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Scholarship of Teaching and Learning as a strategy for institutional change

Roxå, Torgny LU ; Olsson, Thomas LU and Mårtensson, Katarina LU (2007) The HERDSA (Higher Education Research and Development Society of Australasia) 2007 International Conference In [Host publication title missing]
Abstract
Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional

improvement of teaching and learning. Engagement in SoTL could be an individual

enterprise focusing external networks including conference presentations and journal

publications. This strategy could lead to development and improved teaching for the

individual but not necessarily contribute to the development of the local institution. An

alternative strategy is to engage in networks with colleagues sharing the same context. We

argue that this could lead to institutional change and that an institution needs an increasing

proportion of individuals choosing this approach if long-term... (More)
Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional

improvement of teaching and learning. Engagement in SoTL could be an individual

enterprise focusing external networks including conference presentations and journal

publications. This strategy could lead to development and improved teaching for the

individual but not necessarily contribute to the development of the local institution. An

alternative strategy is to engage in networks with colleagues sharing the same context. We

argue that this could lead to institutional change and that an institution needs an increasing

proportion of individuals choosing this approach if long-term change and development is to

be achieved.



Academic teachers are also researchers and aware of the importance of a theoretical base in

scholarly work. This might make them hesitate to engage in SoTL. It is important that the

theoretical level is realistic so that a high enough proportion of teachers engage in local

scholarly work within teaching and learning. We argue that if SoTL is used as an

institutional strategy the use of theory should be monitored within the local context.



We present an institutional strategy including several activities supporting SoTL. Academic

developers work to promote good practices, support scholarly dialogues both horizontally

and vertically among practitioners within the institution, and monitor the use of theory to

increase the engagement of teachers. The academic developers fulfil an act of balance

monitoring the use of theory – ensuring high engagement and at the same time gradually

raising the theoretical level of the local SoTL. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
SoTL
categories
Higher Education
in
[Host publication title missing]
publisher
The Higher Education Research and Development Society of Australasia (HERDSA)
conference name
The HERDSA (Higher Education Research and Development Society of Australasia) 2007 International Conference
language
English
LU publication?
yes
id
819e5fd0-167c-45ae-ad86-5a70dd20bc7c (old id 1046327)
alternative location
http://www.herdsa.org.au/wp-content/uploads/conference/2007/papers/p233.pdf
date added to LUP
2008-03-12 10:51:04
date last changed
2016-10-07 16:13:23
@misc{819e5fd0-167c-45ae-ad86-5a70dd20bc7c,
  abstract     = {Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional <br/><br>
improvement of teaching and learning. Engagement in SoTL could be an individual <br/><br>
enterprise focusing external networks including conference presentations and journal <br/><br>
publications. This strategy could lead to development and improved teaching for the <br/><br>
individual but not necessarily contribute to the development of the local institution. An <br/><br>
alternative strategy is to engage in networks with colleagues sharing the same context. We <br/><br>
argue that this could lead to institutional change and that an institution needs an increasing <br/><br>
proportion of individuals choosing this approach if long-term change and development is to <br/><br>
be achieved. <br/><br>
 <br/><br>
Academic teachers are also researchers and aware of the importance of a theoretical base in <br/><br>
scholarly work. This might make them hesitate to engage in SoTL. It is important that the <br/><br>
theoretical level is realistic so that a high enough proportion of teachers engage in local <br/><br>
scholarly work within teaching and learning. We argue that if SoTL is used as an <br/><br>
institutional strategy the use of theory should be monitored within the local context. <br/><br>
 <br/><br>
We present an institutional strategy including several activities supporting SoTL. Academic <br/><br>
developers work to promote good practices, support scholarly dialogues both horizontally <br/><br>
and vertically among practitioners within the institution, and monitor the use of theory to <br/><br>
increase the engagement of teachers. The academic developers fulfil an act of balance <br/><br>
monitoring the use of theory – ensuring high engagement and at the same time gradually <br/><br>
raising the theoretical level of the local SoTL.},
  author       = {Roxå, Torgny and Olsson, Thomas and Mårtensson, Katarina},
  keyword      = {SoTL},
  language     = {eng},
  publisher    = {ARRAY(0xcd90bd8)},
  series       = {[Host publication title missing]},
  title        = {Scholarship of Teaching and Learning as a strategy for institutional change},
  year         = {2007},
}