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 5.2 - 1996Click here to download

This issue contains articles on:

Student Assignments as Tutor's Research
Simon Polovina (South Bank University) explains how to get your students to do your journal research for you while improving their own learning.

What Students Think They Know
Here's a tip for all teachers who bemoan their students' lack of knowledge: Geoff Walker (University of Teesside) describes how he developed a prior knowledge questionnaire to discover just how much his students thought they remembered of their A-level course.

Careers and the Undergraduate
Ian Cross (University of Portsmouth) tells us about the careers programme developed in his university and how it works for his students.

Developing Skills Employers Want
Grete Birtwistle (Glasgow Caledonian University) describes how her university cooperated with local industry to develop a practical degree course which provides opportunities for students to acquire the kind of skills employers want.

TIPS: the Teaching Improvement Project System in Action
Reg Dennick (University of Nottingham) gives us a flavour of an intensive two-day workshop designed to improve teaching skills.

Oral Assessment in Groups
Pat Grant (University of Greenwich) takes a fresh look at oral assessment - in small groups.

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