Publications
Selected publications
- The Experience of Co-Designing a Learning Space with Teachers and Students (Journal article - 2023)
- Supporting Ph.D. students' skills development: A three-stage doctoral program (Journal article - 2023)
- The Professional Development of Doctoral Supervisors through an International Lens (Chapter - 2022)
- Undergraduate Research in Portugal (Chapter - 2022)
- Exploring the professional development of doctoral supervisors through workplace learning: a literature review (Journal article - 2022)
- Online Collaborative Learning Using Microsoft Teams in Higher Education Amid COVID-19 (Journal article - 2022)
- Moving from lecturer to student-led digital assessment and feedback (Journal article - 2022)
- Giving away some of their powers! Towards learner agency in digital assessment and feedback (Journal article - 2021)
- Exploring the professional development of online and distance doctoral supervisors (Journal article - 2021)
- Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe (Book - 2021)
2024
Desenvolvimento profissional docente no Ensino Superior: Contributos para uma reflexão
Huet, I. (n.d.). Desenvolvimento profissional docente no Ensino Superior: Contributos para uma reflexão. Revista Portuguesa de Educação, 37(2), e24034. doi:10.21814/rpe.32680
2023
The Experience of Co-Designing a Learning Space with Teachers and Students
Casanova, D., Huet, I., & Garcia, F. (2023). The Experience of Co-Designing a Learning Space with Teachers and Students. EDUCATION SCIENCES, 13(2). doi:10.3390/educsci13020103
Applying the UTAUT2 model to determine factors impacting the adoption of Microsoft Team as an Online Collaborative Learning Tool
Casanova, D., Huet, I., Alhammad, M. M., Long, S. H., & Tan, C. (2023). Applying the UTAUT2 model to determine factors impacting the adoption of Microsoft Team as an Online Collaborative Learning Tool. International Journal of Smart Technology and Learning, 3(3/4). doi:10.1504/ijsmarttl.2023.10061782
Supporting Ph.D. students' skills development: A three-stage doctoral program
Chalo, P., Huet, I., Nikoletou, D., & Pereira, A. (2023). Supporting Ph.D. students' skills development: A three-stage doctoral program. FRONTIERS IN EDUCATION, 8. doi:10.3389/feduc.2023.1145342
2022
The Professional Development of Doctoral Supervisors through an International Lens
Huet, I., Casanova, D., & Garcia, F. (2022). The Professional Development of Doctoral Supervisors through an International Lens. In Doctoral Education as If People Matter (pp. 89-105). BRILL. doi:10.1163/9789004529304_007
Undergraduate Research in Portugal
Huet, I., Guerra, C., & da Silva-Lopes, B. (2022). Undergraduate Research in Portugal. In The Cambridge Handbook of Undergraduate Research (pp. 623-631). Cambridge University Press. doi:10.1017/9781108869508.087
Exploring the professional development of doctoral supervisors through workplace learning: a literature review
Huet, I., & Casanova, D. (2022). Exploring the professional development of doctoral supervisors through workplace learning: a literature review. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 41(3), 774-788. doi:10.1080/07294360.2021.1877629
Online Collaborative Learning Using Microsoft Teams in Higher Education Amid COVID-19
Tan, C., Casanova, D., Huet, I., & Alhammad, M. (2022). Online Collaborative Learning Using Microsoft Teams in Higher Education Amid COVID-19. INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING, 14(1). doi:10.4018/IJMBL.297976
Moving from lecturer to student-led digital assessment and feedback
Casanova, D., Alsop, G., & Huet, I. (2022). Moving from lecturer to student-led digital assessment and feedback. INTERNATIONAL JOURNAL OF TECHNOLOGY ENHANCED LEARNING, 14(3), 328-345. doi:10.1504/IJTEL.2022.123668
2021
Giving away some of their powers! Towards learner agency in digital assessment and feedback
Casanova, D., Alsop, G., & Huet, I. (2021). Giving away some of their powers! Towards learner agency in digital assessment and feedback. RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING, 16(1). doi:10.1186/s41039-021-00168-6
