Higher Educational Transformation and Institutional Policies in the use of Bibliography for Peer Review Journals
Hennades Tabe 
, Lilian Nwosu & Andre Bechuke
Issue: Vol.6 No.6 Article 5 pp. 715 – 728
DOI: https://doi.org/10.38159/ehass.2025665 | Published online 7th May, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The use of bibliographies in academic research and peer-reviewed journals has been criticised due to evolving higher education dynamics. Critics highlight that bibliographies are often manipulated to exclude or favour certain works, resulting in citation cartels where authors and journals artificially inflate citations. Additionally, institutional policies can be exploited for personal or political gains. Despite these issues, the importance of bibliographies in showcasing the quality and rigour of academic work remains. This study, through a systematic literature review using a deductive thematic synthesis approach, examines the impact of higher educational transformation and institutional policies on bibliography use in peer-reviewed journals. The findings indicate that citation practices significantly influence the social dynamics of academic culture and interdisciplinary collaboration. However, the influence of institutional policies and ideologies on bibliography usage raises concerns about research quality and integrity, particularly regarding the promotion of specific research agendas. To address these challenges, policymakers should prioritise research quality over citation metrics, promoting transparency and accountability in research evaluation. This approach would enable academics to use diverse sources and not limit themselves to a few. Additionally, Higher Education Institutions need to consider researchers’ strategic behaviours and use bibliometric methods to inform, rather than dictate academic progression decisions. This study contributes to ongoing debates by proposing alternative methods to safeguard the integrity of bibliographies and ensure rigorous academic research.
Keywords: Bibliography, Citation, Institutional policies, Higher Education institutions, Higher educational transformation, Peer-review.
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Dr. Hennades Tabe holds a PhD in Education Management from North-West University (NWU) and is currently a Postdoctoral Research Fellow with the South African Research Chair (SARChI) in Teaching and Learning at the University of Johannesburg. Previously, he served as a sub-contractor for the Department of Education as a researcher. With over 10 years of experience in higher education, Dr. Tabe has served as a contract lecturer at NWU’s School of Professional Studies and the School of Commerce and Social Studies in Education, and as an academic writing consultant in NWU’s Academic Development Centre (ADC). He has also supervised student teachers during teaching practice at both NWU and the University of South Africa (UNISA). His research interests include educational access and success, teacher education, history education, higher education transformation, and education management.
Prof. Lilian Ifunanya Nwosu is an Associate Professor of Accountancy at North-West University (NWU), South Africa. Her research interests span accounting education, instructional leadership, educational management, curriculum studies, and school governance. She holds a diverse academic portfolio, including a Diploma in Accounting Education (Nigeria), a BCom, PGCE, and two Honours degrees (Educational Management and Financial Accounting), two Master’s degrees (in Accounting Sciences and Education Management), and a PhD in Educational Management and Leadership, specialising in Accounting Education all from leading South African institutions (NWU & UNISA). Prof. Nwosu is a certified assessor, moderator, and registered tax practitioner, as well as a member of the South African Institute of Professional Accountants (SAIPA). She has published over 50 scholarly works, including journal articles, book chapters, and conference proceedings. At NWU, she contributes actively to the scientific, ethics, and Higher Degrees Committees and has collaborated widely on research initiatives. Her excellence in teaching and research earned her the 2023 Faculty Teaching Award in Accounting Sciences at the Faculty of Economic and Management Sciences. Prof. Nwosu is grateful to God for the academic achievements she has attained in her career.
Dr. Andre L. Bechuke holds a PhD in Educational Management, a Master of Education in Educational Management, and a Bachelor of Education Honours in Curriculum Design and Development from North-West University. He also has a Postgraduate Diploma in Higher Education from Rhodes University. With over 12 years of teaching experience at both secondary and university levels, Dr. Bechuke currently serves as the Manager: External Regulations in the Qualifications and Academic Programme Planning (Q&APP) Department at North-West University. He has been part of Q&APP since December 2018, initially working as a Senior Curriculum Specialist until 2021. Before joining Q&APP, Dr. Bechuke was a Curriculum Designer within the Centre for Teaching and Learning (CTL) at North-West University. From 2010 to 2015, he also lectured in Professional Studies in the School for Teacher Education and Training in the Faculty of Education at the same institution. His research interests include Learner Behaviour Management, Curriculum Development, and Transformation in Higher Education, focusing on planning, design, implementation, and management. He has published in these areas.
Tabe, Hennades, Lilian Nwosu and Andre Bechuke. “Higher Educational Transformation and Institutional Policies in the use of Bibliography for Peer Review Journals ,” E-Journal of Humanities, Arts and Social Sciences 6, no.6 (2025): 715 – 728. https://doi.org/10.38159/ehass.2025665
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
