About this journal

Change, which is published six times a year, is a magazine dealing with contemporary issues in higher education. Using a magazine format rather than that of an academic journal, Change covers anything related to higher education, "all things higher education." It spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies, and practices. It is intended to stimulate and inform reflective practitioners in colleges, universities, foundations, government, and elsewhere. Its readers include faculty, administrators, trustees, state and federal officials, accreditors, foundation officers, and students.

Change is a magazine rather than an academic journal. Like other magazines, it provides material varying in focus, format, and length. These include articles, features, and columns. Periodically, Change devotes an entire issue or focuses several articles in an issue on a particular topic.

The magazine article is a genre unto itself. Magazine articles need to capture the reader's attention quickly and then keep it. By the end of the first few paragraphs, readers should know what the topic is and why it is likely to be of interest to them. Writers should avoid jargon and use concrete nouns, active verbs, clear sentence structure, and examples and illustrations. Paragraphs should be short, and the use of sub-headings is encouraged; the text itself should be concise and engaging. A good article compels attention to an important matter, makes a persuasive argument or tells an engaging story, and is credible, knowing its subject and supporting its claims.

Peer Review Policy: All review papers in this journal have undergone editorial screening and/or peer review.

In reviewing submissions for publication, the editors and reviewers will consider the importance and timeliness of the topic; soundness of ideas and evidence; breadth of interest and applicability; engaging and clear writing. To see the kind of writing that works for Change, go to https://www.tandfonline.com/vchn. Please do not submit material that is also being considered by another publication or that substantially overlaps with previously published articles.

Change  is published by Taylor & Francis Group, LLC. Editorial sponsorship is provided by the Pullias Center for Higher Education and the Rossier School of Education at University of Southern California (USC).

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106

EXECUTIVE EDITOR  

Adrianna Kezar - Wilbur Kieffer Endowed Professor and Dean's Professor of Leadership, USC, Director of the Pullias Center and Director of Delphi Project

Associate Editor
KC Culver - The University of Alabama

Contributing Editor
Brian Prescott  - National Center for Higher Education Management Systems (NCHEMS), USA

Consulting Editors

Philip Altbach - Boston College, USA 

Anthony Antonio - Stanford University, USA

Denise Bartell - Kent State University, USA

Gerardo Blanco - Boston College, USA

Michael Collins - Jobs for the Future, USA

KC Culver - The University of Alabama, USA

Susan Elrod - Indiana University South Bend, USA

Lorelle L. Espinosa - Alfred P. Sloan Foundation, USA

Peter Ewell - National Center for Higher Education Management Systems (NCHEMS), USA

Peter Felten - Elon University, USA

Laura M. Gambino - New England Commission of Higher Education, USA

Debra Humphreys - Lumina Foundation, USA

Jonathan Iuzzini - Howard Community College, USA

Audrey J. "A.J." Jaeger -  North Carolina State University, USA

Davis Jenkins - Community College Research Center, USA

Sally Johnstone - National Center for Higher Education Management Systems (NCHEMS), USA

Adrianna Kezar - University of Southern California, USA

Jillian Kinzie - Indiana University School of Education, USA

George Kuh - Indiana University Bloomington, USA

Christopher Long - University of Oregon, USA

Clara Lovett- Northern Arizona University, USA

Theodore Marchese - AGB Search, USA

Tia McNair  - SOVA, USA

Emily R. Miller - Association of American Universities, USA

Mark Milliron - Civitas Learning, USA

Sam Museus   - University of California San Diego, USA

Amelia Parnell - NASPA, USA

Tershia Pinder-Grover - Center for Research on Learning and Teaching in Engineering, USA

Brian Prescott - National Center for Higher Education Management Systems (NCHEMS), USA

Raquel M. Rall - University of California Riverside, USA

Vasti Torres - Indiana University, USA

Isis Artze Vega - Valencia College, USA

Mary Wright - Brown University, USA