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Establishing and Sustaining SoTL: The Role of Brokering and Strategic Leadership

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Title: Establishing and Sustaining SoTL: The Role of Brokering and Strategic Leadership
Language: English
Authors: Barbara Kensington-Miller, Andrea S. Webb, Geneviève Maheux-Pelletier, Heather Lewis, Ann M. Gansemer-Topf
Source: Teaching & Learning Inquiry. 2025 13.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Learning Processes, Leadership Styles, Strategic Planning, Leadership Role, Researchers, College Faculty, Faculty Development, Teacher Collaboration, Women Faculty, Communities of Practice, Barriers
ISSN: 2167-4779
2167-4787
Abstract: Although the scholarship of teaching and learning (SoTL) has continued to evolve as a field, building and sustaining SoTL within educational institutions remains challenging. Through interviews with 18 SoTL scholars, we sought to examine the question, "How do individuals and institutions sustain SoTL?" Our findings highlighted the important roles of brokering and strategic leadership. Using the landscape of practice as our theoretical framework, we identified the many ways that SoTL scholars influence and are influenced by these roles. SoTL practices are undeniably vulnerable to fluctuating institutional agendas and discourses, changes in leadership, funding opportunities, formal rewards, and overt recognition of SoTL, including scholars' positions and titles. We found institutional actions may be critical in launching SoTL, supporting it at different times, or establishing academic positions for SoTL scholars who are able to promote the field. However, institutional support waxed and waned across institutions, with a few exceptions, which meant that the SoTL brokers working across the landscape of practice sustained SoTL over time through their strategic leadership. Despite varying contexts, our participants were in it for the long haul, brokering their connections to withstand the vagaries of institutional support. Thus, building SoTL is a long-term effort that requires resilience and a certain degree of institutional support, but more importantly, sustained, bottom-up support for faculty development, collaboration, and commitment across the landscape of practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477763
Database: ERIC
FullText Text:
  Availability: 0
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: Although the scholarship of teaching and learning (SoTL) has continued to evolve as a field, building and sustaining SoTL within educational institutions remains challenging. Through interviews with 18 SoTL scholars, we sought to examine the question, "How do individuals and institutions sustain SoTL?" Our findings highlighted the important roles of brokering and strategic leadership. Using the landscape of practice as our theoretical framework, we identified the many ways that SoTL scholars influence and are influenced by these roles. SoTL practices are undeniably vulnerable to fluctuating institutional agendas and discourses, changes in leadership, funding opportunities, formal rewards, and overt recognition of SoTL, including scholars' positions and titles. We found institutional actions may be critical in launching SoTL, supporting it at different times, or establishing academic positions for SoTL scholars who are able to promote the field. However, institutional support waxed and waned across institutions, with a few exceptions, which meant that the SoTL brokers working across the landscape of practice sustained SoTL over time through their strategic leadership. Despite varying contexts, our participants were in it for the long haul, brokering their connections to withstand the vagaries of institutional support. Thus, building SoTL is a long-term effort that requires resilience and a certain degree of institutional support, but more importantly, sustained, bottom-up support for faculty development, collaboration, and commitment across the landscape of practice.
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Processes
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Strategic Planning
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      – SubjectFull: Leadership Role
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      – SubjectFull: College Faculty
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      – SubjectFull: Faculty Development
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Barriers
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