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 2.2 - 1993Click here to download

This issue contains articles on:
               
Appraisal: a gendered agenda?
Does appraisal disadvantage women? asks Sally Brown (University of Northumbria at Newcastle).

Course Handbooks: key questions
A good course handbook can help the new student understand how their course and institution works administratively, as well as giving other useful information. David Baume (London Guildhall University) looks at what goes into a good handbook.

Staff Induction: some personal reflections
Mark Griffiths (University of Plymouth) shares his experience of a Staff Induction Course.

A Manifesto
Empowerment is a worthy ideal, now somewhat in the ascendant. But Simon Horsman (Coventry University) asks us to consider if decisions are being made wholly or partly on the basis of money values, and you are not involved, aren't you then disempowered?

Group Projects in Biological Sciences
J Verran, J Wilcox, M Dawson and E Bingham (Manchester Metropolitan University) describe the project final year students undertake as part of their Bsc (Hons) Applied Biological Sciences.

Industrial Placements for Law Lecturers
Ruth Soetendorp (Bournemouth University) looks at the increasing view that a short placement for Law lecturers in a practice office or in chambers is a vital element of continuing staff development.

Time for a Sabbatical!
A change is a good as a rest? John Lloyd (South Bank University) takes a sabbatical with the management team at his local hospital.

Work Placement as Careers Education
Tony Watts and Ruth Hawthorn (NICEC) describe the development project they carried out for the Employment Department on guidance aspects of the Enterprise in Higher Education initiative.

Constitutional Law Through Skills
Kevin Kerrigan (University of Northumbria at Newcastle) discusses the experiences of second year LLB students during the then Newcastle Polytechnic's third annual Skills/Alternative Learning Fortnight (February 1992).



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