Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 142 of 142 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 39)
Academic Leadership Journal in Student Research     Open Access   (Followers: 5)
African Journal of Teacher Education     Open Access   (Followers: 7)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 20)
Ámbito Investigativo     Open Access   (Followers: 4)
American Journal of Engineering Education     Open Access   (Followers: 15)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 4)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 32)
College Student Journal     Full-text available via subscription   (Followers: 9)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 6)
Ethiopian Journal of Higher Education     Open Access   (Followers: 6)
European Journal of Higher Education     Hybrid Journal   (Followers: 63)
Excellence in Higher Education     Open Access   (Followers: 44)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 9)
Higher Education for the Future     Full-text available via subscription   (Followers: 11)
Higher Education of Social Science     Open Access   (Followers: 8)
Higher Education Pedagogies     Open Access   (Followers: 26)
Higher Education Studies     Open Access   (Followers: 67)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 47)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 2)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access   (Followers: 3)
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 35)
International Journal of Engineering Pedagogy     Open Access   (Followers: 1)
International Journal of Higher Education     Open Access   (Followers: 63)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 7)
International Research in Higher Education     Open Access   (Followers: 9)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 4)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 8)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 2)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 3)
Journal of Learning Development in Higher Education     Open Access   (Followers: 41)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 28)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 9)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 10)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 12)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 13)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 24)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 2)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 47)
Journal of Veterinary Medical Education     Partially Free   (Followers: 13)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 5)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 7)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 63)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 25)
Nursing Education Perspectives     Hybrid Journal   (Followers: 23)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 3)
Perspectiva Educacional     Open Access   (Followers: 3)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 2)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 9)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 7)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry     Open Access   (Followers: 21)
The Qualitative Report     Open Access   (Followers: 2)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 21)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Transformation in Higher Education
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2415-0991 - ISSN (Online) 2519-5638
Published by AOSIS Publishing Homepage  [32 journals]
  • The politics of knowledge in South African universities: Students’
           perspectives

    • Authors: Corinne R. Knowles, Nomphumelelo Q. Babeli, Athabile Ntlokwana, Zhikona Q. Ntombolwana, Zinathi Z. Sobuza
      First page: 9
      Abstract: Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary.Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students’ experiences, concerns, and suggestions.
      PubDate: 2023-02-27
      DOI: 10.4102/the.v8i0.244
      Issue No: Vol. 8 (2023)
       
  • Decolonising and transforming curricula for teaching linguistics and
           language in South Africa: Taking stock and charting the way forward

    • Authors: Mark De Vos, Kristina Riedel
      First page: 12
      Abstract: The #RhodesMustFall (RMF) protests at South African universities (2015–2018) were the publicly visible manifestation of deep epistemic problems in the higher education (HE) sector, particularly around questions of whose knowledges are validated and whether these are reflective of students’ lived realities. This exploratory research attempted a snapshot of the state of curriculum transformation of the linguistic language disciplines in South Africa and to identify areas that require more attention. The authors focus on curriculum underpinning the teaching of linguistics and language-related disciplines. The study takes place at HE institutions in South Africa against the backdrop of substantial academic and public engagement around epistemic access in the HE sector. The authors used an anonymous questionnaire distributed among a purposive sample of 32 HE academics within the linguistics and language studies disciplines to elicit views around university curriculum transformation and decolonisation with particular focus on linguistic language disciplines curricula. Generally, practitioners indicate that there have been substantial changes in the disciplines over the past 10 years. There have also been notable achievements with respect to building broad curricula that are responsive to student needs and which balance the need to equip students to engage in global conversations while also being embedded in the contextual realities of South Africa, the African continent and students’ lived experiences.Contribution: The authors conclude that although transformation has progressed considerably in key areas, the representativity of languages and theoretical approaches remain areas for development. The authors also highlight how disciplinary curricular choices are value-driven and that contestations around which values are to be validated may inhibit curricular transformation. In these contexts, individual agency around curricular choices is important.
      PubDate: 2023-02-17
      DOI: 10.4102/the.v8i0.200
      Issue No: Vol. 8 (2023)
       
  • Table of Contents Vol 7 (2022)

    • Authors: Editorial Office
      First page: 1
      Abstract: No abstract available.
      PubDate: 2022-12-31
      DOI: 10.4102/the.v7i0.257
      Issue No: Vol. 8 (2022)
       
  • Acknowledgement to reviewers

    • Authors: Editorial Office
      First page: 1
      Abstract: No abstract available.
      PubDate: 2022-12-20
      DOI: 10.4102/the.v7i0.243
      Issue No: Vol. 7 (2022)
       
  • Engaging Paulo Freire on deliberative democracy: Dialogical pedagogy,
           deliberation and inclusion in a transformative higher education online
           education space

