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 2.1 - 1992Click here to download

This issue contains articles on:    
   
Need More Mean Worse?
Starting from the pessimistic view of 'more means worse', Phil Race (University of Glamorgan) explores ways that the challenge of more students can be turned to all our advantages.

Is There More to Group Work than Meets the Academic Eye?
Jo Malseed (Lancaster University) shares her experiences of a new group-based student- centred course in Independent Studies at her institution.

Why is Planning So Boring?
Bob Jarvis (South Bank University) argues that achieving professional competence should not mean a dull diet of slavish imitation of current professional practice.

Gender and Surveying Education
Clara Greed (University of the West of England) asks if the answer to why so few women are employed in the construction industry lies in the way surveyors are educated.

The Europeanisation of Planning Education: a lost opportunity?
How should the curriculum of UK planning schools respond to what is happening in Europe? contemplates Glen McDougall (Oxford Brookes University).

English Language Support for Overseas Students
Vicky Schofield (University of Central England) looks at the arrangements in her institution.

Changing Strategies in Educational Development
Douglas Edgar (Glasgow Caledonian University) outlines the characteristics of the delivery of educational development at five former English polytechnics and attempts to identify some general principles for successful educational development.

The Use of Group Work in the Teaching of Law
Brian Mitchell (University of Wolverhampton) describes the use of group work in a level one business law module, the delivery of which was influenced by the Enterprise in Higher Education Initiative.



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