Journal of Continuing Higher Education

Journal of Continuing Higher Education The Journal of Continuing Higher Education is a peer-reviewed scholarly periodical addressing practice and policy in post-secondary professional development, workforce retraining, and lifelong learning within universities and colleges. Founded in the early 1970s, the journal publishes research, case studies, and program evaluations that inform administrators, faculty, and policy makers at institutions such as Harvard University, Stanford University, University of Oxford, University of Cambridge, and University of California, Berkeley. It engages with initiatives and organizations including the Carnegie Foundation for the Advancement of Teaching, American Association of University Professors, Council for Adult and Experiential Learning, UNESCO, and OECD.

History

The journal emerged during a period marked by institutional reforms at University of Chicago, Columbia University, Yale University, Princeton University, and University of Michigan when continuing professional education programs expanded alongside federal and state workforce initiatives tied to legislation such as the Higher Education Act of 1965 and policy developments influenced by figures associated with National Science Foundation, Department of Labor, and task forces convened by the Carnegie Commission on Higher Education. Early contributors included scholars and practitioners affiliated with Teachers College, Columbia University, Indiana University Bloomington, Pennsylvania State University, Ohio State University, and University of Wisconsin–Madison, reflecting a transatlantic dialogue with institutions like University of Toronto, University of British Columbia, University of Melbourne, and University of Sydney.

Scope and Focus

The journal's remit spans curricular innovation and credentialing debates involving institutions such as Massachusetts Institute of Technology, Open University, University of London, Sorbonne University, and Heidelberg University. Articles frequently intersect with accreditation bodies like the Council for Higher Education Accreditation, corporate partnerships exemplified by collaborations with IBM, Microsoft, and Google, and regional consortia such as the European University Association and Association of Southeast Asian Institutions of Higher Learning. Topics covered include competency-based education initiatives at Arizona State University, digital learning platforms pioneered by Coursera, edX, and FutureLearn, microcredentialing trends seen at University of Pennsylvania and Columbia University, and professional development models linked to World Bank workforce projects and UNESCO Institute for Lifelong Learning programs.

Abstracting and Indexing

The journal is abstracted and indexed in major bibliographic services and citation databases used by scholars at Princeton University, Duke University, Johns Hopkins University, University of Toronto Scarborough, and McGill University. It appears in aggregations managed by providers such as Clarivate, Scopus, EBSCO, and ProQuest. Libraries subscribing via consortia including OCLC, HathiTrust, and JSTOR provide archival access, while metadata is cataloged using standards promoted by Library of Congress and collaborative projects involving International Federation of Library Associations and Institutions.

Editorial Structure and Publication Details

Editorial governance draws on advisory boards with scholars and administrators from institutions including University of Illinois Urbana-Champaign, University of Florida, Michigan State University, Texas A&M University, and University of North Carolina at Chapel Hill. The peer-review process conforms to guidelines advocated by organizations like the Committee on Publication Ethics and editorial associations such as the Council of Science Editors and Association of Learned and Professional Society Publishers. Production, distribution, and digital archiving practices align with commercial and university presses including Oxford University Press, Cambridge University Press, SAGE Publications, Taylor & Francis, and Johns Hopkins University Press.

Impact and Reception

Scholars and practitioners from centers such as Brookings Institution, RAND Corporation, American Institutes for Research, Kettering Foundation, and Pew Research Center cite the journal in discussions of workforce development, credentialing reform, and lifelong learning policy. It has informed program launches at institutions like Georgia Institute of Technology, Carnegie Mellon University, Northwestern University, Imperial College London, and National University of Singapore. Reviews and commentary appear in outlets associated with organizations including Times Higher Education, The Chronicle of Higher Education, Inside Higher Ed, and policy forums run by European Commission and national ministries such as U.S. Department of Education and Department for Education.

Category:Academic journals Category:Higher education journals