    • Authors: Doniwen Pietersen
      First page: 7
      Abstract: An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes effectively trained lecturers who manages diversity and teach effectively, to foster success, and to provide a safe and friendly classroom environment for students. This article comes from a larger work done on how to administer clear dialogical and caring aims (policy) in higher online education spaces where students grow holistically and critically. The paper focuses on the kind of space lecturers need to create online in-order to provide students the opportunity to be part of a caring teaching and learning process in order to form part of an active citizenry beyond their immediate context. This article employed a qualitative research methodology, where a questionnaire was used for lecturers at the Faculty of Theology and Religion at the University of the Free State. These questionnaires covered 30 lecturers who made use of the University’s LMS’ platform. The data was analyzed through the interpretivist paradigm. The finding in this article reveal that the little to no cultivation of critical pedagogical action vis-à-vis the enactment of activism and justice in and through higher education in the context of real pedagogical action in online (LMS) higher education spaces are important. The study is significant because it emphasizes a topic that are helpful in understanding how critical pedagogical action through Freire’s dialogical theory in the online (LMS) higher education platforms ought to be engaged.Contribution: The contribution in this article is an amendment to Freire’s pedagogy frame work framed with the Faculty of Theology and Religion and extending his notion of dialogical engagement to deliberative action in the online (LMS) higher education space is critical tenant for student wholistic growth.
      PubDate: 2022-12-07
      DOI: 10.4102/the.v7i0.211
      Issue No: Vol. 7 (2022)
       
  • Editing for change: From global bibliometrics to a decolonial aporetics of
           form in South African journal publishing

    • Authors: Willemien Froneman, Stephanus Muller
      First page: 7
      Abstract: The scholarly journal is an increasingly homogenised global institution marked by pro forma writing, standardised processes of review and production and uniform design aesthetics. Recognising that this model does not necessarily serve the interdisciplinary agenda of a small community of music scholars in South Africa, the journal South African Music Studies has resisted absorption into large corporate publishing houses. The importance of remaining independent became clear in 2015 and 2016 when the most important student revolts since 1976 forced the editors to reconsider the responsibility of the journal to publish content that responded in interesting and significant ways to the national #FeesMustFall crisis. This paper discusses some of the strategies followed by the editors to foreground – and indeed, to privilege – Africa-centred modes of writing and reasoning during this turbulent time. These decolonial strategies included reconceptualising the role of editor as a proactive figure and employing novel modes of structural and visual design. Not without its pitfalls, this editorial approach and its resultant controversies raised important legal questions about freedom of expression and about the scholarly journal as an institution of knowledge production and transformation in Africa.
      PubDate: 2022-07-28
      DOI: 10.4102/the.v7i0.175
      Issue No: Vol. 7 (2022)
       
  • The social integration experiences of international doctoral students at
           Russian universities

    • Authors: Nurudeen Abdul-Rahaman, Evgeniy Terentev, Issah Iddrisu
      First page: 8
      Abstract: Social integration (SI) plays a critical role in doctoral students’ success. However, SI experiences could differ depending on the characteristics of students and their programmes. The study investigates differences in the SI of doctoral students at Russian universities and identifies the main groups at risk who have more difficulties with SI. To achieve this, the study utilized data from a cross-institutional online survey of doctoral students conducted in 2021 on behalf of the Russian Ministry of Science and Higher Education. A total of 4,454 doctoral students from 249 universities responded to the survey. Findings from the study indicate international students were less socially integrated in terms of having more friends and having problems interacting with others, either in person or remotely. Generally, no clear and significant difference was observed between their experiences and all aspects of social integration analysed in the study. Secondly, international doctoral students (IDS) are divided into groups (groups with low SI scores and groups with high SI scores) and compared them in terms of their subjective assessment of their chances for defence during the normative period of their studies and their overall satisfaction with the doctoral programme. The results for both variables revealed significant differences between IDS and varying degrees of SI. Significantly, the IDS group with a higher SI score reported high chances of defending their dissertation within the normative period of five years. The study concludes by suggesting that that activities that foster informal communication should be implemented and standardized within all departments in Russian universities to properly absorb all doctoral students into the social and academic cultures of their universities.

      PubDate: 2022-11-08
      DOI: 10.4102/the.v7i0.206
      Issue No: Vol. 7 (2022)
       
  • Education in a ‘neoliberalised’ online teaching and learning space:
           Towards an affirmative ethics

