IJHEM https://ijhem.com Centre for Business & Economic Research https://cberuk.com/ info@cberuk.com 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ English true Creative Commons Attribution style policy https://ijhem.com/copyright_policy 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.  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. 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.     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. https://ijhem.com/journal_peer_review_process https://ijhem.com/epolicy https://ijhem.com/ethics_statement https://ijhem.com/complaints_procedure International Journal of Higher Education Management (IJHEM)) www.ijhem.com Statement of editorial policies The IJHEM is a scholarly and refereed journal that provides an authoritative source of information for scholars, academicians, and professionals in the fields of Higher Education Management. The journal promotes the advancement, understanding, and practice of teaching and learning. Manuscripts offering theoretical, conceptual, and practical contributions are encouraged.  Aims of the Journal            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. Scope of the Journal Our philosophy is to map new frontiers in emerging and developing education management areas in research, industry and governance, and to link with centres of excellence world-wide to provide authoritative coverage in specialist fields Our goal is to foster and promote innovative thinking in higher education management fields. We collaborate with numerous fields rather than segment into specific areas of research. Hence, our objectives are to build new links, networks and collaborations between the global communities of researchers in order to stimulate and enhance creativity. Our continued success lies in bringing together research dimensions to encourage industry and public sector growth throughout the world. Thus, research on global higher education management are highly within the areas of our interest. Similarly, expert opinions and professional commentaries are also published in order to set collaborative directions for the future researchers. CBER therefore prides itself in ensuring the high quality and professional standards expected of its journals by pursuing a full double-blind refereeing process for all articles submitted to it for publication. Subject coverage  Educational policy and Policy impacts on education  Education and andragogy  Management of education and Relations between lecturers and students  Psychology of education, Psychology of student and teacher/lecturer  Quality of education and Improvement method  Global education and Its challenges and opportunities  E-teaching/E-learning, Educational software and multimedia for education  Teacher education  Distance education and Education quality  Methodology of educational research, Adult and continuing education  Disruptive change Innovation in HE  Special education, Gender, diversity and difference, Vocational education· Assessment processes and mechanisms  Academic advising and counselling  Innovative teaching and Learning methodologies; Multi-virtual environment  Application of educational technology  Education history  Innovative teaching and Learning methodologies  Education reforms and Practical teaching reform  Application of educational technology  Language Education, Listening and acoustics in education environment Multi-virtual environment  Interactions between enterprise and education Formal conditions of acceptance Papers will only be published in English. Each manuscript must be accompanied by a statement that it has not been submitted for publication elsewhere in English. Previous presentation at a conference, or publication in another language, should be disclosed. All papers are refereed, and the Chief Editor reserves the right to refuse any manuscript, whether on invitation or otherwise, and to make suggestions and/ormodifications before publication. IJHEM only accepts and publishes articles for which authors have agreed to release under the terms of the Creative Commons Attribution Licence (CCAL) version “CC BY 3.0”. Please note that authors retain ownership of the copyright for their article, but authors allow anyone to download, reuse, and reprint, modify, distribute, and/or copy articles in IJHEM, so long as the original authors are source are cited. No permission is required from the authors or the publishers. IJHEM shall furnish authors of accepted papers with proof for the correction of printing errors. The proof shall be returned within 14 days of receiving the suggested corrections. IJHEM shall not be held responsible for errors which are the result of authors' oversights IJHEM is committed to publish all full text articles online for immediate open access to readers and there is no charge to download articles and editorial comments for their own scholarly use. Peer review process  IJHEM places great emphasis on the quality of the articles it publishes; and therefore, a full double - blind reviewing process is used in which: Subject to the condition that the paper submitted is in line with the guidelines provided for authors the editor will review its suitability given the aims and objectives of the journal. If the outcome is positive the paper will be sent for blind reviews to two reviewers. Decision will be taken as to the acceptability of the paper on the basis of the recommendation of the reviewers. Should further revision be found necessary it will be communicated to the author accordingly. Based on the outcome of above the date of publication will be decided and acceptance letter to be issued to the author(s). For papers which require changes, the same reviewers will be used to ensure that the quality of the revised article is acceptable.   IJHEM is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. IJHEM is committed to publish all full text articles online for immediate open access to readers and there is no charge to download articles and editorial comments for their own scholarly use. Copyright Authors are requested to make sure that submitted article is neither published nor simultaneously submitted or accepted elsewhere for publication. IJHEM only accepts and publishes articles for which authors have agreed to release under the terms of the Creative Commons Attribution Licence (CCAL) version CC BY 3.0. Please note that authors retain ownership of the copyright for their article, but authors allow anyone to download, reuse, and reprint, modify, distribute, and/or copy articles in IJHEM, so long as the original authors are source are cited. No permission is required from the authors or the publishers. https://ijhem.com/open_access Authors are required to complete and submit the registration form with the applicable Article Processing Charges (APC) to publish the paper in the International Journal of Higher Education Management (IJHEM). There is no charge for the review process. The following Article Processing Charges (APC) must be received within 10 working days after the paper is accepted. Please tick the box of applicable fees: Up to 20 Pages £350 Pay Now Please note that for any paper(s) more than 20 pages a fee of £15 per page will be charged for up to a maximum of 25 pages including references and appendices Paying the fees author(s) are entitled to publish their paper (s) in the next available volume and issue and receive a soft copy of the journal after the publication.   Number of authors: It is the policy of the Centre that no paper will be accepted with more than four (4) except a technical paper. Payment & Cancellation: Authors need to note that payments made for the submission of the article are purely to cover administrative costs and publication and have no bearing on the peer review process or acceptance for publication. In the event of a paper being declined for publication any submission fee paid in advance will be refunded minus a £50 administration charge within six weeks of receipt of the refund form being completed and submitted (the said will be emailed along with notification of non-acceptance). If the paper is accepted for publication and if the author/authors then decide to notify of their decision to withdraw the paper after paying the fees, the following will apply: If the withdrawal notice is submitted within 4 weeks after receiving the final acceptance-50% refund If the withdrawal notice is submitted after 4 weeks of receiving the final acceptance – 25% refund If a withdrawal notice is submitted after 6 weeks of receiving the final acceptance  – No refund is given. Please note that international money transfer fees will be deducted from any money refunded.  Payment methods Online payment method CBER uses PayPal Merchant Services for online payment. We prefer the online payment method via Paypal online transaction as it is easy, quicker, and most protected online payment system as it uses modern encrypted security measures. Please add a service charge of £15 when you make an online payment.  Other Payment methods Payment must be made in pounds (£) sterling cheque/banker draft drawn on a UK bank (payable to Centre for Business & Economic Research). 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