Repositioning Student Voice and Agency: A Call for the Epistemic Expansion of Scholarship of Teaching and Learning Inquiry

This article investigates lecturers’ and students’ perspectives on effective teaching practices in Islamic higher education during the Covid -19 pandemic. The pandemic caused the movement of teaching and learning modes from face to face into online/distance teaching and learning. The different modes of teaching and learning processes may raise a different perspective on effective teaching and learning practices, especially in Islamic higher education. Thirteen English lecturers and 262 English students from the third, fifth, and seventh semesters participated in this survey research. Questionnaires are distributed through Google Forms to collect data on lecturers’ and students’ perspectives on effective teaching practices. The results show that the lecturers and students have good perspectives on four aspects of online teaching (pedagogical, managerial, social, and technological roles) as effective teaching practices in higher education during the Covid-19 pandemic. However, lecturers and students have quite different sequences of most frequent responses on the roles. The three sequences of the lecturers’ responses are social roles, managerial roles, and pedagogical roles. Then the three sequences of the students’ responses are pedagogical roles and managerial roles (two positions: the second and third positions). This different perspective can be a consideration in conducting online teaching and learning.

In the face of the multiple transformations made in global scale in the social, political, economic, geographic and cultural fields, from the ongoing processes of the capitalist restructuring, globalization and neoliberalism, giving privilege to the market relations, the educational institutions had to redefine their roles over the new pattern of labor organization, of the labor’s profile as well as the types of formation. The study is bounded to the line of research “Saberes e Práticas Educativas”. The thesis argues that the pedagogical practice of the pedagogues who teach the subject Didactics in the public higher education institutions in Piaui corresponds to what the specialists in university teaching consider important as regards the conceptions of teaching and didactic dimensions. Therefore, the general purpose of this study is to investigate, study and comprehend which are the conceptions of teaching and didactic dimensions that the university professors, initially graduated in Pedagogy who work in Pedagogy courses and other degrees from public higher education institutions in the State of Piaui, have over their teaching practice in the higher education. It aims to display the interactions that these teachers establish among themselves and with the organization of their teaching work through the categories of study: conceptions of teaching and didactic dimensions. The research approaches a quantitative and qualitative methodology, in its priority is not only the data collection in its numeric form and percentage/ graphic and the opinion of the subjects in order to respond the following questions: 1 What are conceptions of teaching and didactic dimensions that the university professors, initially graduated in Pedagogy who work in Pedagogy courses in public higher education institutions in the State of Piaui, have over their teaching practice in the higher education? 2. What are the interactions that these teachers establish among themselves and with the organization of their teaching work through the categories of study: conceptions of teaching and didactic dimensions? Two Brazilian public universities that serve the whole state of Piaui, Universidade Federal Do Piaui (UFPI) – and in its 05 campuses, and the Universidade Estadual do Piaui (UESPI) – in its 11 campuses where there is the Pedagogy Course were chosen as research locations. were chosen as research locations. The used research instrument was a structured questionnaire developed in the Google Docs platform with closed questions disposed on a 5-point Likert-type scale and an opened one. We used the descriptive statistics to analyze the quantitative data and the analysis of the content by Bardin to analyze the qualitative ones. 40 professors who teach the Didactics subject in Pedagogy courses and other degrees in the public universities of the state of Piaui. The results allowed deducing that the pedagogue professors who teach the Didactics subject in Pedagogy courses and other degrees in the public universities of the state of Piaui, in their teaching practice in higher education, give privilege to a multidimensional perspective of education and teaching, therefore, think over the Didactics embedded to its epistemological principles, promoting critical reflections on the complexity about teaching, including, however, the analysis of the sociocultural, political, economic, technical, ethical, cognitive, human that interconnect in the construction/reconstruction of the knowledge historically constituted. Furthermore, in their teaching practice, they realize the teaching permeated by the contradictions and dilemmas in the contexts, in which they are inserted. Therefore, Didactics contributes to the professors exercise their educative actions in a transforming perspective of the factors that complicate the realization of a public, democratic and good education.

