Journal of Further and Higher Education

Top Research Topics at Journal of Further and Higher Education?

The journal mainly tackles studies in Higher education, Pedagogy, Mathematics education, Medical education and Further education. Topics in Higher education explored in the journal were investigated in conjunction with research in Social psychology, Institution, Public relations, Teaching method and Academic achievement. It addresses concerns in Pedagogy which are intertwined with other disciplines, such as Context (language use) and Qualitative research.

The study on Further education presented is investigated in conjunction with research in Adult education.

• Higher education (46.83%)
• Pedagogy (45.31%)
• Mathematics education (18.33%)

What are the most cited papers published in the journal?

• Mind the Gap: Are students prepared for higher education? (380 citations)
• Stress and the higher education student: a critical review of the literature (230 citations)
• The Effect of Taking Paid Employment During Term-time on Students' Academic Studies (222 citations)

Research areas of the most cited articles at Journal of Further and Higher Education:

The journal publications generally zeroe in on subjects such as Higher education, Pedagogy, Mathematics education, Further education and Public relations. Perception, Institution, Medical education, Teaching method and Academic achievement are some topics wherein Higher education research discussed in the published articles has an impact. In addition to Pedagogy research, the most cited publications aim to explore topics under Context (language use), Engineering ethics and Competence (human resources).

What topics the last edition of the journal is best known for?

• Law
• Education
• Pedagogy

The previous edition focused in particular on these issues:

The main research concerns discussed in the journal are Higher education, Medical education, Pedagogy, Mathematics education and Social psychology. While Higher education is the focus of the journal, it also provided insights into the studies of Context (language use), Student engagement, Perception, Public relations and Mental health. Journal of Further and Higher Education holds forums on Public relations that merges themes from other disciplines such as Professional development and Social capital.

The research on Medical education featured in the journal combines topics in other fields like Intervention (counseling), Time management, Well-being and Employability. Academic writing is a focus of the presented Mathematics education works and it dives deep in Academic writing.

The most cited articles from the last journal are:

• Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19 (10 citations)
• Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care (6 citations)
• A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown (4 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Journal of Further and Higher Education (based on the number of publications) are:

• Jennifer Rowley (11 papers) absent at the last edition,
• John Sharp (11 papers) published 3 papers at the last edition, 2 more than at the previous edition,
• Brian Hemmings (8 papers) absent at the last edition,
• Ian M. Kinchin (7 papers) published 1 paper at the last edition,
• Russell Kay (7 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Journal of Further and Higher Education (based on the number of publications) are:

• University of Huddersfield (25 papers) published 3 papers at the last edition, 2 more than at the previous edition,
• Bournemouth University (24 papers) published 3 papers at the last edition, 1 less than at the previous edition,
• Sheffield Hallam University (22 papers) published 5 papers at the last edition, 2 more than at the previous edition,
• Edge Hill University (22 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• University of Leeds (20 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 3.12% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 16.94% were posted by at least one author from the top 10 institutions publishing in the journal. Another 4.03% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 24.19% of all publications and 54.84% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Licensing and Accreditation in Counseling Education

In addition to the depth of topics researched and discussed in the Journal of Further and Higher Education, it is also relevant to address the issue of licensing and accreditation that are often intertwined with the pursuits of a career in some fields of study, such as Counseling. For those interested in the practical application and professional journey in Counseling, they will often require license and accreditation to practice professionally. In some jurisdictions, like New Jersey, the path to becoming a licensed professional counselor (also known as Licensed Professional Counselor or LPC) can take several steps. This includes obtaining relevant educational degrees, gaining supervised experience, passing required examinations, and ongoing professional development. To further understand, investigate and embark on this career journey, comprehensive guides detailing the specifics of the process can be beneficial. In particular, our guide on LPC requirements in New Jersey can assist readers in gaining comprehensive insights into this process. It goes without saying that understanding the complexities of such licensing processes can contribute to the holistic development of professionals in the field. Hence, it becomes critical for academic institutions, educators, and learners to acknowledge and integrate this aspect into their learning journeys. A nuanced understanding of these requirements can aid in bridging the gap between academic pursuits and professional practises in Counseling, and contribute towards the development of competent professionals committed towards promoting mental health and well-being.