Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 18)
Ámbito Investigativo     Open Access   (Followers: 4)
American Journal of Engineering Education     Open Access   (Followers: 13)
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: 1)
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: 3)
Canadian Medical Education Journal     Open Access   (Followers: 10)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
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: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 56)
Excellence in Higher Education     Open Access   (Followers: 39)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 9)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
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  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 55)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal  
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 3)
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: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
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: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 21)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 8)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
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: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
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: 42)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 1)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
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: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
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: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 18)
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: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 2)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
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: 8)
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: 4)
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   (Followers: 1)
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
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: 19)
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  [33 journals]
  • Black Feminist Killjoy Reading Group: Informal reading groups as spaces
           for epistemic becoming

    • Authors: Sharlene Khan, Fouad Asfour, Zodwa Skeyi-Tutani
      First page: 9
      Abstract: Background: This article explores the dynamics of the Black Feminist Killjoy Reading Group (BFK) of the Rhodes University Fine Art Department and the Wits University Fine Art Department, as a space of black-African feminist care for participants. It reflects on the motivation to create the group, examines methodologies employed by the facilitators, and how BFK was experienced by the killjoys that joined.Aim: The article aims to exemplify how the BFK provided a space for women-of-colour to connect with theoretical texts and to own them. It argues for the importance of reading / writing and support groups for students-of-colour in academic institutions.Setting: The article studies reading groups that were offered in two South African universities – Rhodes University and the University of the Witwatersrand – between 2016 and 2019.Methods: The article uses a range of qualitative methodologies including analysis of solicited anonymous online questionnaires, WhatsApp voice-notes sent in response to questions, as well as auto-ethnographic reflective pieces by the authors (all premised on an understanding of continuing to maintain a dialogue with Black Feminist Killjoy participants).Results: Using both black-African feminist theories in dialogue with responses from the Black Feminist Killjoy Reading Group, the article outlines aspects that ought to be considered in conceptualising reading and writing support groups in Higher Education and the relevance of extra-curricular activities in academic contexts for creating holistic communities and academic citizenry. It also exemplifies how black-African feminist theories can be transformative for students who feel it captures their lived experiences.Conclusion: The article concludes that reading groups, as supportive identitarian spaces, are crucial in the formation of scholarly identities as these assist students in ‘epistemic becoming’ through processes of familarising themselves with theories and epistemologies, establishing black-African feminist intimacy and building diverse communities, permitting difference, debate and discomfort.
      PubDate: 2022-06-08
      DOI: 10.4102/the.v7i0.152
      Issue No: Vol. 7 (2022)
  • What literary studies can offer sexuality education: Pre-service
           teachers’ responses to an animated film

    • Authors: Andy Carolin
      First page: 9
      Abstract: Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms.Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education.Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg.Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education.Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments.Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text – in a way that deliberately excludes students’ personal opinions about same-sex sexualities – offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.
      PubDate: 2022-03-17
      DOI: 10.4102/the.v7i0.162
      Issue No: Vol. 7 (2022)
  • Decolonising the Criminology curriculum in South Africa: Views and
           experiences of lecturers and postgraduate students

    • Authors: Lufuno Sadiki, Francois Steyn
      First page: 9
      Abstract: Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology.Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula.Setting: South African universities offering Criminology as a degree and/or academic subject.Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling.Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers.Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.
      PubDate: 2022-01-27
      DOI: 10.4102/the.v7i0.150
      Issue No: Vol. 7 (2022)
  • Academic identities of South African black women professors: A multiple
           case study

    • Authors: Ncamisile T. Zulu
      First page: 12
      Abstract: Background: Literature on the academic identities of South African black women in higher education institutions predominantly focuses more on students and academics in general and less on professors. Studying the academic identities of black women is important in understanding how their reality in higher education is constructed and professors are particularly important to study as their leadership position can shape the types of opportunities and challenges they and others encounter.Aim: This article aimed to explore the academic identities of five black women professors in two South African universities and what influences them. This study uses empowerment theory to understand the way these five black women academic professors see themselves academically and what informs the way they see themselves academically.Setting: The black women professors were recruited from two South African universities in 2018.Methods: Semi-structured interviews were used to collect data from the five black women professors. Data were analysed using thematic analysis.Results: Collectively, the five participants seemed to show two academic identities: the encouraging scholarship and student learning academic identity and conducting research for (social) transformation academic identity. These identities seemed to arise from both the inspiring and discouraging encounters they had with some of their teachers and lecturers. The article has implications for policy and practice.Conclusion: The significance of the study is that it highlights themes, which can be useful to understand how black women professors talk about their identity and understand how their reality is constructed.
      PubDate: 2022-05-24
      DOI: 10.4102/the.v7i0.151
      Issue No: Vol. 7 (2022)
  • Table of Contents Vol 6 (2021)

