Higher Education Research and Development (HERD)
Higher Education Research and Development (HERD) was established in 1982 as HERDSA’s learned journal. The journal publishes six issues a year, including Special Issues on a variety of themes. It is a leading journal in the field of higher education. In 2010, HERD was recognised as an A-ranked journal in the Australian Research Council Journal Rankings. Citations of HERD articles are indexed by the ISI social science citation index. 2014 impact factor: 0.911; rank 84/224 (Education & Educational Research). HERD is published by Taylor & Francis.
HERD contributes to HERDSA’s purpose of continuously improving higher education by informing and challenging researchers, teachers, administrators and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome empirical, theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions.
All articles propose fresh critical insights into the area being addressed and are appropriately framed for an international audience. They have also undergone rigorous, double-blind peer review by at least two internationally recognised peers.
In addition to peer-reviewed articles, HERD publishes book reviews and a Points for Debate column.
Book Reviews Editor: Dr Frances Kelly, School of Critical Studies in Education, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand. email@example.com
The Editorial Team is led by Executive Editor Dr Barbara Grant, The University of Auckland, Aotearoa/New Zealand, firstname.lastname@example.org
Click here for a full listing of the Editorial Team, Associate Editors and Editorial Advisory Board.
Submission of manuscripts
All submissions should be made online at the Higher Education Research & Development ScholarOne site.
Submitted manuscripts of no more than 7000 words should not have been published elsewhere (though they may be based on a prior conference presentation or the like) and should not be under consideration concurrently by another journal.
Criteria for review are included in the Instructions for Authors.
Book reviews: send directly to Fran Kelly at email@example.com
Points for Debate: send directly to Tai Peseta at firstname.lastname@example.org
Special Issue 2017 – Academic life in the measured university: Pleasures, paradoxes and politics
Editors: Tai Peseta, Simon Barrie (The University of Sydney), Jan McLean (University of New South Wales)
Academic work, practices and identities have been subject to measurement in ways that invite questions about history, purpose, rewards and consequence. While the theme points most obviously to the imposition of measures on those who labour in the university – both staff and students – it also examines the ways the university itself has become transformed by measurement, and whether it is still an environment for developing engaged, disciplined, and critical citizens who take responsibility for the world. The theme opens up questions about whether the university is realizing and standing up for its distinctive potential under the pervasive conditions of measurement. What can be done to act both with, and against, the drift, scale, and reach of the measured university? Is it possible (or even desirable) to redirect the measured university to different ends? If so, what might those ends be and how shall we go about it?
Further information is available at bit.ly/1VLG1ED.
If you wish to make a submission for this issue, please provide a 500 word extended abstract by 28 February 2016 to Tai Peseta at email@example.com.
Click here for the table of contents of the latest issue of the Journal.
(Please note: your level of access will depend on where you access the site from. If your institution maintains a full subscription to the electronic journal, full access will be available through your institutional website).
Points for Debate Editor (Tai Peseta) provides her pick of an article she thinks of special interest in each issue.
Volume 34, Number 5
In their article Towards shaping the field: theorising the knowledge in a formal course for academic developers, South African scholars Jo-Anne Vorster & Lynn Quinn get to the heart of a challenge that has plagued the field of academic development for some time: questions of knowledge, context and institutional specificity. Drawing on the tools offered by critical realism and legitimation code theory – conceptual resources that have not much penetrated the Australasian scenes of academic development – Vorster and Quinn unpack their own Diploma program at Rhodes which is focused on supporting new academic developers make robust epistemological decisions about the contexts of their professional practice. The article offers an analysis of the program’s curriculum as knowledge, and in doing so, provides a ‘reading’ of the modules or subjects that comprise the course. From it, there is a sense of both the teacher’s intentions, the shape of the curriculum, and the likely outcomes for participants. As someone who has been occupied with similar questions for some time, Vorster and Quinn’s article is essential reading for those of us responsible for designing professional learning experiences for university teaching — particularly Graduate Certificates. Access the article here: http://dx.doi.org/10.1080/07294360.2015.1070126
Volume 34, Number 3
I have to confess: I was suckered in by the title, in particular, the word ‘mutiny’ in the Nairn et al. article ‘Negotiating the challenge of collaborative writing: learning from one writing group’s mutiny’. It suggests a piece that has a story – with a bit of spectacle thrown in – where something has come unstuck. In this case, it’s a group of colleagues figuring out how to be with each other when the pressures of the academy pull them (and their writing commitments) in all sorts of competing directions. It’s refreshing to read a piece that recognizes the pitfalls of collaborative writing groups and the emotional labour it takes to maintain them. Nairn et al. account reminds us that we need to watch how ‘writerly experience’ circulates and imposes itself in our writing groups; that the pleasures of writing should not be sacrificed entirely to productivity; and that ‘horizontalising relationships’ in writing groups require constant attention. Download the article here: http://dx.doi.org/10.1080/07294360.2014.973383
Volume 34, Number 2
The third page of this article invites the sort of provocation every interesting article should: ‘what is colonial and what is indigenous?’ It’s the sort of question that really is very difficult to ignore. For Michelle Carey and Michael Prince, authors of ‘Designing an Australian Indigenous Studies curriculum for the twentieth century: Nakata’s ‘cultural interface’, standpoints and working beyond binaries’, the matter of how to work with the complexities of Indigenous-Western knowledge intersections has led them to the scholarship of Martin Nakata – in particular – his notion of a cultural interface. Recognising that the term itself has been taken up by scholars in ways that continue to reify knowledge boundaries, subjectivities and aspirations (perhaps unwittingly they suggest), Carey & Prince’s portrayal of how one university’s Indigenous studies major has navigated this sticky terrain makes for enlightening reading. For those interested in the minutiae of particular units/subjects (and their progression), assessment tasks, and activities, the article is thick with that sort of description too. Download the article here: http://dx.doi.org/10.1080/07294360.2014.956691
Volume 34, Number 1
Remy Yi Siang Low’s piece ‘Raised parental expectations towards higher education and the double bind’ traces the effects of government agendas of widening participation on a group of high school students in the western suburbs of Sydney. As a close-up account, the article explores in particular, the connection between parents’ aspirations for their children, and how these children then respond. There appears to be a structure to these students’ experiences that involves at least three relations: (i) communicative proximity between student and parent; (ii) a parental expectation of direct entry; and (iii) a view about the particular course of study the student will embark on. For Yi Siang Low, the effects of raised parental expectations depend on how these relations play out. Download the article here: http://dx.doi.org/10.1080/07294360.2014.934333
Tai’s picks for Volume 30 to 33 are available in the archive.
Obtaining the journal
1. Individuals receive HERD as a benefit of HERDSA membership.
2. Institutions and libraries wishing to purchase HERD can do so by subscribing direct through the publisher Taylor and Francis Journals (ISSN 0729-4360).