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 8.2 - 1999Click here to download

This issue contains articles on:

Combining Techniques to Achieve Realism
Roy Lowry (University of Plymouth) describes how he created a problem-solving exercise to help his students learn that real-life may demand they apply all the skills and knowledge they have.

Learning by Making Decisions
Anne Browne (Heriot-Watt University) describes how she helped her students discover they could adapt knowledge and learn from mistakes.

Defusing the Time Bomb
Graham Bishop (The Open University) analyses various approaches to assessment, and suggests ways of accommodating the needs of students and employers as well as tutors and assessors.

How to Improve Your Research Rating
Huw Morris (Kingston University) takes a tongue in cheek look at how departments might raise their standing in the research tables.

Accrediting University Teachers in Australia
Patricia Weeks explains how SEDA's Teacher Accreditation Scheme became the benchmark for Queensland University of Technology's own teaching qualification.

Thinking About Disability Access to HE
Viv Parker (University of East London) discusses some of the disadvantages posed for students with disabilities and shows how inclusive thinking about curriculum design, teaching and assessment can benefit everyone.

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