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    Promotion and the scholarship of teaching and learning

    156603_156603.pdf (51.20Kb)
    Access Status
    Open access
    Authors
    Vardi, Iris
    Quin, Robyn
    Date
    2011
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Vardi, Iris and Quin, Robyn. 2011. Promotion and the scholarship of teaching and learning. Higher Education Research and Development. 30 (1): pp. 39-49.
    Source Title
    Higher Education Research and Development
    DOI
    10.1080/07294360.2011.536971
    ISSN
    07294360
    School
    CBS - Faculty Office
    Remarks

    This is an Author's version of an article published as: Vardi, Iris and Quin, Robyn. 2011. Promotion and the scholarship of teaching and learning. Higher Education Research and Development. 30 (1): pp. 39-49. ©Taylor & Francis, available online at: <a href="http://dx.doi.org/10.1080/07294360.2011.536971">http://dx.doi.org/10.1080/07294360.2011.536971</a>

    URI
    http://hdl.handle.net/20.500.11937/2691
    Collection
    • Curtin Research Publications
    Abstract

    The move toward recognizing teaching academics has resulted in the Scholarship of Teaching and Learning (SoTL) gaining a greater prominence within the academy, particularly through the academic promotions system. With several Australian universities now providing opportunities for teaching staff who do not engage in research to be promoted, it is important that the teaching criteria for promotion are demonstrably of equal value to promotion based on research. However, examination of the definitions of SoTL reveals not only their variation, but also their limitations in terms of academic promotion. This paper examines the institutional concepts underlying promotion and compares these to definitions of SoTL. It argues for a broadening of the SoTL concept to met the underlying institutional expectations of reward and recognition through promotion.

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