Higher Education Policy (HEP), published quarterly, is an international journal for advancing scholarly understanding of the policy process applied to higher education through the publication of original analyses, both theoretical and practice-based, the focus of which may range from case studies of developments in individual institutions to policy making at systems and at national level.

Through this journal the International Association of Universities wishes to strengthen the exchange between scholarship and issues of practical administrative concern within the perspective of the disciplines that contribute to the study of this field - anthropology, history, economics, public administration, political science, government, law, sociology, philosophy, psychology, policy analysis and the sociology of organisations.

The editorial board will give every encouragement to original contributions, whether theoretical, conceptual or empirical in nature, which involves explicit inter-system and cross-national comparisons. Articles devoted to less reported systems of higher education and their evolution, are particularly welcome. The major criteria retained in the process of review and selection are the significance of the submission to decision-making and policy development in higher education as well as its intrinsic quality. Since the study of policy in higher education draws upon a broad range of disciplines, a cross-disciplinary methodology will have equal consideration.

The aim of Higher Education Policy is to provide a peer-reviewed vehicle of the highest quality for institutional leadership, scholars, practitioners and administrators at all levels of higher education to have access to, keep abreast of, and contribute to, the most advanced analyses available in this domain.

Editor:

 Professor Jeroen Huisman, Department of Sociology, University of Ghent, Belgium

Founding Editor:

 Professor Guy Neave, Centre for Research in Higher Education Policies (CIPES), University of Porto, Portugal

Members of the Editorial board:

 Khalid Arar, College of Education, Texas State University, USA
 Sondra Barringer, Southern Methodist University, USA
 Andrés Bernasconi, Catholic University of Chile, Chile
 Vikki Boliver, Durham University, UK
 Denisa Gándara, The University of Texas at Austin, USA
 Carolina Guzmán-Valenzuela, University de Tarapacá, Chile
 Shuangmiao Han, Zheijang University, China
 Ellen Hazelkorn, Technological University Dublin, Republic of Ireland
 Nick Hillman, University of Wisconsin-Madison, USA
 Hugo Horta, The University of Hong Kong, Hong Kong
 Glen Jones, University of Toronto, Canada
 Georg Krücken, University of Kassel, Germany
 Mei Li, East China Normal University, China
 Liudvika Leišytė, Technical University Dortmund, Germany
 Shuiyun Liu, Beijing Normal University, China
 Simon Marginson, University of Oxford, UK
 Ka Ho Mok, Lingam University, Hong Kong
 Guy Neave, University of Porto, Portugal
 Suyan Pan, The Education University of Hong Kong, Hong Kong
 Morshidi Sirat, Universiti Sains Malaysia, Malaysia
 Bjørn Stensaker, University of Oslo, Norway
 Pedro Teixeira, University of Porto, Portugal
 Michael Tomlinson, University of Southampton, UK
 Frans A. van Vught, University of Twente, The Netherlands
 Martina Vukasović, University of Bergen, Norway
 Chuanyi Wangi, Tsinghua University, China