This conceptual study explores the dynamic interplay between Quality Assurance (QA) and the Scholarship of Teaching and Learning (SoTL) as mechanisms for empowering academic identity and advancing transformative educational practice in higher education. The paper argues that QA has evolved beyond its traditional compliance-oriented function to become a developmental and scholarly process that reinforces reflective practice, professional autonomy, and institutional credibility. Within the South African context, QA is increasingly positioned as a catalyst for pedagogical innovation and scholarly engagement, aligning teaching and learning with national transformation imperatives and global competitiveness. Drawing from recent literature (2020–2025), the study conceptualises QA as a vehicle for embedding SoTL within institutional cultures, fostering continuous improvement and scholarly teaching. The analysis demonstrates that QA-driven processes such as peer review, curriculum alignment, and systematic evaluation facilitate evidence-based decision-making, strengthen academic agency, and enhance the quality of student learning outcomes. Furthermore, the integration of QA with SoTL is shown to enhance institutional reputation and accountability by situating academics as co-creators of educational quality rather than passive recipients of policy mandates. This engagement promotes reflective inquiry, collaborative knowledge sharing, and the development of professional communities of practice that reinforce academic identity as both scholarly and transformative. The paper also situates QA within broader global educational trends such as internationalisation, digitalisation, and inclusivity arguing that QA frameworks grounded in SoTL enable academics to adapt to these shifts through innovation and research-informed teaching. Through this reframing, QA is reconceptualised as a scholarly and developmental process that validates academic expertise, encourages reflective pedagogy, and sustains institutional excellence. Ultimately, the study concludes that advancing SoTL through QA not only strengthens academic identity but also enhances institutional legitimacy and global competitiveness. By embedding QA within SoTL driven frameworks, higher education institutions can cultivate a culture of continuous improvement, scholarly teaching, and transformative practice that redefines academic professionalism and drives systemic educational reform.

Scholarship of teaching and learning (SoTL) refers to an active, conscious and continuous act of research in teaching by lecturers with specific aims to share it with other fellow lecturers later on through scholarly writing or publication [24]. It is proposed that scholarship of teaching and learning is fundamental to improve the teaching practice of lecturers which will influence students' learning [1]. The scholarship of teaching and learning is highly contextualised because it involves the culture of disciplines in which it is applied [25]. Therefore, it is important to investigate the conceptions of scholarship of teaching and learning that lecturers held in which it might influence their effort in engaging in any activity related to the scholarship of teaching and learning such as research in teaching which can be done through action research. Findings from a study showed that unfamiliarity with the concept of scholarship of teaching and learning by lecturers might lead to their indifference attitude toward the practice of scholarship of teaching and learning [26]. Therefore, this study aims to examine the conceptions and practice in scholarship of teaching and learning in various institutions of higher education in Malaysia especially in the scientific and technological based faculties. This article describes a preliminary study using a case study approach in which two lecturers from an engineering faculty will be selected as the respondents. Purposive sampling will be used as sampling design to investigate the conceptions and practice of teaching and learning that Malaysian lecturers held in which it might influence their effort and engagement in any activity related to the scholarship of teaching and learning such as by two lecturers of a scientific and technological based faculty i.e. engineering faculty. They will be selected based on the different experiences that they have in teaching and also working in the industry. For data analysis, the researchers will use thematic analysis to analyse qualitative data. The findings of this study might uncover the perceived importance of the practice of teaching and learning that Malaysian lecturers held in which it might influence their efforts and engagements in any activity related to the scholarship of teaching and learning such as by two engineering lecturers. In addition, the findings of this study will be used to prompt future research in which the emerging themes could be used as constructs in constructing questionnaire items that explore the practice of teaching and learning that Malaysian lecturers held in which it might influence their efforts and engagements in any activity related to the scholarship of teaching and learning such as using quantitative method.

Collaboration between academic and professional support colleagues, including those working between roles or third space professionals, is essential to develop ongoing teaching practice in higher education (HE). From the perspective of a ‘third space professional’, this study evaluates the value of a university-wide collaboratively developed website as an inclusive Community of Practice (CoP) in a post-1992 university. The website aimed to share inclusive teaching resources, designed in previous practice, and initiatives for colleagues new to teaching, with the purpose of supporting new Professional Standards Framework (PSF) (AdvanceHE, 2023) criteria. A small-scale case study approach was taken using mixed methods of semi-structured interviews and pre and post launch website data analytics to triangulate and analyse data. The existence, benefits and challenges in collaboration between professional support and academic colleagues were evaluated. The value of the website was also analysed as a model to build collaboration as a CoP to promote teaching development and disseminate an inclusive pedagogy. Although the will to collaborate was identified, alongside increased recognition of professional colleagues’ credentials, opportunities to collaborate were reduced due to workloads, time and a research-intensive culture where teaching initiatives and collaborations were less valued. This study suggests that third space professionals can promote value in teaching development in Education Developer roles by increasing the Scholarship of Teaching and Learning (SoTL) and designing theory-based teaching resources to support academic workloads and encourage collaboration.

