Innovations in Education and Teaching International (IETI)

Innovations in Education and Teaching International is the journal of the Staff and Educational Development Association. To this end, contributions to the journal should reflect SEDA’s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices.

IETI has a high impact factor and a long history. It concentrates on papers and reviews on research and professional practice informed teaching and learning, and educational development issues, including innovative teaching and learning strategies and developments in technology-aided education. With contributions from around the world, IETI aims to stay at the cutting edge in the field.

Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.
Educational development, also described as academic, faculty, staff or instructional development in some contexts, is taken to mean the activities engaged in by staff in specialist units, academic staff within departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development.

As an international publication, contributors should both contextualise and consider the transferability of the practices and theories being examined.

Innovations in Education & Teaching International is essential reading for all practitioners and decision makers who want to stay informed about the developments in education, teaching and learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

This journal can be found on the Taylor and Francis website.

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New Academic Issue 1.1 - 1991Click here to download

This issue contains articles on:    

Eight Myths about Assessment
Graham Gibbs (Oxford Centre for Staff Development) debunks some cherished beliefs.

Three Principles for Good Assessment Practices
Following on from the above article, David Boud (University of New South Wales) looks at what assessment should be all about.

Whistling in the Dark
Brenda Wilson's university says, "Go forth and teach, without the help of anyone on earth". Here she shares her personal thoughts on teacher training in HE.

Dangerous Enterprise?
An overview of the Enterprise in Higher Education Initiative from Ann Tate (University of Ulster).

The Tribes of Academe
An ethnographer's view of higher education; George Marsh (West Sussex College of Higher Education) meets Tony Belcher, Professor of Education at Sussex University and author of Academic Tribes and Territories: intellectual enquiry and the culture of discipline (SRHE and OU; 1989).

The Greening of Geography
John Bradbeer (Portsmouth Polytechnic) sets the trend for ecologically sensitive geography in the context of the historical development of University geography as a subject. Geography lost its way, but now?

Communicating Geography
Peter Keene (Oxford Polytechnic) and Clive Morphet (Newcastle-upon-Tyne Polytechnic) tell how their students designed Trails and launched a magazine in Trailing Clouds of Glory and The Active Alternative to Lectures respectively. Both lecturers emphasise writing for real purposes and real audiences, and both report remarkable changes in motivation.

Teaching without Lectures
The traditional weekly lecture in the final year of the industrial geography course at Coventry Polytechnic has been replaced by tutorial discussions of directed reading. Mick Healy gives his reasons and justifications for this change.

Accrediting Lecturers
An account of the beginnings of the SEDA Scheme for the Accreditation of Teachers in Higher Education.

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