    • Authors: Lesley Le Grange, Suriamurthee Maistry, Shan Simmonds, Anja Visser, Labby Ramrathan
      First page: 9
      Abstract: The sudden mass migration of teaching, learning and assessment to the digital terrain because of the COVID-19 pandemic resulted in the global proliferation of scholarship. This scholarship ranges from romantic notions of the opportunity to revivify curriculum and pedagogy in what was deemed an underutilised educational technology (online) resource space to scholarship contemptuous of this newfound romance. This has exposed the potential affordances of online teaching and its adjunctive exclusionary effects. Whilst the authors recognise the short-term benefits of adapting advanced technology for educational purposes, they provoke the question as to the obliterative potential of technology for the human (university academics in this instance) and the non-human/more-than-human. It is, however, without contention that the neoliberal university, driven by the economic viability and sustainability imperative, gives precedence to curriculum delivery and student support to secure degree completion targets even within academic timeframe (year) constraints. As such, it is likely to neglect the cogent matter of the affective as it relates to both academics, students and the non-human. In this conceptual article, Rosi Braidotti’s critical posthumanist perspective is drawn upon, offering both critical and affirmative propositions for moving forward in engagement with technologies in emerging educational online spaces. Firstly, critical perspectives are offered on some challenges of the neoliberal contouring and new regimes of accountability and surveillance that appear to have become more efficacious in the digital space. Secondly, it is acknowledged that humans live in a technologically mediated world and need to navigate this world in productive ways. Braidotti’s philosophy of affirmative ethics helps us to invigorate affordances of educational technology that are hopeful. This article’s contribution lies in alternative imaginings of educational technology, so that technology can be used in ways that advance pedagogical lives and social relations.
      PubDate: 2022-11-03
      DOI: 10.4102/the.v7i0.205
      Issue No: Vol. 7 (2022)
       
  • ‘They are just women, what do they know'’: The lived experiences of
           African women doctoral students in the mathematics discipline in South
           African universities

    • Authors: Zamambo Mkhize
      First page: 11
      Abstract: Background: The presence of African women in mathematics has been nearly invisible. The underrepresentation of African women in this field is a result of their historical socio-political marginalisation. The mathematics discipline is politicised, racialised, and gendered to systematically oppress African women. The mathematics fields continue to be a masculine and white male dominated field, which reinforces and preserves masculine culture which is hostile and unwelcoming to women. African women mathematicians are further oppressed because of their racial and gendered identities in fields that are ideologically founded on proving the racial, gendered, social, cultural, and intellectual inferiority of Africans.Aim: The article aims to exemplify the lived experiences of African women doctoral students in the mathematics disciplines in South African universities. The article critically interrogates the factors that influence the participation, progression, and retention of African female doctoral students in the mathematics disciplines.Setting: The article comes from a larger study which investigated the reasons why African doctorate students do not become academics after they receive their doctorates in science, technology, engineering and mathematics (STEM) disciplines in South African universities. This paper focuses on the experiences of 10 African female doctoral students at five universities in South Africa. The universities were selected because they ranked in the top five in South Africa. Two of the institutions are historically Black universities and the rest are historically white institutions, with one historically Afrikaner-speaking university—between 2019–2021.Methods: This article employed a qualitative research methodology, where semi-structures interviews were conducted with 10 African female doctoral participants in mathematics disciplines in five South African universities and is underpinned by the theory of intersectionality.Results: The findings reveal how interlocking systems of oppression continue to influence the recruitment, retention, and progression of women in the mathematics discipline, thereby providing insight into the mechanisms that need to be altered and/or put in place to actively recruit African female doctoral students and retain them in academic positions.Conclusion: The article concludes that despite the mathematics field proclaiming neutrality and objectivity nevertheless, African women still experience racism, sexism, and classism. The experiences of African women in mathematics are vital to understanding the reasons why there is a high attrition rate of African women in the mathematics discipline in academia and why they do not become academics when they could transform this discipline.
      PubDate: 2022-10-19
      DOI: 10.4102/the.v7i0.218
      Issue No: Vol. 7 (2022)
       
  • The role of institutional practice, non-educational actors and social
           networks in shaping refugee student lifeworlds in Ugandan higher education
           

    • Authors: Rovincer Najjuma, Michael Gallagher, Rebecca Nambi
      First page: 12
      Abstract: Background: Participation in higher education can be empowering for refugees, yet this participation is contingent on a range of structures, practices and policies, many of which are not readily accessible.Aim: Informed by Habermas’ lifeworlds, this study examined higher education meso-level institutional practices and how non-higher education actors support access and participation of refugee students.Setting: This research was conducted with (1) refugee students in three private universities and one public university representing several regions in Uganda, (2) administrative staff from these same universities and (3) staff from non-higher education support organisations that help navigate universities for refugee students.Methods: Data were generated through desk research identifying policy language, a survey and 25 semi-structured interviews with students and staff at universities and staff at support organisations.Results: Institutional policy homogeneously frames refugee students as international students, which in turn has a cascading impact on the lifeworlds of these students. The first theme includes university policies and administrative practices which structure the lifeworlds of these students. The second is the role of non-higher education supporting organisations that focus on refugee support and education. The third theme describes how non-academic structures, such as clubs and social networks designed to meet the students’ social welfare, are contingent in structuring the lifeworlds of these students.Conclusion: These themes interoperate and have a structuring effect on the lifeworlds of these students. The cascading impact of classifying refugee students as international students deserves further scrutiny, particularly in its impact on institutional and individual student patterns of participation.
      PubDate: 2022-07-26
      DOI: 10.4102/the.v7i0.184
      Issue No: Vol. 7 (2022)
       
 
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