International Journal of Innovation in Education
- Editor in Chief
- Prof. Dr. Des Hewitt
- ISSN online
- ISSN print
- 4 issues per year
IJIIE subscribes to a broad understanding of innovation in education in order to provide a wide platform for academic and practitioner discussion to create knowledge and exchange ideas on this issue. IJIIE’s key features include a commitment to research in schools, colleges and other educational settings; innovative approaches to problems in education which provide new and effective solutions to challenges; and research-inspired solutions to educational issues which have an impact in the widest sense of the term.
Topics covered include
- Strategies of innovation in education (classroom, school and system levels)
- Case studies of innovation in education (classroom, school and system levels)
- Theoretical understanding of the nature of innovation in education
- The dilemmas and tensions of innovation in education
- Policies associated with innovation in education
- Leadership issues in achieving innovation in education
- Innovative training and development issues in education
- Technologies, techniques and tools for innovation in education
- Emergence of new forms of education
- Diversity in the current and future education landscape
- The relationship between innovation in education and other disciplines such as knowledge management, organisational learning and human resource management
- Innovation in education through school/university-industry collaboration
IJIIE aims to present research across a wide scope based on the interconnection between education and innovation, based on the following notions:
- Innovation involves invention: this means doing something differently or finding new ways of approaching old problems.
- Innovation often involves incremental change: subtle changes over a longer period of time can produce innovation, sometimes more effectively than waiting for the grand-gesture change.
- Innovation should not be confused with the latest trend, which is more likely to be the latest fashion than a genuinely different way of doing things.
- Innovation is focused on improvement: change for change's sake is pointless.
In particular, we are keen to explore and examine the diversity in the current and future education landscape worldwide. We are also interested in how innovation and diversity may be an integral part of a coherent and powerful classroom, school or education system strategy, and the dilemmas and tensions faced in pursuing innovation while maintaining quality assurance in education.
Authors submitting to IJIIE are required to point out clearly the innovative aspect of their educational work in order to be considered for publication.
IJIIE aims to promote understanding and dialogue across national and cultural borders on the issues of innovation in education by serving as a platform where new theories and research findings can be shared internationally. The journal will be of interest to and welcomes worldwide contributions from academics, researchers, policy makers, school leaders and education practitioners.
The journal publishes original papers, review papers, technical reports, case studies and book reviews. Special Issues devoted to important topics with regard to innovation in education will occasionally be published.
IJIIE is indexed in:
- Academic OneFile (Gale)
- British Education Index (EBSCO)
- cnpLINKer (CNPIEC)
- Google Scholar
- Info Trac (Gale)
IJIIE is listed in:More journal lists/directories...
Editor in Chief
- Hewitt, Des, University of Warwick, UK
- Heshmati, Holly, University of Warwick, UK
Editorial Board Members
- Basaran-Uysal, Banu Cicek, Eskisehir Osmangazi University, Turkey
- Chua, Consolata Louis, Dar es Salaam University College of Education-DUCE, Tanzania, United Republic of
- Clements, Jenny, The Sweyne Park School, UK
- Kimmelmann, Nicole, Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany
- Mawson, Kate, University of Warwick, UK
- McCormack, Lorraine, University of Roehampton, UK
- Morgan, Alison, University of Warwick, UK
- Scholl, Margit, Technical University of Applied Science Wildau, Germany
A few essentials for publishing in this journal
- Submitted articles should not have been previously published or be currently under consideration for publication elsewhere.
- Conference papers may only be submitted if the paper has been completely re-written (more details available here) and the author has cleared any necessary permissions with the copyright owner if it has been previously copyrighted.
- Briefs and research notes are not published in this journal.
- All our articles go through a double-blind review process.
- All authors must declare they have read and agreed to the content of the submitted article. A full statement of our Ethical Guidelines for Authors (PDF) is available.
- There are no charges for publishing with Inderscience, unless you require your article to be Open Access (OA). You can find more information on OA here.
- All articles for this journal must be submitted using our online submissions system.
- View Author guidelines.
How to train doctors in a pandemic
22 September, 2022
One of the great ironies of lockdowns, border closures, and self-isolation during the COVID-19 pandemic is that medical students, as with so many other people in education, were forced online for their ongoing studies. Medical education, as with many other vocational areas of learning, requires its students to be very hands-on, at least for a fairly large part of the time. Research in the International Journal of Innovation in Education, has looked at medical education in Italy as it was affected by the pandemic. Benedetta Agnelli, Silvia Oldani, Valeriano Vinci, Mattia Loppini, Ferdinando Cananzi, Damiano Chiari, and Licia Montagna of the Humanitas University in Milan, and Fabrizio Consorti of the Sapienza University of Rome, discuss how practical activities were relocated online so that students could continue to learn the requisite methodological and cognitive skills associated with medicine. Among those skills are understanding patient history (anamnesis), clinical reasoning, procedural skills, case discussion, and such. They discuss their experience of Professionalising Activities in the form of e-learning and reveal the advantages and limitations so that others in medical education might learn from this experience [...]More details...