This journal is dedicated to praxis in higher education. A key assumption underpinning the journal is that education is a moral and political activity and that higher education and its practitioners cannot free themselves from moral nor political considerations. However, this assumption comes with several commitments. Rather than standing only from the outside looking in, as in positioning science or research as more valuable or important, this journal calls for the importance of a reflexive inside perspective (cf. Kemmis 2012; Walzer 1987). This implies taking the present structures, conditions, traditions and values – both internal and external – seriously, but also in situ when researching higher education (cf. Bendix Petersen, 2014). The journal is committed to research aimed at the transformation of existing practices and conditions in higher education. In particular, it is promoting research that has a transformative potential including both practical and theoretical dimensions of educational work and higher education research. It is also committed to the idea that through education research, one can seek to both promote justice as well as the capacity of people to express agency, and increase the possibilities provided by society at large to its members (cf. Fraser 2009). 

Research concerning praxis in higher education is thus both a theoretical position on a particular practice and itself an active engagement.  This journal welcomes contributions that are directly concerned with praxis in higher education or with research that is manifestly relevant to praxis in higher education.

First issue 1(1) 2019:

Editorial: ‘Another higher education journal—Really?’ By Melina Aarnikoivu, Kathleen Mahon, Marcus Agnafors, David M. Hoffman, and Petra Angervall

Research articles:

1. ‘A conceptual enquiry into communities of practice as praxis in international doctoral education’By Liexu Cai, Dangeni, Dely L. Elliot, Rui He, Jianshu Liu, Kara A. Makara, Emily-Marie Pacheco, Hsin-Yi Shih, Wenting Wang, and Jie Zhang

2. ‘Organising the ‘industrialisation of instruction’: Pedagogical discourses in the Swedish Primary Teacher Education programme’By Lena Sjöberg

3. ‘The work of university research administrators: Praxis and professionalization’By Sandra Acker, Michelle K. McGinn, and Caitlin Campisi

4. ‘Teacher educators’ perceptions of their profession in relation to the digitalization of society’By Anna Roumbanis Viberg, Karin Forslund Frykedal, and Sylvana Sofkova Hashemi