Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Policy Reviews in Higher Education on 06/11/2017, available online: http://www.tandfonline.com/10.1080/23322969.2017.1390690
Accepted author manuscript, 263 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Tracking the Scholarship of Teaching and Learning
AU - Tight, Malcolm Peter
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Policy Reviews in Higher Education on 06/11/2017, available online: http://www.tandfonline.com/10.1080/23322969.2017.1390690
PY - 2018
Y1 - 2018
N2 - The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy – particularly at the level of the individual, course or department – it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.
AB - The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy – particularly at the level of the individual, course or department – it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.
KW - Scholarship of teaching and learning
KW - pedagogical research
KW - higher education research
U2 - 10.1080/23322969.2017.1390690
DO - 10.1080/23322969.2017.1390690
M3 - Journal article
VL - 2
SP - 61
EP - 78
JO - Policy Reviews in Higher Education
JF - Policy Reviews in Higher Education
SN - 2332-2950
IS - 1
ER -