Exploring the professional development of online and distance doctoral supervisors
Huet, I., & Casanova, D. (2021). Exploring the professional development of online and distance doctoral supervisors. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 58(4), 430-440. doi:10.1080/14703297.2020.1742764
Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe
Huet, I., Pessoa, T., & Murta, F. T. S. (2021). Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe. Imprensa da Universidade de Coimbra. doi:10.14195/978-989-26-2134-0
The design of an active learning strategy to promote collaborative and research-based learning in project management education
Tan, C., & Huet, I. (2021). The design of an active learning strategy to promote collaborative and research-based learning in project management education. INTERNATIONAL JOURNAL OF INNOVATION AND LEARNING, 30(1), 19-47. Retrieved from https://www.webofscience.com/
2020
Role of technology in the design of learning environments
Casanova, D., Huet, I., Garcia, F., & Pessoa, T. (2020). Role of technology in the design of learning environments. LEARNING ENVIRONMENTS RESEARCH, 23(3), 413-427. doi:10.1007/s10984-020-09314-1
Current reality and preferences for continuing professional development of pharmacists in England - supporting pharmacists to achieve their CPD requirements
Micallef, R., Huet, I., & Kayyali, R. (2020). Current reality and preferences for continuing professional development of pharmacists in England - supporting pharmacists to achieve their CPD requirements. PHARMACY EDUCATION, 20(1), 103-115. Retrieved from https://www.webofscience.com/
2019
'Left with a title but nothing else': the challenges of embedding professional recognition schemes for teachers within higher education institutions
Spowart, L., Winter, J., Turner, R., Burden, P., Botham, K. A., Muneer, R., . . . Huet, I. (2019). 'Left with a title but nothing else': the challenges of embedding professional recognition schemes for teachers within higher education institutions. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 38(6), 1299-1312. doi:10.1080/07294360.2019.1616675
2018
Evaluation of the quality of teaching and learning for 1st year engineering programmes - an initial contribution
Ferreira, C., Pinho-Lopes, M., & Huet, I. (2018). Evaluation of the quality of teaching and learning for 1st year engineering programmes - an initial contribution. In 2018 3RD INTERNATIONAL CONFERENCE OF THE PORTUGUESE SOCIETY FOR ENGINEERING EDUCATION (CISPEE). Retrieved from https://www.webofscience.com/
Research-based education as a model to change the teaching and learning environment in STEM disciplines
Huet, I. (2018). Research-based education as a model to change the teaching and learning environment in STEM disciplines. EUROPEAN JOURNAL OF ENGINEERING EDUCATION, 43(5), 725-740. doi:10.1080/03043797.2017.1415299
2017
Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university
van der Sluis, H., Burden, P., & Huet, I. (2017). Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 54(2), 126-134. doi:10.1080/14703297.2016.1273790
2016
Building a community of practice for engaging pharmacy students to learn in a collaborative research environment
ElShaer, A., Calabrese, G., Casanova, D., & Huet, I. (2016). Building a community of practice for engaging pharmacy students to learn in a collaborative research environment. CURRENTS IN PHARMACY TEACHING AND LEARNING, 8(5), 698-707. doi:10.1016/j.cptl.2016.05.001
STAFF-STUDENT PARTNERSHIPS IN PEDAGOGIC RESEARCH: THE BENEFITS FOR STUDENTS' DEVELOPMENT OF RESEARCH COMPETENCIES
Huet, I., van der Sluis, H., & May, S. (2016). STAFF-STUDENT PARTNERSHIPS IN PEDAGOGIC RESEARCH: THE BENEFITS FOR STUDENTS' DEVELOPMENT OF RESEARCH COMPETENCIES. In ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (pp. 3232-3241). Retrieved from https://www.webofscience.com/
2015
Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.
