Scholarship and teaching-focused roles: An exploratory study of academics’ experiences and perceptions of support

References

• Anderson, L., & Mallanaphy, C. (2020). MKE white paper—education focused career tracks in UK business and management schools current practice and recommendations for progress. British Academy of Management. https://www.bam.ac.uk/bam-community/scholarship-and-education/white-paper.html
   Google Scholar
• Bailey, E., Le Vin, A., Miller, L., Price, K., Sneddon, S., Stapleton, G., & Wolfe, L. (2021). Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community. International Journal for Academic Development, 1–14. https://doi.org/10.1080/1360144X.2021.1917415
   Web of Science ®Google Scholar
• Bennett, D., Roberts, L., Ananthram, S., & Broughton, M. (2018). What is required to develop career pathways for teaching academics? Higher Education, 75(2), 271–286. https://doi.org/10.1007/s10734-017-0138-9
   Web of Science ®Google Scholar
• Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution on JSTOR. Teaching & Learning Inquiry The ISSOTL Journal, 1(1), 35–40. https://doi.org/10.20343/teachlearninqu.1.1.35
   Google Scholar
• Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research & Development, 28(1), 1–15. https://doi.org/10.1080/07294360802444321
   Web of Science ®Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 15–29). Greenwood Press.
   Google Scholar
• Bourdieu, P. (1998). Practical reason: On the theory of action. Stanford University Press.
   Google Scholar
• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press. https://eric.ed.gov/?id=ED326149
   Google Scholar
• Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology 18(3) , 328–352. https://doi.org/10.1080/14780887.2020.1769238
   Web of Science ®Google Scholar
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2020). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. doi:10.1080/13645579.2020.1805550.
   Web of Science ®Google Scholar
• Brooke, M., Lee, K. C., Wai-Cook, M.-S.-S., Navera, G. S., & Khuan, J. T. K. (2020). Trekking the educator track at a research-intensive university: Five accounts of different career levels. International Journal for the Scholarship of Teaching and Learning, 14(2), 2. https://doi.org/10.20429/ijsotl.2020.140203
   Google Scholar
• Chalmers, D. (2011). Progress and challenges to the recognition and reward of the scholarship of teaching in higher education. Higher Education Research & Development, 30(1), 25–38. https://doi.org/10.1080/07294360.2011.536970
   Web of Science ®Google Scholar
• Chartered Association of Business Schools. (2019). Annual membership survey 2019: Results and analysis (p. 14). Chartered Association of Business Schools. https://charteredabs.org/wp-content/uploads/2019/10/Chartered-ABS-Annual-Membership-Survey-Results-2019.pdf
   Google Scholar
• Chick, N. L. (2014). Methodologically sound’under the ‘big tent’: An ongoing conversation. International Journal for the Scholarship of Teaching and Learning, 8(2), 1–15. https://doi.org/10.20429/ijsotl.2014.080201
   Google Scholar
• Fanghanel, J., Pritchard, J., Potter, J., & Wisker, G. (2016). Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector-wide study (pp. 43). Advance HE.
   Google Scholar
• Flavell, H., Roberts, L., Fyfe, G., & Broughton, M. (2018). Shifting goal posts: The impact of academic workforce reshaping and the introduction of teaching academic roles on the Scholarship of Teaching and Learning. The Australian Educational Researcher, 45(2), 179–194. https://doi.org/10.1007/s13384-017-0247-6
   Web of Science ®Google Scholar
• Geertsema, J., Hoon, C. H., Gan, M., & Soong, A. (2018). Teaching excellence and the rise of education-focused employment track. In C. Broughan, G. Steventon, & L. Clouder (Eds.), Critical perspectives on teaching excellence (pp. 130–142). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315211251-10/teaching-excellence-rise-education-focused-employment-tracks-johan-geertsema-chng-huang-hoon-mark-gan-alan-soong
   Google Scholar
• Heffernan, T. (2021). Academic networks and career trajectory: ‘There’s no career in academia without networks’. Higher Education Research & Development, 40(5), 981–994. https://doi.org/10.1080/07294360.2020.1799948
   Web of Science ®Google Scholar
• HESA. (2021January). Higher Education staff statistics: UK, 2019/20. https://www.hesa.ac.uk/news/19-01-2021/sb259-higher-education-staff-statistics
   Google Scholar
• Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change: The Magazine of Higher Learning, 31(5), 10–15. doi:10.1080/00091389909604218.
