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  • 18mscholarship of teaching and learning

    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

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Tracking the Scholarship of Teaching and Learning

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Tracking the Scholarship of Teaching and Learning. / Tight, Malcolm Peter.

In: Policy Reviews in Higher Education, Vol. 2, No. 1, 2018, p. 61-78.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Tight, MP 2018, 'Tracking the Scholarship of Teaching and Learning', Policy Reviews in Higher Education, vol. 2, no. 1, pp. 61-78. https://doi.org/10.1080/23322969.2017.1390690

APA

Vancouver

Tight MP. Tracking the Scholarship of Teaching and Learning. Policy Reviews in Higher Education. 2018;2(1):61-78. Epub 2017 Nov 6. doi: 10.1080/23322969.2017.1390690

Author

Tight, Malcolm Peter. / Tracking the Scholarship of Teaching and Learning. In: Policy Reviews in Higher Education. 2018 ; Vol. 2, No. 1. pp. 61-78.

Bibtex

@article{cbbe6ca7a9204d2f8ba0ae64409e0566,
title = "Tracking the Scholarship of Teaching and Learning",
abstract = "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.",
keywords = "Scholarship of teaching and learning, pedagogical research, higher education research",
author = "Tight, {Malcolm Peter}",
note = "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",
year = "2018",
doi = "10.1080/23322969.2017.1390690",
language = "English",
volume = "2",
pages = "61--78",
journal = "Policy Reviews in Higher Education",
issn = "2332-2969",
publisher = "Taylor & Francis",
number = "1",

}

RIS

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 - 2332-2969

IS - 1

ER -