ABSTRACT

Thirty years ago Boyer’s report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the ‘SoTL movement’ which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of serious scholarship into learning and teaching in higher education. Drawing on various debates within and outside the SoTL movement and interviews with teaching and learning leaders in the UK, we argue that the time has come to consign SoTL to history, and start the process of asserting the value of higher education research. A widened understanding of SoTL that we conceptualise as SoTL 2.0 has superseded and edged out earlier conceptualisations of SoTL (SoTL1.0), weakening SoTL’s potential research rigour, legitimacy and validity.

摘要

三十年前博耶的报告奖学金重新考虑：教授的优先事项(1990) 激发了“SoTL 运动”的发起，旨在提高高等教育中的学与教地位。在本文中，我们认为，尽管 SoTL 运动有其光荣的意图，但它一直是高等教育学与教严肃学术研究的肉中刺。借助 SoTL 运动内外的各种辩论以及对英国教学和学习领导者的采访，我们认为现在是时候让 SoTL 成为历史，并开始断言高等教育研究价值的过程。我们将 SoTL 概念化为 SoTL 2.0 的对 SoTL 的更广泛理解已经取代并排除了早期的 SoTL (SoTL1.0) 概念化，削弱了 SoTL 潜在的研究严谨性、合法性和有效性。