   Google Scholar
• Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s scholarship reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3), 1–14. https://doi.org/10.14434/josotl.v15i3.13623
   Google Scholar
• Kim, A. S. N., Popovic, C., Farrugia, L., Saleh, S. A. F., Maheux-Pelletier, G., & Frake-Mistak, M. (2021). On nurturing the emergent SoTL researcher: Responding to challenges and opportunities. International Journal for Academic Development, 26(2), 163–175. https://doi.org/10.1080/1360144X.2020.1842743
   Web of Science ®Google Scholar
• Kreber, C. (2002). Controversy and consensus on the scholarship of teaching. Studies in Higher Education, 27(2), 151–167. https://doi.org/10.1080/03075070220119995
   Web of Science ®Google Scholar
• Macfarlane, B. (2011). Prizes, pedagogic research and teaching professors: Lowering the status of teaching and learning through bifurcation. Teaching in Higher Education, 16(1), 127–130. https://doi.org/10.1080/13562517.2011.530756
   Web of Science ®Google Scholar
• McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, (2006(129), 37–50. https://doi.org/10.1002/ir.170.
   Google Scholar
• Myatt, P., Gannaway, D., Chia, I., Fraser, K., & McDonald, J. (2018). Reflecting on institutional support for SoTL engagement: Developing a conceptual framework. International Journal for Academic Development, 23(2), 147–160. https://doi.org/10.1080/1360144X.2017.1346511
   Web of Science ®Google Scholar
• Oppenheim, A. N. (2000). Questionnaire design, interviewing and attitude measurement. Bloomsbury Publishing.
   Google Scholar
• Potter, M., & Kustra, E. (2011). The relationship between scholarly teaching and SoTL: Models, distinctions, and Clarifications. International Journal for the Scholarship of Teaching and Learning, 5(1): 1–18, Article 23. https://doi.org/10.20429/ijsotl.2011.050123
   Google Scholar
• Ross, J. (2020October29). Academic overwork ‘leaves no time for keeping healthy’. Times Higher Education (THE). https://www.timeshighereducation.com/news/academic-overwork-leaves-notime-keeping-healthy
   Google Scholar
• Shulman, L. S. (2000). Fostering a scholarship of teaching and learning. Institute of Higher Education, The University of Georgia. https://eric.ed.gov/?id=ED442420
   Google Scholar
• Simmons, N., Eady, M. J., Scharff, L., & Gregory, D. (2021). SoTL in the margins: Teaching-focused role case studies. Teaching & Learning Inquiry, 9(1), 61–78. doi:10.20343/teachlearninqu.9.1.6..
   Web of Science ®Google Scholar
• Smith, S., & Walker, D. (2021). Scholarship and academic capitals: The boundaried nature of education-focused career tracks. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2021.1965570
   Web of Science ®Google Scholar
• Tharapos, M., & Marriott, N. (2020). Beauty is in the eye of the beholder: Research quality in accounting education. The British Accounting Review, 52(5), 100934. https://doi.org/10.1016/j.bar.2020.100934
   Web of Science ®Google Scholar
• Tierney, A. M., Aidulis, D., Park, J., & Clark, K. (2020). Supporting SoTL development through communities of practice. Teaching & Learning Inquiry, 8(2), 32–52. https://doi.org/10.20343/teachlearninqu.8.2.4
   Web of Science ®Google Scholar
• Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research & Development, 19(2), 155–168. https://doi.org/10.1080/072943600445628
   Google Scholar
• Trigwell *, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523–536. https://doi.org/10.1080/0307507042000236407
   Web of Science ®Google Scholar
• Webb, A. S., & Tierney, A. M. (2020). Investigating support for scholarship of teaching and learning; We need SoTL educational leaders. Innovations in Education and Teaching International, 57(5), 613–624. https://doi.org/10.1080/14703297.2019.1635905
   Web of Science ®Google Scholar
• Whitton, J., Parr, G., & Choate, J. (2021). Developing the education research capability of education-focused academics: Building skills, identities and communities. Higher Education Research & Development, 41(6), 2122–2136. https://doi.org/10.1080/07294360.2021.1946016
   Web of Science ®Google Scholar