Growing a scholarship of teaching and learning institutionally

Abstract

While a number of studies report on how a scholarship of teaching and learning (SoTL) has been implemented in particular disciplines or faculties, arguably much less is known about how this can be achieved university-wide. This paper brings the lens of SoTL retrospectively, from the vantage position of a university leader, to a range of teaching and learning initiatives that were introduced in one South African university. Institutional evidence is provided on the multiple teaching and learning activities and their outcomes, which are analysed through an engagement with the literature on SoTL in four broad areas of teaching and learning: research and innovation; recognition, rewards and academic promotions; professional development and practice; and policy review and development. This is followed by a discussion on institutionalising SoTL through an ‘organic approach’. It is concluded that SoTL can be grown institutionally, especially when conceptualised more inclusively and as multidimensional.

Keywords:

• multidimensional scholarship of teaching and learning
• institutionalising SoTL organically
• teaching and learning research
• professional development
• academic promotions
• policy review and development as SoTL

Acknowledgements

While I take responsibility for this article, sincere appreciation for reading and commenting on various drafts of the paper is expressed to Ms Reshma Subbaye, Dr Rubby Dhunpath, Prof Damtew Teferra, Prof Michael Samuel, Prof Malegapuru Makgoba, Ms Corlia Ogle, the reviewers and to various UKZN staff who made data available.

Disclosure statement

No potential conflict of interest was reported by the author.

ORCID

Renuka Vithal http://orcid.org/0000-0002-3395-7912

Notes

1. Refers to UKZN Quality Enhancement Report (2015) submitted to the Council on Higher Education.