Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice
The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Ta...
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Society for Teaching and Learning in Higher Education
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doaj-4da098b9e52c46709b8ad64d2d158fad2020-11-25T01:36:37ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning 1918-29021918-29022019-05-01101https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in PracticeNicola Simmons0K. Lynn Taylor1Brock UniversityUniversity of CalgaryThe gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain. L’écart qui existe entre la pratique de certains professeurs basée sur l’idéal de l’ACEA – améliorer l’apprentissage des étudiants – et l’infrastructure et le leadership institutionnels en place pour soutenir ce travail est un défi continu pour le développement de la discipline (Hutchings, Huber et Ciccone, 2011; Poole, Taylor et Thompson, 2007; Simmons, à venir). Afin de mieux comprendre la manière dont les professeurs, dans leurs divers rôles, contribuent au développement de l’ACEA dans le contexte de la culture de leurs établissements, cette étude examine comment les professeurs, les conseillers pédagogiques et les administrateurs assurent le leadership en ACEA. Une approche basée sur la théorie ancrée (Leedy et Ormrod, 2001) a guidé le développement d’une enquête qui comportait des questions fermées et des questions ouvertes pour inviter les répondants à partager leurs conceptions personnelles et leurs expériences vécues en matière d’ACEA. À partir des réponses obtenues (n=75), nous avons identifié des manières selon lesquelles les professeurs, les conseillers pédagogiques et les administrateurs interprètent leurs rôles en matière de leadership en ACEA et comment ils peuvent jouer un rôle essentiel pour faciliter le leadership au sein de leurs établissements et au-delà afin de créer des réseaux sociaux essentiels au travail de l’ACEA (Mårtensson, Roxå et Olsson, 2012; Williams et al, 2013) et de contribuer à la culture institutionnelle qui soutient et valorise ce travail. Les résultats révèlent comment les écarts entre le travail de professeurs individuels et la culture de leur communauté universitaire sont comblés par le biais de divers rôles de leadership qui traversent plusieurs niveaux au sein de leurs établissements et identifient certains des écarts qui subsistent.https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7995/6574SoTLdimensions of leadershipSoTL diffusion |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Nicola Simmons K. Lynn Taylor |
spellingShingle |
Nicola Simmons K. Lynn Taylor Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice Canadian Journal for the Scholarship of Teaching and Learning SoTL dimensions of leadership SoTL diffusion |
author_facet |
Nicola Simmons K. Lynn Taylor |
author_sort |
Nicola Simmons |
title |
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice |
title_short |
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice |
title_full |
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice |
title_fullStr |
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice |
title_full_unstemmed |
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice |
title_sort |
leadership for the scholarship of teaching and learning: understanding bridges and gaps in practice |
publisher |
Society for Teaching and Learning in Higher Education |
series |
Canadian Journal for the Scholarship of Teaching and Learning |
issn |
1918-2902 1918-2902 |
publishDate |
2019-05-01 |
description |
The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.
L’écart qui existe entre la pratique de certains professeurs basée sur l’idéal de l’ACEA – améliorer l’apprentissage des étudiants – et l’infrastructure et le leadership institutionnels en place pour soutenir ce travail est un défi continu pour le développement de la discipline (Hutchings, Huber et Ciccone, 2011; Poole, Taylor et Thompson, 2007; Simmons, à venir). Afin de mieux comprendre la manière dont les professeurs, dans leurs divers rôles, contribuent au développement de l’ACEA dans le contexte de la culture de leurs établissements, cette étude examine comment les professeurs, les conseillers pédagogiques et les administrateurs assurent le leadership en ACEA. Une approche basée sur la théorie ancrée (Leedy et Ormrod, 2001) a guidé le développement d’une enquête qui comportait des questions fermées et des questions ouvertes pour inviter les répondants à partager leurs conceptions personnelles et leurs expériences vécues en matière d’ACEA. À partir des réponses obtenues (n=75), nous avons identifié des manières selon lesquelles les professeurs, les conseillers pédagogiques et les administrateurs interprètent leurs rôles en matière de leadership en ACEA et comment ils peuvent jouer un rôle essentiel pour faciliter le leadership au sein de leurs établissements et au-delà afin de créer des réseaux sociaux essentiels au travail de l’ACEA (Mårtensson, Roxå et Olsson, 2012; Williams et al, 2013) et de contribuer à la culture institutionnelle qui soutient et valorise ce travail. Les résultats révèlent comment les écarts entre le travail de professeurs individuels et la culture de leur communauté universitaire sont comblés par le biais de divers rôles de leadership qui traversent plusieurs niveaux au sein de leurs établissements et identifient certains des écarts qui subsistent. |
topic |
SoTL dimensions of leadership SoTL diffusion |
url |
https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7995/6574 |
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