Supporting Open Scholarship: The Journal ‘ETHE’ goes from Strength to Strength

Our NIDL team has a strong commitment to Open Educational Practices (OEP), which extends to quite tangible support for Open Scholarship. Not only do colleagues intentionally publish their work in open access publications, such as this recent article by Eamon Costello, Tiziana Soverono and Prajakta Girme presenting ‘A Postdigital Fable‘, but they also play lead editorial roles in several journals.

The Journal is growing from strength to strength and is now a leading Q1 internationally ranked publication in the field of Educational Technology

In particular, the NIDL has a strategic investment as a formal Editorial Partner in the International Journal of Educational Technology in Higher Education (ETHE), which is published by Springer. As an Editorial Partner our support helps to ensure that ETHE remains freely available to educators and researchers.

Therefore, we are delighted to report that the ETHE has consolidated its status as the leading open access publication in the field, as borne out by altmetrics, leading indexes and its social impact. The traditional impact indexes have shown how, for the second year running, ETHE has climbed further up the rankings of academic publications in the field of Education.

In just one year, ETHE has moved from 27th position to 18th (out of a total of 264 journals) in the Journal Citations Reports (JCR) Core Collection for education.

It has also significantly boosted its journal impact factor (JIF), increasing from 3.080 in 2019 to 4.944 in 2020 (first quartile, Q1).

In Scopus, another leading database of international scientific publications, ETHE has moved up from 41st to 11th place (out of a total of 1,531), obtained a CiteScore of 9.2 for 2020 (in 2019 it was 5.6) and entered Q1 of the education and computer science categories.

Beyond these traditional measures, another indicator is how the education community perceives the value and quality of the Journal, and we can report that in 2020 ETHE received almost 1,300 articles, 62% more than in the previous year.

This year the total submissions to September stands at 950, reports Josep M. Duart, Co-Editor-in-Chief from the Universitat Oberta de Catalunya (UOC).

Altmetrics are another set of indicators that measure and analyse social interaction through the number of times an article is downloaded, its presence in bibliographic managers such as Mendeley, its mentions on social media such as Twitter and Facebook, its appearances in newspapers and blogs, etc. They measure the impact of research by quantifying its presence on the social web. There is clear evidence of how ETHE is also showing growth and achieving high impact levels in altmetrics. For example, in 2020, the journal obtained 2,493 altmetric mentions on social media and its articles were downloaded 1,093,680 times.

The Journal has a truly international outreach. In 2020, for example, 186 authors from 34 different countries published their work in ETHE.

A key element to ensure the variety, quality and internationalisation of the Journal’s subject matter is its team of more than 500 peer reviewers. The editorial team and advisory board is also made up of researchers and scholars from all of the world’s continents and regions. The Editorial Board is currently made up of 53 researchers from 27 countries, and balanced in terms of gender too. 

‘ETHE’, an open access academic journal formally supported by the NIDL, has consolidated its position as a world leading publication in the field of Educational Technology.

The Journal’s team of Co-Editors-in-Chief is made up of Mairéad Nic Giolla Mhichíl, from the NIDL, Álvaro Galvis, from Colombia’s University of the Andes, Airina Volungevičienė, from Lithuania’s Vytautas Magnus University, and Josep M. Duart, from the UOC.  Under the team’s leadership, ETHE publishes regular thematic issues with a timely collection in 2019 for example on the impact of Artificial Intelligence on higher education. Professor Nic Giolla Mhichíl is currently leading a forthcoming special issue on the burgeoning topic of micro-credentials with guest co-editors Mark Brown and Beverley Oliver.

You can read more about the history of ETHE beginning in 2004 on the Journal’s website.

Developing a High-performance Digital Education Ecosystem: Forthcoming Digi-HE Workshop Series

We are pleased to announce a forthcoming Digital-HE projectworkshop on the topic of “Developing a High-Performance Digital Education Ecosystem: Strategy and Organisational Culture”. 

The DIGI-HE project, co-funded by the Erasmus+ Programme of the European Commission, explores different ways higher education institutions can boost their strategic approaches to digitally enhanced learning and teaching and enhance their capacity. Led by the European Universities Association (EUA), the project partners include:

The COVID-19 crisis has enhanced practice and fuelled discussion on the digital provision of learning and teaching.

Almost 90% of institutions are now boasting a strategy, and are much better acquainted with fully online, blended and hybrid forms of learning than before.

Recent months have also brought some concrete lessons learnt and insights on what works and what does not, and magnified gaps and shortcomings from infrastructure and educational resources to digital skills needs and the psycho-social implications of digital formats and approaches.

Many institutions are strongly determined to seize the opportunities emerging from the crisis and further enhance and develop a “high-performance digital education ecosystem”. But where does one start and what should be considered? In addition, how could institutions be supported through national and European measures, also in view of “Europe’s Digital Decade”?

This first workshop, of a three-part series aimed at supporting institutions in the assessment of their achievements and opportunities in digitally enhanced learning and teaching, will focus on “institutional strategy and organisational culture”.

It will be followed by similar events on curriculum and internationalisation. All three workshops will consider the use of existing self-assessment tools for digitally enhanced learning and teaching and touch upon issues currently explored under the DIGI-HE project.

Free of charge and open to all EUA members, the workshop will be of interest to higher education leaders responsible for learning and teaching and its digital transformation. Participants will actively contribute to the discussions and peer exchanges – a major source of inspiration and learning. Therefore, attendance is limited to 30 people, with a maximum of two participants per institution. Registration remains open until 5 October 2021.

For further information, please consult the programme . For questions about the workshop, please contact EUA at