编辑:李哈维未来印刷期刊

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-04-11 DOI:10.1080/13538322.2022.2051233

L. Harvey

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引用次数: 0

摘要

技术的发展和对互联网的日益依赖不可避免地导致人们认为，目前出版学术文章的过程，即在印刷期刊上发表的前景有限。截至2022年2月27日，《高等教育质量》已经在网上发布了今年的全部文章。随着越来越多的论文在印刷之前就在网上发布，这种情况正变得越来越糟;因此，纸质版本在出版之前就标明了日期。当然，不仅仅是高等教育质量处于这种地位。截至2022年1月27日，《高等教育研究》在网上发表了117篇文章，其中一些文章可以追溯到2019年7月，也就是两年半的时间里，还没有发表过一篇论文。《研究》每年有6期，总共约95篇文章，所以积压的文章一直在增加。本期《研究》(47(1))刊载的文章均于2020年2月和3月在线发表!以目前的形式来看，这一过程似乎是不可持续的，就《研究》而言，这导致了编辑Leo Goedegebuure(2022)的不情愿辞职。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Editorial: Lee Harvey Future for printed journals

The evolution of technology and the increasing reliance on the Internet has, inevitably, led to suggestions that the current process for publishing academic articles, viz. in printed journals has a limited future. As of 27 February 2022, Quality in Higher Education had this year’s entire issue of articles already published online. The situation is getting progressively worse with more and more papers issued online well before they ever appear in print; the paper version is thus dated before it is published. Of course, it is not just Quality in Higher Education that is in this position. As of 27 January 2022, Studies in Higher Education had 117 articles published online, some going back to July 2019, that’s two and a half years and still not in a published paper issue. Studies has six issues a year, a total of around 95 articles, so the backlog is growing all the time. The current issue of Studies (47(1)) features articles all published online in February and March 2020! The process seems unsustainable in its current guise and, in the case of Studies, has contributed to the reluctant resignation of the Editor, Leo Goedegebuure (2022):

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.