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 8.3 - 1999Click here to download

This issue contains articles on:

Learning to Learn: purely a skill?
Mike Rawson (University of Luton) examines the deeper meaning of learning to learn, and concludes that tutors need to realise it entails considerably more than acquiring a skill.

Life Stories
David Limond (University College Northampton) suggests that students new to HE could be inspired by biographies of distinguished men from similar backgrounds.

A Mid-Life Crisis in Academia
John Lloyd (South Bank University) calls for goodwill towards older colleagues, and an appreciation of their knowledge and experience.

Cross-Cultural Work Groups: a business management perspective
Glauco de Vita (Oxford Brookes University) explains why business finds cross-cultural group working a valuable exercise, and suggests ways in which tutors could also benefit both themselves and their students.

Publishing, not Perishing
John Berridge (UMIST) and Adrian Wilkinson (Loughborough University) reveal secrets in a short guide to getting your research published where it counts.

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