Scholarship of Teaching and Learning as a strategy for institutional change

Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional
improvement of teaching and learning. Engagement in SoTL could be an individual
enterprise focusing external networks including conference presentations and journal
publications. This strategy could lead to development and improved teaching for the
individual but not necessarily contribute to the development of the local institution. An
alternative strategy is to engage in networks with colleagues sharing the same context. We
argue that this could lead to institutional change and that an institution needs an increasing
proportion of individuals choosing this approach if long-term change and development is to
be achieved.

Academic teachers are also researchers and aware of the importance of a theoretical base in
scholarly work. This might make them hesitate to engage in SoTL. It is important that the
theoretical level is realistic so that a high enough proportion of teachers engage in local
scholarly work within teaching and learning. We argue that if SoTL is used as an
institutional strategy the use of theory should be monitored within the local context.

We present an institutional strategy including several activities supporting SoTL. Academic
developers work to promote good practices, support scholarly dialogues both horizontally
and vertically among practitioners within the institution, and monitor the use of theory to
increase the engagement of teachers. The academic developers fulfil an act of balance
monitoring the use of theory – ensuring high engagement and at the same time gradually
raising the theoretical level of the local SoTL.