Decision Sciences Journal of Innovative Education

Aims & Scope

The Decision Sciences Journal of Innovative Education (DSJIE) is a peer-reviewed journal published by the Decision Sciences Institute.

Its mission is to publish significant research relevant to teaching and learning in the decision sciences - quantitative and behavioral approaches to managerial decision making.

The journal welcomes submissions relevant to the application and practice of the decision sciences both in business and other domains such as, but not limited to, healthcare, product development, and engineering management.

Articles submitted to the journal should offer either proven innovation in classroom instruction/delivery, new insights into pedagogy, program development, delivery, or assessment, or empirically based analysis of the application of the decision sciences in learning and education.

The goal of the journal is to not only provide resources that can enhance instruction, but serve as a forum for disseminating best practices and new insights.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1
2024	0.80

SJR (SCImago Journal Rank)

Year	Value
2024	0.281

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	29

Journal Rank

Year	Value
2024	17282

Journal Citation Indicator

Year	Value
2024	76

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Business, Management and Accounting, Decision Sciences and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*

  Citation: 501

  Authors: Sean B., H. Joseph, Nicholas

• Using Learning Style Instruments to Enhance Student Learning

  Citation: 263

  Authors: Thomas F., Amit J.

• The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

  Citation: 240

  Authors: Sean B., Nicholas

• Defining, Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*

  Citation: 219

  Authors: Clyde W., Anita

• Measuring Student Perceptions of Blackboard Using the Technology Acceptance Model

  Citation: 108

  Authors: Brett J. L., Rodger, Sandra

• A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

  Citation: 106

  Authors: Gerald F., Robert, John H., Jana J., J. Duane, Nathan A.

• Using SERVQUAL to Measure the Quality of the Classroom Experience

  Citation: 103

  Authors: Michael, Pamela

• Multiple‐Choice Tests and Student Understanding: What Is the Connection?

  Citation: 103

  Authors: Mark G., William L.

• A System's View of E‐Learning Success Model

  Citation: 94

  Authors: Sean B., Nicholas J.

• A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences

  Citation: 93

  Authors: Constance H.

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