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Aims and Scope
NASPA Journal About Women in Higher Education (NJAWHE) focuses on issues affecting all women in higher education: students; student affairs staff; faculty, and other administrative groups. The journal is published on behalf of NASPA - the foremost professional association for student affairs administrators, faculty, and graduate and undergraduate students - and is intended for both practitioners and researchers, and includes articles that focus on empirical research, pedagogy, and administrative practice. It is designed to increase interest in research about women faculty, students and administrators in higher education and to highlight current examples of this research. NJAWHE offers research reflecting a variety of paradigms and issues affecting women in higher education in all their diversity.
- Type of Publication:
Instructions for Authors
Article Submission Guidelines
- Research Paper: Manuscripts that use empirical methods to answer a significant question about women students, administrators, or faculty. NJAWHE accepts manuscripts based on both quantitative as well as qualitative research and manuscripts that are about pedagogy as well student, faculty and administrator experiences. Undergo blind review.
- Practice Paper: A practice paper is a manuscript length description and evaluation of a novel issue, program or approach to professional practice in postsecondary education. Undergo blind review.
- Scholarly Essay: A scholarly essay will address an important problem related to women in the academy. A scholarly essay may also critique existing ideas or practices. Such an essay will be evaluated based on its importance and logical development. Undergo blind review.
- Literature Review: Publishable literature reviews should provide syntheses of previously unsynthesized research and scholarship on a question or topic of importance to the field. Undergo blind review.
Program descriptions are brief 500 word descriptions of innovative or particularly effective programs serving women in higher education. Program descriptions typically undergo editorial review but may be sent for blind peer review at the discretion of the editors.
Commissioned by the editors, book reviews undergo editorial but not peer review. Unsolicited book reviews may be submitted with prior approval from the editor.
All manuscripts must follow American Psychological Association (APA) style. Depending upon the type of article, manuscripts should be at least 15 pages, and no more than 25 pages, double-spaced in 12-point Times New Roman font. Page length includes tables and figures, but does not include title page, abstract, or references.
Manuscript Review Process
Manuscripts are judged using a blind review process, each by at least two reviewers. The genre of the paper is taken into consideration when being critiqued. Criteria related to some modes of inquiry are noted below, but these are suggestive, not definitive or exhaustive.
- Research Paper: Consider the use of theory and the available literature; the design, sampling, and data gathering procedures; appropriateness of the method for the question; the treatment and interpretation of data; the importance of results; the practical and substantive implications of results.
- Professional Practice Paper: Consider the validity of the description of the problem and its context; the clarity of assumptions; the discussion of alternative solutions; the defense of the chosen course of action; practical or theoretical implications.
- Best Practices Paper: Consider the adequacy of the description of the practice or program, the uniqueness of the case, the method for gathering data about the program, the implications of the program for other colleges and universities.
- Scholarly Essay: Consider the importance of the problem, thoroughness of coverage of relevant literature, and logical development of the essay.
- Literature Review: Consider its scope, coherence, and impartiality; the development of meaningful insights for the practitioner; its suggestions for necessary schlarship.
Each manuscript is evaluated on the paper's form and content. Form includes writing style and readibility, logical development, length, and relation of author's objectives to those appropriate for the genre. Content includes originality of topic or approach, significance of the subject, and significance to the readers. The manuscripts published in the NASPA Journal About Women in Higher Education are selected by the editors in consultation with the reviewers.
How to Submit
All manuscripts must be submitted online through http://mc.manuscriptcentral.com/naspa_njawhe
Copyright and Open Access Permissions
As further described in our submission agreement (the Submission Agreement), in consideration for publication of the article, the authors assign to NASPA all copyright in the article, subject to the expansive personal--use exceptions described below.
Attribution and Usage Policies
Reproduction, posting, transmission or other distribution or use of the article or any material therein, in any medium as permitted by a personal-use exemption or by written agreement of NASPA, requires credit to NASPA as copyright holder (e.g., NASPA © 2012).
The following uses are always permitted to the author(s) and do not require further permission from NASPA provided the author does not alter the format or content of the articles, including the copyright notification:
- Storage and back-up of the article on the author's computer(s) and digital media (e.g., diskettes, back-up servers, Zip disks, etc.), provided that the article stored on these computers and media is not readily accessible by persons other than the author(s);
- Posting of the article on the author(s) personal website, provided that the website is non-commercial;
- Posting of the article on the internet as part of a non-commercial open access institutional repository or other non-commercial open access publication site affiliated with the author(s)'s place of employment (e.g., a Phrenology professor at the University of Southern North Dakota can have her article appear in the University of Southern North Dakota's Department of Phrenology online publication series); and
- Posting of the article on a non-commercial course website for a course being taught by the author at the university or college employing the author.
People seeking an exception, or who have questions about use, should contact the editors.
General Terms and Conditions of Use
Users of the NASPA Journal About Women in Higher Education website and/or software agree not to misuse the NASPA Journal About Women in Higher Education service or software in any way.
The failure of NASPA to exercise or enforce any right or provision in the policies or the Submission Agreement does not constitute a waiver of such right or provision. If any term of the Submission Agreement or these policies is found to be invalid, the parties nevertheless agree that the court should endeavor to give effect to the parties' intentions as reflected in the provision, and the other provisions of the Submission Agreement and these policies remain in full force and effect. These policies and the Submission Agreement constitute the entire agreement between NASPA and the Author(s) regarding submission of the Article.
NASPA Journal about Women in Higher Education is covered by the following services:
- CNKI Scholar (China National Knowledge Infrastucture)
- EBSCO Discovery Service
- ERIC (Education Resources Information Center)
- Google Scholar
- ICAP Alcohol Information Databases
- Naviga (Softweco)
- Primo Central (ExLibris)
- ProQuest - PAIS International
- Summon (Serials Solutions/ProQuest)
- TDOne (TDNet)
- Ulrich's Periodicals Directory/ulrichsweb
- WorldCat (OCLC)
The University of Utah
George Mason University
Anne Blackhurst, Minnesota State University
Jill Carnaghi, Washington University in St. Louis
Johnetta Cross Brazzell, University of Arkansas at Fayetteville, Retired
Gail Short Hanson, American University
Jeni Hart, University of Missouri
Susan Jones, Ohio State University
Sarah Marshall, Central Michigan University
Sharon McDade, American Council on Education
Laura Perna, University of Pennsylvania
Robert Schwartz, Florida State University
Bette Simmons, County College of Morris
Kathryn Tuttle, University of Kansas
Ed Whipple, Bowling Green State University