The IHECDALS Review Editor welcomes contributions that take the form of:
- Research Papers
- Scholarly Papers
- Practice Papers
- Feature Papers
- Voices Inside and Outside Higher Education
- Curious Questions
- Book and Media Reviews
- Readers Thoughts
- Contributions will be evaluated in relation to:
- Significance and Impact
- Advancement of the Field
- Clarity and Style
Guidelines for Authors
The International Higher Education Curriculum Design & Academic Leadership Review (IHECDALR) accepts contributions from practitioners, academic leaders and managers, researchers, scholars, educators and practitioners. In addition to original reports of research and theory, IHECDALR welcomes articles that reflect on curriculum design and academic leadership and practice in higher education (tertiary and post compulsory sector settings) internationally.
IHECDALR has a two-stage review process. In the first stage, all Contributions submitted to IHECDALR are screened by a member of the Editorial Board for relevance. If the manuscript is not found to be relevant an email will be sent informing the author. If the manuscript is found to be relevant the manuscript will be considered by at least two members of the Editorial Board and receive written summary of feedback based on the Board’s discussion from the Editor.
It is the policy of IHECDALR to consider for publication only Contributions that are not simultaneously being considered elsewhere. Similarly, it is our policy not to publish contributions that are currently already available online or in print. To this end, author(s) are required to send a declaration with their submission indicating the submission is not being published elsewhere. Please follow these guidelines in preparing a manuscript for submission.
Types of Submissions
Contributions reporting original, empirical research using qualitative and/or quantitative data related to curriculum design or academic leadership should include a literature review and/or theoretical/conceptual framework, methods, and analysis sections. The literature should be relevant to the research topic and findings. The methods need to be clearly outlined and should match the research question or stated purpose of the manuscript. Please include a brief description of any methodologies that are less familiar to the educational research community. The analysis should be clear, and the arguments set forth should emerge from the data presented in the manuscript.
A scholarly paper should have a well-developed argument that answers a particular question or several related questions. It should begin with a review of previous work on the chosen topic and, subsequently, provide reasoning, evidence, and examples that prove the author’s thesis on the question(s) addressed. Scholarly papers often take on a subjective point of view; they are often expository, but they can also be narrative in style. Scholarly papers should include critical comment and contribute to development of the higher education sub field of curriculum design and/or academic leadership.
A practice paper should have a well-developed structure that answers a particular question or several related questions. It should begin with a review of previous practice on the chosen topic and, subsequently, provide reasoning, evidence, and examples that prove the author’s thesis on the practice question(s) addressed. Practice papers often take on a subjective point of view; they are often expository, but they can also be narrative in style. Practice papers should analyse, evaluate and contribute to development of the higher education sub field of curriculum design and academic leadership practice.
IHECDALR welcomes feature submissions that report on or present opinions about, topical issues in curriculum design and academic leadership in higher education (tertiary or post compulsory sector) settings. They may present analyses of debates and controversies in the field; apply research to practice-based settings; present new ideas or theories, in short essay form; or present reflections on professional practice or educational experiences in the context of current issues. IHECDALR also welcomes non-traditional features, such as photo essays and artwork. Feature papers are meant to be different from traditional research contributions. Therefore, features need not contain literature reviews or extensive descriptions of methodology. However, feature papers should do much more than just present personal anecdotes and opinions. Features should demonstrate well-informed and factually sound interpretations of curriculum design and academic leadership issues that advance knowledge in the discipline and/or improve practice in the field. The preferred length for feature papers is 1,000 to 6,000 words and may include digital images.
Voices Inside and Outside Higher Education
IHECDALR believes that people who are working, facilitating, designing, leading learning or learning inside higher educational settings should have a voice throughout the world. We are interested in contributions focused on what those in higher education have experienced and /or learned through their involvement in, academic leadership, curriculum design practice or as learners; we expect that contributions will contain insights, detailed revelations and thoughtful reflection and rigorous analysis of ideas, situations, and experiences. Please note IHECDALR reserves the right to use a non de plume for contributors to this section where the views expressed may have consequences for contributors.
Contributors are welcome to submit curious questions they have pondered in relation to higher education curriculum design and/or academic leadership for the review and future comment of others. Comments or responses to previous Curious Questions must be limited to 500 words.
Book and Media Reviews
IHECDALR publishes reviews of books and other media of interest to our readers. Reviews should be no more than 1,000 words in length. All reviews should present a book's strengths and weaknesses, illustrated with examples from the text. Reviews should convey the content of the book or media, the book author's approach to the topic, the review author's conclusions, and implications for future research and practice. Comparative Reviews maybe submitted that compare and critique more than one book or media source.
Readers thoughts in response to papers, reviews or Curious Questions posed in previous edits of the review may be accepted. Submissions under this heading should be no more than two hundreds words in length and should articulate a view, provide fresh insight or a counter view in a constructive and professional manner.
Significance and Impact
Contributions should focus on questions relevant to the sub fields of higher education curriculum design or academic leadership. These questions should be pointed and should also have implications for broader educational problems, nationally and/or globally. Contributions should contribute to the work of stakeholders seeking to address educational challenges and should explicitly state their contributions, whether theoretical or practical, in order to identify the populations that would most benefit from its publication.
Advancement of the Field
Contributions should push existing philosophies, theories, research and practice in a new direction, and/or extend, fill a gap in, or bring a new perspective to, current higher education curriculum designers or academic leaders. Cultural and ethnic analyses of curriculum design and academic leadership are welcome.
Clarity and Style
Contributions must be well written in clear, concise language and be free of technical jargon. The IHECDALR strives for all material published to be widely accessible to non-experts. Previously published IHECDALR articles can serve as examples of the style of writing appropriate for our audience. We understand that the specific organisation of a manuscript may differ according to discipline and the author’s aesthetic.
Authors should indicate whether what type of contribution they are submitting: Editorial, Research Paper, Scholarly Paper, Practice Paper, Feature Paper, Book and/or Media Review, Curious Questions, Response to a Curious Question or Voices Inside and Outside Higher Education.
· IHECDALR accepts Contributions of up to 6,000 words, including abstract, appendices, footnotes and references, and reserves the right to return any manuscript that exceeds that length.
· All text must be double-spaced, type size must be at least 12 point, Arial font with 1-inch margins on all sides, and paper size should be set to 8.5 x 11, even if printed on A4 paper.
· Authors should refer to The Chicago Manual of Style for general questions of style, grammar, punctuation, and form, and for footnotes of theoretical, descriptive, or essay-like material.
· The review defers to author preference in decisions about the naming and capitalisation of racial, ethnic, and cultural groups. Contributions should be internally consistent in this regard.
· For all Contributions, authors should use the Publication Manual of the American Psychological Association for reference and citation formats. References must be in APA format.
Authors must submit an electronic version of the contribution in Microsoft Word format. IHECDALR accepts submissions by e-mail or on CD-ROM. (Paper submissions will be accepted when necessary, and may be arranged by contacting the IHECDALR Editor.) Contributions are considered anonymously. The author’s name must appear only on the title page; any references that identify the author in the text must be deleted. Please include a word count, inclusive of footnotes and references, on the title page.
Send submissions to:
International Higher Education Curriculum Design & Academic Leadership Review
28 Liverpool Street, CBD
Or email to: email@example.com
International Higher Education Curriculum Design & Academic Leadership Review (IHECDALR)
Then email it to firstname.lastname@example.org
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International Curriculum Design & Academic Leadership Review
28 Liverpool Street, CBD
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