Review of Higher Education
About The Review | Reports | Resources | Editors | Associate Editors | Senior Managing Editor | Managing Editor | Editorial Assistant | 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 Annual Report (26 pages)
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 a professor in the Higher Education and Student Affairs program and affiliate faculty in Education Policy, History, and Philosophy in the Department of Educational Studies, College of Education and Human Ecology, The Ohio State University. Pasque also directs the QualLab research center, ESQUAL program, and Qualitative Inquiry in Education certificate. Dr. Pasque's research addresses inequities in higher education organizations, congruence in qualitative research designs, and innovations in critical 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 Educational Research, The Journal of Higher Education, Qualitative Inquiry, Diversity in Higher Education, among others. Her qualitative books include Critical Qualitative Research & Social Justice: Key Concepts, Advancing Qualitative Inquiry toward Methodological Inclusion (with McMillian), Advancing Culturally Responsive Research & Researchers (with Alexander), Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga), "Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions" (ASHE Report with Carducci, Kuntz & Gildersleeve), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez).
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
Angela Boatman is an Associate Professor of Higher Education at the Lynch School of Education and Human Development at Boston College. Her research explores the outcomes of policies designed to increase college completion for populations traditionally underrepresented in higher education, and to identify the pathways and mechanisms that aid in students’ postsecondary success, particularly in the areas of college remediation, course delivery models, and financial aid. She has extensive experience working with state-level policy directors, researchers, and data, and has completed evaluations of college access and completion policies in several states. Dr. Boatman is a faculty affiliate of the Center for the Analysis of Postsecondary Readiness (CAPR) at the Community College Research Center at Teachers College, and the Center for Education Policy Research (CEPR) at Harvard University. She holds a doctoral degree in Higher Education from Harvard University and a M.P.P in Public Policy and a M.A. in Higher Education, both from the University of Michigan.
Timothy Reese Cain, is an Associate Professor in the University of Georgia’s Louise McBee Institute of Higher Education, where he teaches graduate courses on modern and historic issues involving colleges, universities, and their stakeholders. His research includes studies of academic freedom, unions in higher education, student activism, and learning outcomes assessment. His work has appeared in leading journals in higher education, the history of education, and labor history. Tim is also the author of Establishing Academic Freedom (Palgrave, 2012); Campus Unions: Organized Faculty and Graduate Students in U.S. Higher Education (ASHE Report Series, Jossey-Bass, 2017); and, with colleagues at the National Institute for Learning Outcomes Assessment, Using Evidence of Student Learning to Improve Higher Education (Jossey-Bass, 2015). He earned an B.A. at Duke University, an M.A. at The Ohio State University, and a Ph.D. at the University of Michigan..jpg)
Tania D. Mitchell is the inaugural Associate Provost for Community Engagement and a Professor in Counseling, Higher Education and Special Education in the College of Education at the University of Maryland. Her primary work is to build, strengthen, and advance the community-facing efforts of the university. Her research focuses on the experiences of minoritized students in higher education, and service-learning and community engagement as critical practices to explore civic identity, social justice, leadership, student learning and development, race and racism, and community practice. She interrogates practices in higher education that aim to contribute to a more just world. Her work has been published in numerous books and journals and she is the editor of four books, most recently Black Women and Social Justice Education: Legacies and Lessons (SUNY Press, 2019).
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.
Senior Managing Editor
Monica Quezada Barrera is a PhD candidate 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 Latinx/a/o/e college students, family dynamics, and adult children of Latinx/a/o/e immigrants, while using testimonios and pláticas as methodologies
Managing Editor
Miras Sharipov is a doctoral student in the Higher Education and Student Affairs Program at Indiana University Bloomington. He holds two Master's degrees: one in Leadership in Education from Nazarbayev University, Kazakhstan (2022), and another in Tourism and Hospitality Management from Cesar Ritz Colleges, Switzerland (2011). Miras has 11 years of professional experience at Nazarbayev University, a leading research institution in Central Asia, where he has held various positions, including roles in the Dean’s Office, International Cooperation, the Office of the President, and most recently served as Director of the Department of Student Services for two years. His research interests include student success, transformation of higher education institutions, faculty experience, and related areas.
Editorial Assistant
Mianmian Fei is a PhD student in the Higher Education and Student Affairs program at The Ohio State University. Born and raised in China, Mianmian moved to the U.S. to pursue her bachelor’s degree at Vanderbilt University, where she majored in Anthropology and Human and Organizational Development. She later earned a master’s degree in Anthropology and Sociology from the Geneva Graduate Institute in Switzerland as a Hans Wilsdorf Scholar. Before starting her PhD studies, Mianmian worked as a Consultant at the UNESCO International Bureau of Education. During her PhD, she also served as a Graduate Research Associate at the QualLab Methodology Center. Her research interests include international and comparative higher education, qualitative methodology, and the sociological aspects of education.
Editorial Board
The current list of editorial board members can be found at 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/X at @RHE_ASHE.