The journey to SoTL: Institutionally supporting a transition to scholars of teaching and learning

McEwan, M. (2022) The journey to SoTL: Institutionally supporting a transition to scholars of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 16(2), 5. (doi: 10.20429/ijsotl.2022.160205)

Abstract

The concept of Scholarship of Teaching and Learning (SoTL) is now being increasingly used as a tool to evidence excellence in teaching (Hutchings & Shulman, 1999; Kreber, 2002), support for academic promotion (Hutchings et al, 2011) and professional recognition within UK Higher Education (UKPSF, 2011). However, SoTL is not yet fully embedded in the typical academic role in the UK. In an environment where research is often ‘king’ the recent survey by Pritchard & McGowan (2016) demonstrates that even with growing recognition for teaching in universities, SoTL is often seen as the poorer sibling of REF-able research, and poorly understood (Gunn et al, 2014). Despite this, the value, impact and esteem associated with SoTL is growing with suggestions that SoTL should become better defined and ‘REF-able’, and that universities should act to better support and incentivise the practice of SoTL and its growth in institutions (Fanghanel et al, 2016). So how can SoTL capacity be grown within a research-intensive university in the UK and to what extent can a shared understanding of SoTL, along with a sustained engagement in SoTL be successfully cultivated? This study explores these issues by examining the perceptions of academic staff related to SoTL whilst studying a Postgraduate Certificate in Academic Practice, a professional development programme related to teaching and learning in higher education, and determining the impact of learning related to SoTL on sustained engagement in the activity.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: McEwan, Dr Michael
• Authors: McEwan, M.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: University Services > Learning and Teaching Services Division; University Services > Student and Academic Services > Academic Services
• Journal Name: International Journal for the Scholarship of Teaching and Learning
• Publisher: Georgia Southern University
• ISSN: 1931-4744
• ISSN (Online): 1931-4744
• Copyright Holders: Copyright © The Author 2022
• First Published: First published in International Journal for the Scholarship of Teaching and Learning 16(2):5
• Publisher Policy: Reproduced under a Creative Commons Licence