Comments

Copyright © 2011 Routledge Taylor and Francis. This is the authors final version of the work before publication. This article was published in Higher Education Research & Development Journal by Routledge Taylor and Francis in 2011. The published article is available online at http://dx.doi.org/10.1080/07294360.2011.536969

Abstract

A working group was established at AUT University in 2005 with a brief to identify initiatives that might be taken to promote and support staff engagement in the Scholarship of Teaching and Learning (SoTL). The working group recognized that a ‘stock-taking’ exercise would need to be undertaken before appropriate initiatives could be identified, trialled and evaluated. In this article the methodology and specific methods used for the stock-take, which included bench-marking with other New Zealand universities, are outlined and key findings are presented and discussed. These findings provide a helpful snapshot of the presence of SoTL within New Zealand universities and within the everyday lives of New Zealand university teachers. They highlight the complexity of those lives and tertiary institution environments that can make it challenging for teachers to become more scholarly and to engage in SoTL. They also point to ways in which those environments may be made more conducive to the realization of these goals. In this article, the methodology and specific methods used for the stock-take, which included bench-marking with other New Zealand universities, are outlined and key findings are presented and discussed.

Disciplines

Education | Educational Assessment, Evaluation, and Research | Higher Education Administration | International and Comparative Education | Other Education | Teacher Education and Professional Development

Recommended Citation

Haigh, N., Gossman, P., and Jiao, X. (2011) “Undertaking an institutional 'stock-take' of SoTL: New Zealand university case studies”, Higher Education Research & Development, 30(1), 9 — 23