The field of learning analytics has great potential to inform and enhance teaching and learning practices in higher education. However, while many studies are being conducted to examine new learning analytics tools or ways that learning analytics can be used to address specific problems such as student retention, few studies have explored the fundamental needs of teaching staff in addressing educational problems or making improvements to their teaching. This paper presents the initial findings from research being conducted with staff associated with teaching and learning at the University of Melbourne to identify the needs and potential uses of learning analytics to improve educational outcomes. The role learning analytics will play in informing teaching practice in higher education is considered, as well as implications for future research in the field.

Faced with the challenges of the changes in: higher education, educational developers’ roles and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusion.

April 01 2015 Design for an Unknown Future: Amplified Roles for Collaboration, New Design Knowledge, and Creativity Stephanie Wilson, Stephanie Wilson Stephanie Wilson has a PhD from the University of New South Wales, Australia, and a postgraduate qualification in University Learning and Teaching. She has been involved in numerous projects to enhance learning and teaching practice in higher education, and was recently involved in a national project funded by the Australian Learning and Teaching Council investigating curriculum development in studio teaching. Search for other works by this author on: This Site Google Scholar Lisa Zamberlan Lisa Zamberlan Lisa Zamberlan is a senior lecturer and design studio leader at the Faculty of Built Environment, University of New South Wales, Australia. She recently held the position of Faculty Learning and Teaching Fellow and in this role collaborated on key strategic change initiatives to enhance learning and teaching experiences in the faculty. Her research examines the interrelated themes of the future of design practice and learning and teaching in the design studio. Search for other works by this author on: This Site Google Scholar Author and Article Information Stephanie Wilson Stephanie Wilson has a PhD from the University of New South Wales, Australia, and a postgraduate qualification in University Learning and Teaching. She has been involved in numerous projects to enhance learning and teaching practice in higher education, and was recently involved in a national project funded by the Australian Learning and Teaching Council investigating curriculum development in studio teaching. Lisa Zamberlan Lisa Zamberlan is a senior lecturer and design studio leader at the Faculty of Built Environment, University of New South Wales, Australia. She recently held the position of Faculty Learning and Teaching Fellow and in this role collaborated on key strategic change initiatives to enhance learning and teaching experiences in the faculty. Her research examines the interrelated themes of the future of design practice and learning and teaching in the design studio. Online ISSN: 1531-4790 Print ISSN: 0747-9360 © 2015 Massachusetts Institute of Technology2015 Design Issues (2015) 31 (2): 3–15. https://doi.org/10.1162/DESI_a_00318 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Stephanie Wilson, Lisa Zamberlan; Design for an Unknown Future: Amplified Roles for Collaboration, New Design Knowledge, and Creativity. Design Issues 2015; 31 (2): 3–15. doi: https://doi.org/10.1162/DESI_a_00318 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsDesign Issues Search Advanced Search This content is only available as a PDF. © 2015 Massachusetts Institute of Technology2015 Article PDF first page preview Close Modal You do not currently have access to this content.

The Joy and Responsibility of Teaching Well

Improve Teaching or Research? SoTL Method Does Both

This chapter provides a systematic review of the Scholarship of Teaching and Learning (SoTL) research in the higher education context. This review aims to report on the key themes and concerns addressed by SoTL researchers in the last five years. A total of 181 articles were analyzed and five salient themes of research emerged based on how the research questions and/or methodological approaches related to SoTL in the context of Higher Education Institutes (HEIs). These themes are (1) Conceptualizing and framing SoTL, which focuses on the definitions and conceptualizations of SoTL in specific contexts, and the development of conceptual or theoretical frameworks for SoTL; (2) SoTL methodologies and approaches, which concerns particular methodologies used in SoTL research, as well as the synthesis of diverse SoTL methodologies; (3) Teaching and learning strategies and tools, which covers strategies for faculty professional development, strategies for improving student learning experience, and tools for teaching and learning; (4) Applied SoTL research, which includes applied research in the context of specific academic disciplines and across multiple disciplines, as well as SoTL research involving collaborative partnerships between researchers; and (5) Institutional support for SoTL, which comprises strategies and practices for supporting SoTL at the institutional level, the role of education leadership in advancing SoTL, and the development of an institutional culture for SoTL. We concluded the analysis by summarizing the major trends from the literature review and determined specific gaps in the literature to offer suggestions for future research.

