'It’s a tricky question’

Exploring engagement with Scholarship of Teaching and Learning from the perspective of education-focused staff.

Abstract

In this article we explore education-focused staff’s journeys with Scholarship of Teaching and Learning (SoTL). We interviewed both Education Track academic and Professional Services Colleagues who teach within a Higher Education setting and have successfully engaged with SoTL. In doing so, we briefly explore SoTL’s journey from Boyer’s initial conception until today. It is in this context that we situate colleague’s experience with SoTL. We follow a narrative approach, in which we use anonymised participant’s stories in order to foreground the ways in which theoretical concepts (e.g. intrinsic motivation) manifests in one’s personal and professional journey. More specifically, we found that SoTL can be interpreted in various ways based on colleagues' interests, discipline and career path; namely Scholarship as vocation, expertise, innovation, and/or fulfilment.