Research outputs
Selected research outputs
- 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 (Book - 2021)
2025
MICRO-CREDENTIALS FOR TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: NATIONAL AND INSTITUTIONAL APPROACHES IN UKRAINE, MONTENEGRO AND ALBANIA
Huet, I., Bastos, G., Lord, S., Aydin, C. H., Virkus, S., Kocdar, S., . . . Makhynia, N. (2025). MICRO-CREDENTIALS FOR TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: NATIONAL AND INSTITUTIONAL APPROACHES IN UKRAINE, MONTENEGRO AND ALBANIA. In EDULEARN proceedings Vol. 1 (pp. 6606-6614). IATED Academy. doi:10.21125/edulearn.2025.1628
Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review
Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., . . . Casanova, D. (2025). Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review. SUSTAINABILITY, 17(2), 27 pages. doi:10.3390/su17020756
2024
Professional development of teachers in Higher Education: contributions to a reflection
Huet, I. (2024). Professional development of teachers in Higher Education: contributions to a reflection. Revista Portuguesa De Educacao, 37(2). doi:10.21814/rpe.32680
2023
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, 9 pages. doi:10.3389/feduc.2023.1145342
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), 18 pages. 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
Applying the UTAUT2 model to determine factors impacting the adoption of Microsoft Teams as an online collaborative learning tool
Tan, C., Alhammad, M. M., Long, S. H., Casanova, D., & Huet, I. (2023). Applying the UTAUT2 model to determine factors impacting the adoption of Microsoft Teams as an online collaborative learning tool. International Journal of Smart Technology and Learning, 3(3-4), 300-324. doi:10.1504/ijsmarttl.2023.136914
2022
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 (CUP). 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
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
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), 18 pages. doi:10.4018/IJMBL.297976
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 Critical Issues in the Future of Learning and Teaching (Vol. 24, pp. 89-105). doi:10.1163/9789004529304_007
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), 19 pages. 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
Huet, I., Pessoa, T., & Murta, F. S. (2021). Excellence in Teaching and Learning in Higher Education. 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) (pp. 8 pages). 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
Desenvolvimento Epistemológico e Avaliação de Crenças Pessoais relativas ao Conhecimento e ao Processo de Conhecer: Estudo de Validação da Escala de Posicionamento Epistemológico para Estudantes de Doutoramento
Figueiredo, C., Pinheiro, M. D. R., & Huet, I. (2015). Desenvolvimento Epistemológico e Avaliação de Crenças Pessoais relativas ao Conhecimento e ao Processo de Conhecer: Estudo de Validação da Escala de Posicionamento Epistemológico para Estudantes de Doutoramento. Revista Portuguesa de Pedagogia, 105-130. doi:10.14195/1647-8614_49-1_5
Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.
Cabral, A. P., & Huet, I. (2015). Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.. Compass Journal of Learning and Teaching in Higher Education, 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. International Journal of Learning, 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 (pp. 10 pages). 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 (pp. 7 pages). 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. International Journal of Learning, 16(9), 575-588. doi:10.18848/1447-9494/cgp/v16i09/46597
2008
Strategies to Promote Effective Learning and Teaching in Higher Education
Costa, N., Jenkins, A., Huet, I., Tavares, J., Ribeiro, C., & Baptista, A. V. (2008). Strategies to Promote Effective Learning and Teaching in Higher Education. The International Journal of Learning Annual Review, 15(10), 157-164. doi:10.18848/1447-9494/cgp/v15i10/45959
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 (pp. H-5-H-9).
2003
Effects of curriculum adjustments on first-year programming courses: Students' performance and achievment
Huet e Silva, I., Pacheco, O., & Tavares, J. (2003). Effects of curriculum adjustments on first-year programming courses: Students' performance and achievment. In Proceedings Frontiers in Education Conference Vol. 1 (pp. T4-C14).