Scholarship of Teaching and Learning (SoTL) is an integral academic practice that provides professional development opportunities for faculty and enhances students’ classroom learning experiences. However, institutions vary significantly in valuing and implementing a culture of SoTL, creating a discrepancy which prohibits educators from fully embracing the identity of a SoTL scholar. Acknowledgment of SoTL work in tenure and promotion guidelines is not as widespread across different institutions, which could deter junior/instructional faculty from entering (and staying in) the SoTL space. Various academic disciplines differ on how SoTL work is valued. Without an intentional institution-based SoTL initiative, many may regard SoTL merely as a side addition to their professional career. However, SoTL is a field that systematically examines processes and practices in teaching and learning. It provides valuable insights and tools for teaching professionals to reflect on their teaching methods, explore evidence-based best practices, and transform student learning experiences. Research demonstrates educational benefits for students both as the primary beneficiary of SoTL and as active student partners in SoTL initiatives. Therefore, considering its nature of enhancing classroom experiences, SoTL is applicable to all teaching professionals, regardless of the respective institutional policies or narratives around it. The future of SoTL programming/initiatives should build on the idea that SoTL is not a one-time project; instead, it should weave in the intersections of teaching and research identities, and in response, create a SoTL community of care that focuses on continuous improvement and mutual support. Dissemination of SoTL should be an open invitation to all teaching bodies so that the SoTL scholar identity is embraced as one of their core professional identities. This article concludes by proposing a PEOPLE framework for the SoTL community of care.

This article provides insight into teaching practices in higher education. The empirical data are from master's programs in educational school leadership at universities in Norway and the United States (California). We employed a case study approach to investigate how teaching practices unfolded at the two sites. The data comprised textual materials and video data from two cases. Using Actor–Network Theory, we identified the key entities (social and material) that constitute the teaching practices. While the entities were fairly similar in the cases, the resulting relationships between them, while appearing distinctive, differed. Insights into how teaching practices unfold can offer valuable knowledge when evaluating existing programs and designing new programs in higher education.

Dominant conceptions of teaching in higher education imply that, essentially, there are two types of teaching approaches: the ‘content’ and the ‘student-focused’ approach. Against that background, this paper has a dual purpose. On the one hand, it initiates a critique of the contemporary teaching approaches framework. On the other hand, it offers some suggestions as to an appropriate methodology for researching teaching in higher education, given its critique of the teaching approaches framework. The methodology here is built around a detailed description and analysis of the teaching practices of two lecturers from different disciplinary fields in a Spanish University. Building on an observation of the micro-level of their teaching practices and taking into account students’ experiences, it is suggested that broad a priori categories are always going to be inadequate in capturing teaching practices in higher education.

The concept of Scholarship of Teaching and Learning (SoTL) is now being increasingly used as a tool to evidence excellence in teaching (Hutchings & Shulman, 1999; Kreber, 2002), support for academic promotion (Hutchings et al, 2011) and professional recognition within UK Higher Education (UKPSF, 2011). However, SoTL is not yet fully embedded in the typical academic role in the UK. In an environment where research is often ‘king’ the recent survey by Pritchard & McGowan (2016) demonstrates that even with growing recognition for teaching in universities, SoTL is often seen as the poorer sibling of REF-able research, and poorly understood (Gunn et al, 2014). Despite this, the value, impact and esteem associated with SoTL is growing with suggestions that SoTL should become better defined and ‘REF-able’, and that universities should act to better support and incentivise the practice of SoTL and its growth in institutions (Fanghanel et al, 2016). So how can SoTL capacity be grown within a research-intensive university in the UK and to what extent can a shared understanding of SoTL, along with a sustained engagement in SoTL be successfully cultivated? This study explores these issues by examining the perceptions of academic staff related to SoTL whilst studying a Postgraduate Certificate in Academic Practice, a professional development programme related to teaching and learning in higher education, and determining the impact of learning related to SoTL on sustained engagement in the activity.