Research output: Contribution to conference - Without ISBN/ISSN › Other › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Other › peer-review
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TY - CONF
T1 - Measuring the impact of SoTL in research-intensive business schools
T2 - Chartered ABS Learning, Teaching & Student Experience conference
AU - Newton, Radka
AU - Everett, Sally
PY - 2025/5/20
Y1 - 2025/5/20
N2 - This workshop addresses the critical need for integrating the Scholarship of Teaching and Learning (SoTL) within research-intensive business schools, focusing particularly on developing frameworks to assess the impact of teaching innovations on student learning and institutional growth. Drawing on insights from Lancaster’s Centre for Scholarship and Innovation in Management Education (SIME) and King’s Business School’s Centre for Innovation, Leadership, Education and Development (ILEAD), as well as initial findings from research, this session invites participants to explore strategies for effectively embedding and measuring the value of SoTL in management education contexts. Research-intensive business schools are uniquely poised to adopt SoTL principles due to their focus on reflective practices, experiential learning and critical thinking. Yet, SoTL remains underutilised within these institutions, often sidelined by traditional reward structures that prioritize discipline-based research over teaching scholarship. Despite studies illustrating SoTL’s positive impact, including through cross-disciplinary collaborations, many institutions face cultural and systemic barriers in fostering widespread SoTL engagement. In addition, business and management education faces broader existential challenges related to the values in the context of global polycrises. To counter these, we propose applying a Theory of Change (ToC) framework, recognising that institutional transformation requires strategic steps: defining conditions for change, enabling collaboration, and establishing robust measures of impact.
AB - This workshop addresses the critical need for integrating the Scholarship of Teaching and Learning (SoTL) within research-intensive business schools, focusing particularly on developing frameworks to assess the impact of teaching innovations on student learning and institutional growth. Drawing on insights from Lancaster’s Centre for Scholarship and Innovation in Management Education (SIME) and King’s Business School’s Centre for Innovation, Leadership, Education and Development (ILEAD), as well as initial findings from research, this session invites participants to explore strategies for effectively embedding and measuring the value of SoTL in management education contexts. Research-intensive business schools are uniquely poised to adopt SoTL principles due to their focus on reflective practices, experiential learning and critical thinking. Yet, SoTL remains underutilised within these institutions, often sidelined by traditional reward structures that prioritize discipline-based research over teaching scholarship. Despite studies illustrating SoTL’s positive impact, including through cross-disciplinary collaborations, many institutions face cultural and systemic barriers in fostering widespread SoTL engagement. In addition, business and management education faces broader existential challenges related to the values in the context of global polycrises. To counter these, we propose applying a Theory of Change (ToC) framework, recognising that institutional transformation requires strategic steps: defining conditions for change, enabling collaboration, and establishing robust measures of impact.
M3 - Other
Y2 - 19 May 2025 through 20 May 2025
ER -