Cabral, A. P., & Huet, I. (n.d.). Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.. Compass: Journal of Learning and Teaching, 6(10). doi:10.21100/compass.v6i10.205
2014
Assessment of research quality in higher education: contribution for an institutional framework
Cabral, A. P., & Huet, I. (2014). Assessment of research quality in higher education: contribution for an institutional framework. In 5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES Vol. 116 (pp. 1528-1532). doi:10.1016/j.sbspro.2014.01.429
2012
Construction of scientific knowledge and meaning: perceptions of Portuguese doctoral students
Figueiredo, C., Huet, I., & Pinheiro, M. D. R. (2012). Construction of scientific knowledge and meaning: perceptions of Portuguese doctoral students. In INTERNATIONAL CONFERENCE ON EDUCATION & EDUCATIONAL PSYCHOLOGY (ICEEPSY 2012) Vol. 69 (pp. 755-762). doi:10.1016/j.sbspro.2012.11.470
Making sense of metaphors about doctoral students' competences: Analysis of supervisors' voices
Baptista, A. V., & Huet, I. (2012). Making sense of metaphors about doctoral students' competences: Analysis of supervisors' voices. In CYPRUS INTERNATIONAL CONFERENCE ON EDUCATIONAL RESEARCH (CY-ICER-2012) Vol. 47 (pp. 930-937). doi:10.1016/j.sbspro.2012.06.759
Postgraduate Research Supervision Quality: Rethinking the Value of Doctoral Supervision to Design an Integrative Framework
Baptista, A. V., & Huet, I. (2012). Postgraduate Research Supervision Quality: Rethinking the Value of Doctoral Supervision to Design an Integrative Framework. The International Journal of Learning: Annual Review, 18(5), 175-194. doi:10.18848/1447-9494/cgp/v18i05/47611
2011
Linking a Research Dimension to an Internal Quality Assurance System to Enhance Teaching and Learning in Higher Education
Huet, I., Figueiredo, C., Abreu, O., Oliveira, J. M., Costa, N., Rafael, J. A., & Vieira, C. (2011). Linking a Research Dimension to an Internal Quality Assurance System to Enhance Teaching and Learning in Higher Education. In 2ND INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL PSYCHOLOGY 2011 Vol. 29. doi:10.1016/j.sbspro.2011.11.327
Research in Higher Education: the role of teaching and student learning
Cabral, A. P., & Huet, I. (2011). Research in Higher Education: the role of teaching and student learning. In 2ND INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL PSYCHOLOGY 2011 Vol. 29. doi:10.1016/j.sbspro.2011.11.211
2009
Elearning in European Higher Education: An Analysis of Present Practice in Ireland, Portugal, and the UK, with Lessons for the Bologna Process
Holmes, B., Huet, I., Leahy, D., Gardner, J., Dolan, D., & Tavares, J. (2009). Elearning in European Higher Education: An Analysis of Present Practice in Ireland, Portugal, and the UK, with Lessons for the Bologna Process. In EDUCATION ACROSS BORDERS: POLITICS, POLICY AND LEGISLATIVE ACTION (pp. 93-113). doi:10.1007/978-1-4020-9411-8_7
Evaluation of Undergraduate Students’ Involvement in Research Projects
Huet, I., Baptista, A. V., Costa, N., Jenkins, A., & Abelha, M. (2009). Evaluation of Undergraduate Students’ Involvement in Research Projects. The International Journal of Learning: Annual Review, 16(9), 575-588. doi:10.18848/1447-9494/cgp/v16i09/46597
2007
ICT in higher education: A case study of mediated blended-learning at the University of Aveiro
Huet, I., Tavares, J., Costa, N., Ramos, F., Caixinha, H., & Holmes, B. (2007). ICT in higher education: A case study of mediated blended-learning at the University of Aveiro. In PROCEEDINGS OF THE SIXTH IASTED INTERNATIONAL CONFERENCE ON WEB-BASED EDUCATION (pp. 145-+). Retrieved from https://www.webofscience.com/
2006
Turning engineers into reflective university teachers
Huet, I., Tavares, J., & Weir, G. (2006). Turning engineers into reflective university teachers. In 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4 (pp. 654-+). Retrieved from https://www.webofscience.com/
A staff development program for promoting change in higher education teaching and learning practices
Ramos, F., Costa, N., Tavares, J., & Huet, I. (2006). A staff development program for promoting change in higher education teaching and learning practices. EDUCATION FOR THE 21ST CENTURY - IMPACT OF ICT AND DIGITAL RESOURCES, 210, 405-+. Retrieved from https://www.webofscience.com/
2004
New challenges in teaching introductory programming courses: A case study
Huet, I., Pacheco, O. R., Tavares, J., & Weir, G. (2004). New challenges in teaching introductory programming courses: A case study. In Proceedings - Frontiers in Education Conference, FIE Vol. 1.