Studies in Higher Education welcomes empirically based, reflective and synoptic articles dealing with any aspect of higher education, approached from any perspective or discipline. A key criterion for publication is that articles should be written in an accessible, but rigorous, style that is likely to engage those without a specialist interest in the topic being discussed. As Studies in Higher Education is an international journal, it is also important that authors engage with relevant literature from other countries, and explain, where appropriate, the national context for their research.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

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Taylor & Francis and the Society for Research into Higher Education makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Society for Research into Higher Education and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Society for Research into Higher Education.