Abstract
Thirty years ago Boyer's report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the 'SoTL movement' which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of serious scholarship into learning and teaching in higher education. Drawing on various debates within and outside the SoTL movement and interviews with teaching and learning leaders in the UK, we argue that the time has come to consign SoTL to history, and start the process of asserting the value of higher education research. A widened understanding of SoTL that we conceptualise as SoTL 2.0 has superseded and edged out earlier conceptualisations of SoTL (SoTL1.0), weakening SoTL's potential research rigour, legitimacy and validity.
| Original language | English |
|---|---|
| Pages (from-to) | 1084-1096 |
| Journal | Studies in Higher Education |
| Volume | 47 |
| Issue number | 6 |
| Early online date | 19 Oct 2020 |
| DOIs | |
| Publication status | Published - 2022 |
Bibliographical note
Note: This work emerged from a Higher Education Academy project 'Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector wide study'.Impact: Authors invited to spoke on subject of
'A discussion of the review into scholarship definitions currently being conducted by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) 21 Feb 2021 following publication of article. (Presentation online). HERDSA
John Canning invited to speak to University of Sussex law colleagues.
Keywords
- Education