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. 2013 impact factor: 0.791; rank 98/219 (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
Points for Debate Editor: Dr Tai Peseta, welcomes suggestions for short (1200 word) provocative reflections and commentaries. firstname.lastname@example.org
The Editorial Team is led by Executive Editor Dr Barbara Grant, The University of Auckland, Aotearoa/New Zealand, email@example.com
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 firstname.lastname@example.org
Points for Debate: send directly to Tai Peseta at email@example.com
Special Issue 2016 – New frontiers: Exploring the space/s of Higher Education
The 2016 special issue of HERD will include research articles, scholarly essays and other more innovative kinds of academic writing that address considerations of space to offer insights
into contemporary higher education. Themes and topics of interest could include explorations of the:
- spaces and places of research and scholarship, teaching and learning, and/or academic citizenship
- global, regional, local and/or virtual spaces of higher education
- lived, material and technologized spaces of working in higher education
- physical, social and/or imaginative spaces in higher education.
Click here for further details.
Submissions are due by 31 May 2015.
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 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
Volume 33, Number 4
It’s not been my experience that academic writers seek atonement so publicly for their past writing yet this is precisely how Joy Denise Scott frames her piece ‘Memoir as a form of auto-ethnographic research for exploring the practice of transnational higher education in China’. Concerned to depict (and take ethical responsibility for) the written representation of foreignness as a subject position that contains a prickly and awkward self/other relation, Scott’s account distinguishes between memoir (the story itself) and autoethnography (the story’s move to theoretical exemplification). In taking the reader on her learning journey, where she describes her assumptions, encounters, fumbling, and reflections of her own foreignness, Scott reminds us to attend to the mundane, corporeal, and visceral dimensions of learning to be a teacher, negotiating cultural assumptions across time and space. It’s the kind of lesson that is always invaluable. Download the article here: http://dx.doi.org/10.1080/07294360.2013.863844
Volume 33, Number 3
In ‘Finding time for quality teaching: an ethnographic study of academic workloads in the sciences and their impact on teaching practices’, Susan Hemer’s study confirms much of what is known already about the creeping tide of quality discourses in university life. It demonstrates that social sciences academics care deeply about teaching and their students’ education, yet there remains a perception that teaching is undervalued in the academy despite organisational indicators that might signal otherwise. Hemer’s paper is blunt about the tactics and strategies academics employ to work and teach meaningfully under trying conditions. There are perhaps three noteworthy conclusions from the study: first, that the current conditions of academic work provide academics with little time to research the effects of their teaching or to expand the suite of teaching strategies; second, the time for critical reflection is limited; third, that academics remain unaware of the research literature on the scholarship of teaching and learning. All three conclusions are on the one hand, unsurprising. One reading of them could be a return to questions of streamlining and efficiency. Perhaps a more interesting reading is how academics speak back to the conditions that structure their capacity to labour. Download the article here: http://dx.doi.org/10.1080/07294360.2013.841647
Volume 33, Number 2
The problem of supporting students to develop ‘voice’ (and a relation to it and other voices) in their academic writing is given eloquent treatment in Catherine Hutchings’s piece ‘Referencing and identity, voice and agency: adult learners’ transformations within literacy practices’.Writing from the tradition of new literary studies, the labour of this support clearly won’t be new to anyone whose university day job is to sit arm and arm with students poring over their prose. Yet what Hutchings offers is a way into realising how the academy has constructed the problem of ‘referencing’ and ‘plagiarism’ in the first place. Drawing on data from postgraduate students in her own South African classes, she recommends academic referencing be re-framed not as a problem in need of a technical solution where transgression leads to punishment or being expelled from the university. Instead, she makes a persuasive case that academic referencing ought to be seen as a mechanism (a gate-opener rather than a gate-keeper) by which students experiment with their own voice, its relation to other voices, and their claim to a sense of agency as academic writers. Download the article here: http://dx.doi.org/10.1080/07294360.2013.832159
Volume 33, Number 1 Special Issue – Leading the Academy: defining the future of leadership in higher education
Leadership remains a hot topic in higher education. While many of us can be found regularly lamenting the lack of leadership, or speculating on leadership’s revolving door, it is difficult to fully appreciate just how massive and complex the task of leading a university, faculty, department, research agenda, or the student experience actually is. This Special Issue (edited by Prof Bruce Macfarlane) represents one attempt to showcase the scale, complexity and experiences of leadership efforts and practices in the academy. One of the pieces that caught my eye was Naidoo and colleagues’ article Leadership and branding in business schools: a Bourdieusian analysis. It positions the contemporary fixation with university ‘branding’ as a likely consequence of a global, competitive and managerialist higher education sector that works to re-imagine academics, students, and professional staff primarily as brand agents. The authors offer two Business School case studies as sites of re-branding, and especially striking is the ambivalence of academics as distinct from the enthusiasm of professional staff. This is a fascinating article and well worth the read. Read the article here.
Tai’s picks for Volume 30 to 32 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).