Review of Higher Education
About The Review | Reports | Resources | Editors | Associate Editors | Managing Editor | Editorial Board
About The Review
One of the leading journals in higher education, the Review of Higher Education publishes four times per year, providing a scholarly forum for discussion of issues affecting higher education. Since 1977, the journal has been advancing the study of higher education through publication of peer-reviewed research studies, scholarly essays, and theoretically-driven reviews that address issues and questions of importance to students, faculty, administrators and policy makers. It emphasizes systematic and critical inquiry and practical implications.
Please note that The Review of Higher Education does not require potential contributors to pay an article submission fee in order to be considered for publication. In addition, the official site for submissions is: https://www.press.jhu.edu/journals/review-higher-education/author-guidelines. Any other website that purports to be affiliated with the Journal and that requires you to pay an article submission fee is fraudulent. Do not provide payment information. Instead, we ask that you contact the editorial office or William Breichner the Journal's Publisher at the Johns Hopkins University Press (wmb@press.jhu.edu).
For more information about the Review, see the Journal's info on the Johns Hopkins University Press website. For any other questions or concerns, please email the RHE editorial team at rhe@ashe.ws.
Reports
2022-2023 RHE Vol. 46 Special Report (2 pages)
2022-2023 RHE Twitter Special Report (1 page)
2021 - 2022 RHE Annual Report (26 pages)
2021-2022 RHE Vo. 45 Special Report (2 pages)
2021-2022 RHE Twitter Special Report (1 page)
2020 - 2021 RHE Annual Report (22 pages)
2020 - 2021 RHE Vol 44 Report (2 pages)
2020 - 2021 RHE Twitter Report (1 page)
2019 - 2020 RHE Annual Report (22 pages)
Resources
To learn more about the publishing process in general and RHE's procedures and practices in particular, check out the resources below.
How to Write a Strong Peer Review:
Check out this document if you’re interested in learning how to write a strong peer review. The Review of Higher Education editorial team compiled several resources that we believe will provide key information and tips for helping our reviewers to provide in-depth, relevant, and critical reviews of academic research.
Interested in being a reviewer for RHE?
If you are interested in being a reviewer for RHE, we invite you to fill out the survey found at bit.ly/RHE_reviewer. RHE’s editorial team considers and selects reviewers based on areas of need. RHE welcomes recent graduates with a terminal doctoral degree as well as more established scholars to become reviewers! Serving as a reviewer is a pathway to the RHE Editorial Board. During the annual process to appoint members to the RHE Editorial Board for a three-year term, the Editors consider ASHE members who have completed excellent reviews during the previous year.
ASHE 2020 Review of Higher Education Presentation: Looking Behind the Publishing Curtain-- Understanding All the Steps and Dissecting Reviewer Comments
Editors
Penny A. Pasque is professor in Educational Studies / Higher Education & Student Affairs, Director of Qualitative Methods and Director of QualLab in the College of Education and Human Ecology’s Office of Research, Innovation and Collaboration (ORIC) at The Ohio State University. Her research addresses in/equities in higher education, dis/connections between higher education and society, and complexities in critical qualitative inquiry. She utilizes qualitative approaches as well as studies qualitative inquiry. Dr. Pasque’s research has appeared in over 100 journal articles and books, including in the Review of Higher Education, The Journal of Higher Education, Qualitative Inquiry, Diversity in Higher Education, among others. Her qualitative books include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (ASHE Report with Carducci, Kuntz & Gildersleeve, Jossey-Bass), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press).
Thomas F. Nelson Laird is professor in the Higher Education and Student Affairs Program at Indiana University Bloomington. Tom received degrees in mathematics before shifting his academic focus to higher education. His current work concentrates on improving teaching and learning at colleges and universities, with a special emphasis on the design, delivery, and effects of curricular experiences with diversity. He is principal investigator for the Faculty Survey of Student Engagement, a companion project to the National Survey of Student Engagement, and was an associate editor for The Journal of Higher Education. Author of dozens of articles and reports, Tom’s work has appeared in key scholarly and practitioner publications. He also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity into the curriculum.
Associate Editors




Chrystal A. George Mwangi is an Associate Professor in the Higher Education Program at George Mason University. Her scholarship centers on (1) structures of opportunity and inequity impacting the trajectories of racially minoritized students into and through college; (2) (in)equity in higher education internationalization and the use of higher education as a tool for international mobility/migration; (3) African and African Diaspora populations in higher education, emphasizing the impact of race, racism and coloniality. Prior to becoming a faculty member, Dr. George Mwangi worked for a number of years as a college administrator including positions in undergraduate admissions, multicultural affairs, student conduct, and academic advising. She holds a B.A. from Rollins College, an M.S. from Florida State University, and a PhD from the University of Maryland, College Park.
Federick Ngo is an assistant professor at the University of Nevada, Las Vegas. His research examines the impact of policies and practices in higher education on college access and success, with a focus on community college students. Dr. Ngo’s research has appeared in top education, education policy, and higher education journals, and has been supported by several grant-making agencies. He teaches courses in the economics and finance of higher education, education policy, comparative/international education, and diversity in higher education. He was formerly a high school math teacher in Oakland, CA and originally hails from Long Beach, CA.
Managing Editors
Monica Quezada Barrera is a PhD student at The Ohio State University, studying Higher Education & Student Affairs. Born and raised in Santa Ana, California, Monica began her college experience at her local community college, Santa Ana College, where she received her associate's in Liberal Arts. Monica then transferred to the University of California, Irvine, and received her bachelor's degrees in Social Policy and Public Service with a double major in Education. She obtained her master's degree from California State University, Long Beach, in Counseling option in Student Development in Higher Education. Her research interests focus on first-generation Latina/o/x college students, family dynamics, mentorship, and overall lived experiences.
Stephanie T. X. Nguyen is a PhD candidate in the Higher Education and Student Affairs Program at Indiana University Bloomington. Stephanie received her BA in Business Administration from the University of Notre Dame and her MS in Higher Education and Student Affairs from Indiana University Bloomington. Her previous experiences include undergraduate admissions, career services, international business programming, and higher education accreditation. Her dissertation focuses on the organizational history of Asian American Studies in the Midwest. Her research interests include the organization of higher education, history of higher education, race/ethnicity in higher education, Asian American Studies, and Asian American history.
Editorial Board
The current list of editorial board members can be found at https://www.press.jhu.edu/journals/review-higher-education/editorial-board or by loggining in to your ASHE Member Portal, selecting Committees and Groups from the left menu bar, and then selecting "Review of Higher Education Editorial Board." RHE board members meet at least once a semester and have taken on tasks such as updating the manuscript review forms and taking on more developmental / supportive masked peer review processes.The editors and editorial board team welcome your feedback and engagement. We host sessions at the ASHE. Follow us on Twitter at @RHE_ASHE.