Investigating support for scholarship of teaching and learning; We need SoTL educational leaders

Andrea S. Webb*, Anne M. Tierney

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    11 Citations (Scopus)


    In this paper, we focus on the experience of faculty learning to do the Scholarship of Teaching and Learning (SoTL). Our two studies uncovered similar threshold concepts in SoTL in two contrasting contexts; one study done in the United Kingdom with teaching-focused academics while the other study, done in North America, focussed on educational leaders at a research-intensive university. Both studies revealed similar ontological and epistemological transformations of learning and doing SoTL. Underpinning the results of these studies is the reality that educational leaders are situated within a complex cultural network of personal, professional, and financial tensions. There are two levels of institutional culture: university level and departmental level. But, institutional policies are only useful if also supported locally. This paper is of interest to those developing their expertise in supporting SoTL, as well as faculty on a teaching and scholarship career route.

    Original languageEnglish
    Pages (from-to)613-624
    Number of pages12
    JournalInnovations in Education and Teaching International
    Issue number5
    Early online date27 Jun 2019
    Publication statusPublished - 3 Sept 2020


    • academic development
    • higher education
    • institutional culture
    • Scholarship of teaching and learning
    • threshold concepts

    ASJC Scopus subject areas

    • Education


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