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 8.1 - 1999Click here to download

This issue contains articles on:

Developing Skills for the Twenty-First Century
Stella Hurd (The Open University) examines the issues that need to be addressed if students are to develop autonomy in learning.

Student (Self-)Profiling
Mary Karpel, Sue Jackson, Lea Myers, Andrew Ruffhead and Olive Stubbs (University of East London) describe a project designed to encourage students to take responsibility for learning.

Deconstructing Familiar Things
Dr Stuart Hannabuss (The Robert Gordon University) describes how a course on postmodernism starts students thinking and helps them get to grips with some pretty difficult modern writers.

GNVQ Time Bomb and NVQ Depth Charge
Penny Wolff (University of Huddersfield) and Nick Sutcliffe (Leeds Metropolitan University) warn of hidden dangers as more students enter HE via non-traditional pathways.

Do Numbers Speak Louder Than Words?
Paul Sander (University of Wales Institute Cardiff) and Keith Stevenson (Leicester General Hospital) investigate student feedback to discover which are better - quantitative or qualitative questionnaires.

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