The Scholarship of Teaching and Learning as collaborative working: a case study in shared practice and collective purpose

Kahn, Peter ORCID: 0000-0003-1609-7540, Goodhew, Peter ORCID: 0000-0001-9690-3658, Murphy, Matt and Walsh, Lorraine
(2013) The Scholarship of Teaching and Learning as collaborative working: a case study in shared practice and collective purpose. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 32 (6). pp. 901-914.

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The Scholarship of Teaching and Learning (SoTL) has yet to fully enter the mainstream of life in higher education. In this case study, we consider a specific network focused on the reform of engineering education. The network involves global collaboration within the discipline of Engineering and is based around curricular activity that affects entire departments or groups of staff. We suggest that SoTL should pay greater attention to collaboration that addresses substantive disciplinary purposes, further embodying these purposes through spaces, motivations and capacities for action in the disciplinary and departmental setting. We frame our argument around a theoretical model of collaborative working in higher education and go on to offer a synoptic overview of ways to articulate common purpose around teaching and learning at large. Our account highlights potential drivers for such collaborative activity in other settings. In this way, we offer a means for others to develop the collective commitments, structures and understanding needed to mainstream SoTL within specific disciplinary or departmental settings. © 2013 HERDSA.

Item Type: Article
Additional Information: ## TULIP Type: Articles/Papers (Journal) ##
Uncontrolled Keywords: collaborative research, community of practice, curriculum, international network, signature pedagogies
Subjects: ?? LB2300 ??
Divisions: Faculty of Health and Life Sciences > Tech, Infrastructure and Environmental Directorate
Depositing User: Symplectic Admin
Date Deposited: 22 Nov 2013 17:02
Last Modified: 16 Dec 2022 17:15
DOI: 10.1080/07294360.2013.806439
Publisher's Statement : This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Higher Education Research and Development © Taylor & Francis, available online at:
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