    • Authors: Editorial Office
      First page: 1
      Abstract: No abstract available.
      PubDate: 2021-12-30
      DOI: 10.4102/the.v6i0.181
      Issue No: Vol. 7 (2021)
  • Acknowledgements to reviewers

    • Authors: Editorial Office
      First page: 1
      Abstract: No abstract available.
      PubDate: 2021-12-21
      DOI: 10.4102/the.v6i0.180
      Issue No: Vol. 6 (2021)
  • Why should an ethics of care matter in education'

    • Authors: Jerome P. Joorst
      First page: 9
      Abstract: When a black 2nd-year student educator gets chased away from a school whilst doing his teaching practice for hair ‘not setting an appropriate example to learners’, the incident elicits questions about the rights of student educators during teaching practice, as well as the extent to which universities and schools care for, support and prepare student educators for the realities of schooling in South Africa. I situate the article in Transformation in Higher Education and the discourses of moral education concerning universities’ preparation of student educators in conjunction with schools in South Africa. The purpose in this article is to critically evaluate the neoliberal regulatory environment that frames education in general and how this has led to ‘uncaring’ environments in which student educators must operate during the execution of their teaching practice. I applied an ethics-of-care- approach to conceptually discuss the central role that care should play in the professional development of student educators. A decline in the level of care for student educators during teaching practice by universities and schools has an increasingly negative impact on their professional preparation which might lead to increased teacher attrition and discourage new entrants to the profession. To achieve the kind of care among teachers we envisage through education, universities and schools will have to re-examine the role of care for student educators during teaching practice.
      PubDate: 2021-10-29
      DOI: 10.4102/the.v6i0.127
      Issue No: Vol. 6 (2021)
  • The question of access and spatial justice in universities in sub-Saharan
           Africa: A capabilities approach

    • Authors: Nomanesi Madikizela-Madiya
      First page: 10
      Abstract: Background: The discussions related to access in higher education collate enrolment with the provision of education. Yet, when considering what the university education should provide, some enrolments still restrict capabilities, freedom and rights to quality education. The article argues that the debates regarding access to higher education are incomplete without addressing this divide.Aim: The article aims to expose the injustices that exist in some university spaces in sub-Saharan Africa. Space is politically and ideologically produced, a situation that legitimises a need for the exposure of injustices in terms of access to quality and dignified physical and technological resources for education. The article posits that if the spatial injustices that are embedded in the universities are not exposed, the universities will fight endless battles towards providing adequate access for students and academics.Setting: The article reports on research conducted in three of the seven universities in sub-Saharan Africa that participated in a research project.Method: A multiple qualitative case study design was followed. Data were generated through semi-structured interviews with academics and focus group interviews with students in the universities.Results: Quantity and quality of the physical and technological structures in these universities are dehumanising, unjust and unfair to students and staff who must compete economically with their counterparts in other spheres of society.Conclusion: The physical and technological structures in the universities demand a reconceptualisation of access. Presently, transformation, as it pertains to access and spatial justice, is minimal. A focussed developmental strategy is proposed for the universities in order to improve and provide relevant access to knowledge and skills for relevance and quality.
      PubDate: 2021-08-26
      DOI: 10.4102/the.v6i0.124
      Issue No: Vol. 6 (2021)
  • Insights on student leadership using social dream drawing: Six

    • Authors: Neo T. Pule, Michelle May
      First page: 11
      Abstract: Background: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts.Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task.Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university.Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation.Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented.Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.
      PubDate: 2021-12-14
      DOI: 10.4102/the.v6i0.138
      Issue No: Vol. 6 (2021)
  • Academic integrity of university students during emergency remote online
           assessment: An exploration of student voices

    • Authors: Anne H. Verhoef, Yolandi M. Coetser
      First page: 12
      Abstract: Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.
      PubDate: 2021-09-27
      DOI: 10.4102/the.v6i0.132
      Issue No: Vol. 6 (2021)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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