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
- 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:
https://lup.lub.lu.se/record/1046327
- author
- Roxå, Torgny
LU
; Olsson, Thomas
LU
and Mårtensson, Katarina
LU
- organization
- publishing date
- 2007
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- SoTL
- categories
- Higher Education
- host publication
- [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
- conference dates
- 2007-07-08 - 2007-07-11
- language
- English
- LU publication?
- yes
- additional info
- Department affilation moved from v1000887 (CED - Centre for Educational Development) to v1000942 (Division for Higher Education Development) on 2016-03-31 08:48:52.
- 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
- 2016-04-04 11:39:29
- date last changed
- 2018-11-21 21:06:18
@inproceedings{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}},
booktitle = {{[Host publication title missing]}},
keywords = {{SoTL}},
language = {{eng}},
publisher = {{The Higher Education Research and Development Society of Australasia (HERDSA)}},
title = {{Scholarship of Teaching and Learning as a strategy for institutional change}},
url = {{http://www.herdsa.org.au/wp-content/uploads/conference/2007/papers/p233.pdf}},
year = {{2007}},
}