In the spirit of SoTL this paper seeks to make public the informal collaborative work of the co-authors around their shared experience of teaching personal development on Senior Leader Apprenticeship programmes. The increasing prevalence of teaching-based contracts places more emphasis on faculty engagement with teaching and learning, thus bringing SoTL increasingly to the fore within our institutions.
In adopting a SoTL approach, we undertake a systematic study of our teaching and/or learning and make this public by sharing and reviewing our work through presentations, performance, or publications (McKinney 2006).
The focus of our inquiry is: How can a SOTL informed approach help us to make public the work we do in delivering personal development on level 7 Senior Leader Apprenticeship Programmes?