Academia

Established by the Higher Education Policy Network (http://hepnet.upatras.gr), ACADEMIA is an international peer-reviewed, Open Access, refereed e-journal publishing articles and book reviews that represent the whole field of Higher Education.

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ACADEMIA is a forum for researchers, educators, administrators, students and policy makers interested in theory, practices, research and policy across the whole field of Higher Education.

ACADEMIA is an interdisciplinary journal which welcomes contributions focusing on Higher Education from a sociological, political, philosophical, historical, pedagogical, educational and administrative point of view. International and comparative approaches, new ways of interpreting Higher Education, are also welcomed.

ACADEMIA is published in three languages. Articles should be written in English, French or Greek. All articles undergo rigorous peer review, based on initial editor screening, and anonymous refereeing by at least two expert referees. No more than one of these referees is a member of the Journal’s editorial board. ACADEMIA publishes a general issue annually and thematic issues during the year.

The Editorial Board

Announcements


New Article Processing Fees policy
The online review Academia, since 2011, has made significant efforts to remain accessible, open to all and of high quality. As a result, it is now indexed by the main review databases such as Scopus, HCÉRES, ERIHplus, DOAJ and EBSCO. However, to operate it has a number of costs which require funding. Unfortunately, to date, no funder has been found to ensure Academia's operating needs. Thus, a fee policy was decided upon which it is hoped, on the one hand, would not exclude anyone and, on the other hand, would cover the operational needs of the review. The fee policy to be applied to all articles submitted from 1/10/2024. More about the policy can be found here.
Posted: 2024-09-29

More Announcements...

No 46 (2026)

Many countries in different regions have increased enrollment in higher education during the 21st century. To this end, they have implemented both traditional and innovative strategies: among the former, we could mention the creation of institutions aimed primarily at students underrepresented in the student body, the geographical deconcentration of campuses in places where access was limited or non-existent, the redesign of admission procedures and the introduction of streams reserved for certain types of students. Secondly, the introduction of career paths and innovative models of face-to-face or virtual teaching, the diversification of teaching media and the rapid consolidation of mechanisms for the off-line delivery of educational content, the installation of study programs in line with economic or social needs identified at a regional or global level.

These changes have been encouraged by public and institutional policies and by national and international investments in equity and inclusion. They have been translated into multi-level organizational changes in terms of curricula, databases and teacher training, confronted with "new" students, with profiles, learning styles and living conditions different from those of their predecessors.

The many lines of research developed in recent years on these topics have highlighted both the results and the limitations of the policies applied in terms of the production of relevant monitoring information, the concrete impact of programs and institutions, enrollment in higher education and school "survival" rates, the number of beneficiaries, and the possibility of triggering a significant transformation of institutions in this way, beyond the rhetoric of redressing historical injustices related to colonialism, capitalism, and local or larger territorial conflicts.