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 3.1 - 1993Click here to download

This issue contains articles on:
Expansion and Quality
Robin Cohen (University of Warwick) argues that the issue of measuring the quality of our expanded system of Higher Education has barely been addressed.

Gender, Learning and the Conference Circuit
There is plenty of documentation of the disproportionate amount of time given by school teachers to boys, but, says Peggy Nightingale (University of New South Wales), there is now increasing evidence that similar events occur in Higher Education.

Open Book Examinations
Professor Thomas Gray (University of Strathclyde) states the case for 'open book' examinations, arguing that they allow the examiner to shift the balance more towards the so-called higher mental abilities.

Transferable Skills Teaching in the Humanities
Phillip Cole (University of Staffordshire) highlights what he sees as the misplaced hostility towards transferable skills in the Humanities.

British Universities in the World of Business
Herbert C Macgregor (University of Leicester) asks how successfully can the university's traditional role and environment be adapted to conform to the principles of modern business and commerce?

Student Priorities
Brian Jones (Thames Valley University) has a question: how do you bridge that gap between what students think they need to learn and what staff think students need to learn?

Student Enterprise Teams
Steven Wallis (University of Greenwich) describes how SETs can provide the necessary support mechanisms to an increasing student population.

Networking Across Europe
Sheila McCallam and Sue Wall (University of Northumbria at Newcastle) provide a guide on how to increase your contacts with colleagues across the Continent.

The Nature of Mentoring
Ralph Tuck (University of Huddersfield) sees the crucial role of mentor as one who encourages us to face ourselves, but who also supports us in our disappointments (and otherwise).

Health and Safety in Laboratories
At de Montfort University, Leicester, they have replaced the more conventional delivery of Health and Safety Training in practical chemistry with a student-centred learning approach based on work units. Malcolm Fox and Roger Latham tell us more.

Productive Writing
In this article, Mark Griffiths (University of Plymouth) aims to equip the reader with tips for managing the writing process and dispel the 'myths' about writing.

Dilemmas of Change
Carol Saunders, Jenny Rice and Tim O'Sullivan (de Montfort University, Leicester) discuss their research into the changes that have recently occurred in Higher Education.

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