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| Review of Higher Education | |
|---|---|
| Title | Review of Higher Education |
| Discipline | Higher education |
| Abbreviation | RHE |
| Publisher | Association for the Study of Higher Education |
| Country | United States |
| History | 1978–present |
| Frequency | Quarterly |
Review of Higher Education is a peer-reviewed academic journal that publishes empirical and theoretical research on postsecondary institutions such as Harvard University, Stanford University, University of Oxford, University of Cambridge, and University of California, Berkeley. It serves scholars affiliated with organizations like the American Educational Research Association, the European University Association, the Council for Higher Education Accreditation, the Organisation for Economic Co-operation and Development, and the World Bank. Articles appear alongside commentary tied to policy developments in contexts including United States Department of Education, Department for Education (United Kingdom), Australian Government Department of Education, Skills and Employment, and international initiatives like the Bologna Process and the Talloires Network.
The journal covers subjects ranging from student transitions at institutions such as Columbia University, Yale University, Princeton University, University of Chicago, and Massachusetts Institute of Technology to faculty careers at University of Toronto, McGill University, University of British Columbia, University of Melbourne, and Monash University. It engages research methods associated with centers like the Institute for Higher Education Policy and labs affiliated with National Center for Education Statistics, Pew Research Center, Carnegie Foundation for the Advancement of Teaching, Brookings Institution, and RAND Corporation. Reviews often cite longitudinal studies from National Student Clearinghouse Research Center, datasets such as those curated by Integrated Postsecondary Education Data System and consortia including the Global University Network for Innovation.
Founded in 1978 amid debates involving scholars connected to Johns Hopkins University, University of Michigan, University of Illinois Urbana-Champaign, Indiana University Bloomington, and Ohio State University, the journal emerged alongside influential reports such as the Boyer Commission report and reviews by panels convened at Carnegie Mellon University and University of Pennsylvania. Early editors collaborated with associations like Association of American Colleges and Universities and consulted repositories at Library of Congress and bibliographic services such as ERIC. Over decades the journal documented shifts spurred by policy events like the Higher Education Act of 1965, court decisions tied to Brown v. Board of Education implications for access, global rankings initiated by Times Higher Education and QS World University Rankings, and accreditation reforms driven by Middle States Commission on Higher Education and WASC Senior College and University Commission.
Contributors employ qualitative and quantitative techniques developed at institutions such as University of Michigan School of Education, Harvard Graduate School of Education, Teachers College, Columbia University, Stanford Graduate School of Education, and University of California, Los Angeles Graduate School of Education. Methodologies include randomized controlled trials inspired by interventions evaluated at Massachusetts Institute of Technology, quasi-experimental designs used by teams at Duke University, ethnographies from researchers at University of Illinois Chicago, and meta-analyses referencing work from Cochrane Collaboration and statistical approaches grounded in resources from American Statistical Association. Peer review processes align with editorial standards similar to Journal of Higher Education, Research in Higher Education, Educational Researcher, and Sociology of Education.
Recurring themes include access and equity studies involving populations at Historically Black Colleges and Universities, Hispanic-Serving Institutions, and Tribal Colleges and Universities; student success research tracing cohorts from Community colleges to research universities such as University of Florida and Texas A&M University; faculty labor and adjunctification documented in contexts like City University of New York and University of California system debates; and internationalization analyses featuring exchanges with Peking University, Tsinghua University, National University of Singapore, University of Tokyo, and Seoul National University. The journal advances findings on pedagogy linked to innovations from Open University, technology initiatives pioneered at Arizona State University, and assessment practices informed by Bloom's taxonomy studies and accreditation evidence used by European Association for Quality Assurance in Higher Education.
Research published has informed policy deliberations at bodies including the U.S. Senate Committee on Health, Education, Labor, and Pensions, European Commission, UNESCO, and national ministries such as Ministry of Education (China), Ministry of Education (Japan), and Ministry of Education and Training (Vietnam). Institutional leaders from Ivy League colleges to multi-campus systems like California State University and University of California cite findings in strategic planning, while student affairs professionals at National Association of Student Personnel Administrators and learning designers at EDUCAUSE adapt evidence for practice. Impact also extends to philanthropic funders such as the Gates Foundation, policy nonprofits like New America Foundation, and quality frameworks used by OECD.
Critiques center on representational gaps noted by scholars from Historically Black Colleges and Universities and regional institutions like University of Puerto Rico, issues of methodological dominance challenged by researchers at University of Cape Town and University of the Western Cape, and debates over marketization addressed by analysts associated with University of Oxford and University of Cambridge. Debates reference controversies around rankings by Times Higher Education and QS World University Rankings, tenure reforms evaluated at Rutgers University and University of Wisconsin–Madison, and student debt discussions influenced by analyses from Federal Reserve Bank of New York and Consumer Financial Protection Bureau.
Emerging priorities highlighted for future work include comparative research involving African Union initiatives, transnational collaborations with networks such as the Association of Commonwealth Universities, data-sharing partnerships with entities like Institute for Higher Education Policy and National Center for Education Statistics, and interdisciplinary projects connecting to centers at Massachusetts Institute of Technology Media Lab and Stanford Institute for Human-Centered Artificial Intelligence. Recommendations call for enhanced engagement with practitioners at community colleges, administrators at technical and vocational education and training providers, and policy actors in fora like G20 and United Nations to bridge research and actionable reform.
Category:Academic journals