In recent years higher education has undergone a period of unprecedented growth. Demographic change coupled with technological advances has resulted in greater demand and access. Countries are increasingly aware of the need to ensure that they have a trained work force that is equipped with a range of competencies and skill sets suitable for an era of globalisation and increased competition. Economic pressures have added to the dynamic and raise important questions with regard to policy, staffing, resources and to the prevailing ethos in higher education. For many these are times of enormous uncertainty, for others the scope for partnership and stakeholder engagement affords exciting opportunities. People directly involved in the world of education recognize that expectations are changing and as a result there needs to be a willingness to embrace and adapt to change. Whilst employment patterns are under enormous strain, society at large continues to look to the higher education field to provide meaningful and long lasting solutions to diverse societal challenges. Just as pedagogy in the primary and secondary sector has undergone significant development andragogy in the high education sector demands that students be prepared for employment, leisure and the vicissitudes of life.
The advent of Massive Open Online Courses (MOOCs) and other technological innovations are bringing many more people into the orbit of higher education. Employers and the media are increasingly vocal and often critical about what role education should be playing. Rising costs and funding pressures are disturbing the groves of academe as never before. Employment patterns are certainly changing and those charged with the responsibility of managing resources are having to juggle myriad and often conflicting demands.
For all the undoubted difficulties there are also exciting opportunities, especially in regard to offering a more socially inclusive environment. Internationally the numbers of female students are on the rise and there is a wealth of evidence to suggest that institutions are become much more attuned to the needs of a broader socio-economic spectrum. Diversity has enriched the sector, and whilst there is still continued grumbling about the more negative aspects of elitism, it would be churlish to deny that in many countries significant strides have been made. There is a welcome move to take into account the updated approach to equality as enshrined in law by various governments, for example in UK Government as outlined in the Single Equality Act (2010) and the General Duties of the Scottish Public Sector Equality Duty (2011), which requires colleges and universities to:
· Advance equality of opportunity between people who share a protected characteristic and those who do not.
· Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
· Foster good relations between people who share a protected characteristic and those who do not.
The student experience can no longer be ignored and institutions are aware that new technology as well as offering an extraordinary array of teaching, learning and research opportunities also provides the means to scrutinise record, standing and reputation. Branding has become all important, as has the importance of finding alternative income streams in these straightened times. All of these issues bring us to the central purpose to this journal and that is education and education management in the High Education sector in all its facets. There are significant differences across colleges and universities in the quality of management practices and so it is essential that IJHEM provides a vehicle to raise and explore many thought provoking and controversial issues. For instance, how research institutions go about combating the scourge of plagiarism; Is patronage undermining academic integrity? How precisely should the rationalisation of departments/faculties be undertaken in the light of funding pressures? How should campuses meet the needs and requirements of an increasingly ageing population eager to engage in further study? Academic journals have a duty to foster and encourage such debate as this is integral to our own learning. The International Journal of Higher Education Management (IJHEM) seeks to be a conduit for such intellectual discourse and the dissemination of scholarly research and welcomes your positive engagement.
Mission Statement of the Journal
The mission of this journal is to publish empirical research that tests, extends or builds educational management and contributes to a better understanding of the educational sector. All empirical methods including qualitative, quantitative, field, laboratory and combination methods are welcome. In order to be published in IJHEM, a manuscript must make strong experiential and theoretical contributions and highlight the significance of those contributions to the field of educational management and teaching and learning. Thus, preference is given to submissions that test, extend or build strong theoretical frameworks while critically examining issues with high importance for best practice and educational management theory and innovative solutions. IJHEM is committed to working to uphold the highest standards of probity and academic rigor in all that its endeavours.
Journal Aim (s) & Objectives
IJHEM is a peer reviewed journal and is a research publication platform for international scholars. Their research can be in any aspect teaching & learning covering the interests of developed and emerging countries alike. The Journal seeks to reach a worldwide readership through print and electronic media. The main aims of the Journal are:
- Publish high quality and scholarly empirical based research papers, case studies, reviews in all aspect of teaching & learning, education management and leadership with theoretical underpinnings.
- Offer academics, practitioners and researchers the possibility of having in depth knowledge and understanding of the nature of teaching and learning practices and.
- Create a forum for the advancement of education management research for the High Education sector.
Readership of this Journal
The readership for this journal include academics, researchers, Departmental/Faculty Heads, professionals engaged in running and managing colleges and universities, policy makers, educational theorists and practitioners as well as anyone who has an interest in education beyond the secondary level stage.