scholars in the field. The journal is presently expanding its publication opportunities to welcome international open submissions of single articles on current hot topics in higher education that address contemporary concerns in the field. There will also be some issues in which there will be open calls for articles that address a particular theme or topic.

Aims and Scope

To address the practical realities of presidents, vice presidents, deans, and other higher education decision-makers at all types of institutions and showcase pragmatic scholarship, New Directions for Higher Education (NDHE) provides timely information and authoritative guidance about major problems and administrative issues confronting colleges and universities globally. 

Recent volumes have addressed topics such as: faculty perspectives on internationalizing higher education, understanding the roles of mid-level staff, the contributions of regional public universities, refugee students, climates for campus activists, student identity development, connected learning, and personal and social responsibility, to name a few.

With the goal to move higher education forward in “new directions”, the journal is renewing its traditional commitment to the publication of edited themed scholarly collections on contemporary topics and expanding its capacity to address hot topics in the field by soliciting single articles. 

In May 2022, New Directions for Higher Education (NDHE) announced the creation of two new formats for publication. In addition to the NDHE standard model of a multi-chapter, themed, edited volume with pre-selected authors, we are pleased to be accepting recommendations for open call topics for special issue volumes, and single articles on hot topics in higher education.

New Directions for Teaching and Learning 

Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.

The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new directions through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings.

New Directions for Teaching and Learning (NDTL) continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

NDTL reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching.

Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise. Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again.