Presentation at the HERDSA Conference 2023 held in Brisbane 5th to 7th July. A study based on academic staff disclosed needs for academic development.

1. Hey, can we get a bit of recognition please?
Staff perspectives of the recognition and reward of teaching and SoTL
HERDSA 2023
Associate Professor Mitchell Parkes
Professor Steven Warburton*
University of New England, NSW
*University of Newcastle, NSW

2. Two of the central activities of academics - teaching and research - are often in competition with each
other. Corridor conversations offering advice such as, ‘Focus on your research if you want to get
promoted’, underscore the tension between these two activities.
Similarly, if the Scholarship of Teaching and Learning (SoTL) is undervalued in the culture and values
systems of universities, academics may place career advancement before the pursuit of SoTL (Franks,
2020). For learning to be at the centre of a university’s mission, its recognition and reward processes
should demonstrably value teaching and SoTL (Center of Engaged Learning, n.d.).
Recognising and rewarding teaching and teaching-related research is critical because, “no university can
be truly excellent if it settles for anything less than excellent teaching” (Shapiro, 2007, p. 43).
Background
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3. Since 2019 (except for 2020 due to the COVID-19 pandemic), teaching and teaching-related staff at the
University of New England have been asked to complete an online survey capturing their perceptions of
how teaching and teaching-related research is recognised and rewarded. Results from this survey have been
used to inform the design and delivery of recognition and reward processes and the promotion of the
Scholarship of Teaching and Learning across the university.
The Initiative
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4. Data was collected each year over a three-week period from teaching-related staff via an anonymous online
survey comprising Likert-scale and free response type questions. Quantitative data were analysed using
descriptive and analytical statistics. This presentation explores a sub-set of results of the Likert-scale
responses from staff.
Data Collection and Analysis
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5. Survey Responses
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0%
5%
10%
15%
20%
25%
30%
35%
SA A SWA SWD D SD
The Scholarship of Teaching and Learning is not valued in the promotion process
2019 2021 2022 2023

6. Survey Responses
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0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
SA A SWA SWD D SD
The most highly rewarded staff are those orientated primarily towards research
2019 2021 2022 2023

7. Survey Responses
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0%
5%
10%
15%
20%
25%
30%
35%
SA A SWA SWD D SD
Overall, the time and effort I put into my teaching is valued.
2019 2021 2022 2023

8. There is no agreed definition of the scholarship of teaching and learning although a range of common themes
can be identified in the literature (Gurm, 2009).
There is, however, a reasonable level of consensus that the scholarship of teaching and learning is about the
teaching-learning process and improving educators’ understanding of this process (Gurm, 2009).
There is also a reflective element to the process; as well as the communication of new understandings (Kreber,
2003; Trigwell, Martin, Benjamin, & Prosser, 2000).
Scholarship of Teaching and Learning (SoTL)
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9. • Treat their classrooms and programs as a source of
interesting questions about learning.
• Find ways to explore and shed light on these questions.
• Use this evidence in designing and refining new
activities and assessments.
• Share what they have found with colleagues who can
comment, critique and build on new insights (Huber &
Hutchings, 2005, as cited in Hutchings et al., 2011).
Teaching and Learning Scholars:
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Figure 1:Components of SoTL (from Washington University, 2013)

10. • Scholarly teaching involves educators being informed by colleagues and the literature and use this
information to shape one’s practice (Fraser & Fisher, 2018).
• The Scholarship of Teaching and Learning involves the application of a research process in the evaluation
and improvement of teaching (Boyer, 1990, p. 61). The culmination of this research process involves
dissemination of results to the broader community.
Scholarly Teaching and SoTL
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11. • The UNE Scholarship Environment (Figure 2) can be experienced across a continuum from local and informal ways of
engaging with scholarly teaching practices to institution-level and formal engagement with the scholarship of teaching and
learning.
UNE Scholarship Environment
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12. Conversation - Local and informal discussion centred around learning and teaching can typically take
place in a range of formats and locations. This might occur through engagement with the community of
inquiry or through Teaching and Learning Conversations (TLC) where ideas can be shared informally and
strategies and possible avenues for future research explored.
Presentation - One of the objectives of the UNE Scholarship Environment is the sharing of ideas and
evidence-based teaching practice with UNE and the broader community.
Portfolio - Curating a portfolio of evidence-based teaching practice and achievement provides
opportunities not only for growth and development but also opportunities for recognition and reward.
Publication - The Scholarship of Teaching and Learning involves the application of a research process in
the evaluation and improvement of teaching and the dissemination of results to the broader community
(Boyer, 1990, p. 61). For example, ideas that may have started as an informal conversation amongst
colleagues can be supported and developed as research projects and ultimately become research
outputs.
UNE Scholarship Environment Components
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13. An Action Research framework provides the nexus between
learning and teaching practice and research activity.
Action Research involves undertaking iterative cycles of
planning, acting, observing and reflecting. To do action
research, one undertakes to:
• develop a plan of action to improve what is already happening
• act to implement the plan
• observe the effects of action in the context in which it occurs
• reflect on these effects as a basis for further planning,
subsequent action and so on, through a succession of cycles
(Kemmis, McTaggart, & Retallic, 2004).
Method and Approach
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Action Research Model (Maxwell, 2003)

14. The aim of AR is to produce improvement which should be a key focus of educational research.
AR offers an inclusive approach that can involve the participation of all stakeholders, including students.
AR can provide a rigorous and systematic approach to educational research better addressing issues of
reliability and validity.
AR is methodology eclectic.
AR can remove the necessity to isolate and control variables. This can be challenging in educational
research.
Research outcomes from AR can be used to inform future redevelopments and be written up as practice-
based research.
A variety of artefacts (research papers, literature reviews, conference presentations, reflective practice,
curriculum development ) can be recognised as valid outputs of this kind of activity.
Advantages of Action Research in SoTL
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15. For a university to be truly fine,
Teaching and research both must shine.
So, let’s value both passions,
And unlock their true fashions,
For excellence it’s one of a kind!
(Parkes, Warburton & ChatGPT, 2023)
And to end… a limerick
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16. Boyer, E. L. (1990). Scholarship reconsidered: priorities of the professoriate (Special Report), The Carnegie Foundation for the
Advancement of Teaching. Retrieved from https://depts.washington.edu/gs630/Spring/Boyer.pdf
Center for Engaged Learning (n.d.). SoTL & promotion and tenure. Elon University. https://www.centerforengagedlearning.org/studying-
engaged-learning/sotl-promotions-and-tenure/
Franks, A. M., & Payakachat, N. (2020). Positioning the scholarship of teaching and learning squarely on the center of the desk. American
Journal of Pharmaceutical Education, 84(9), 1169-1174.
Gurm, B. K. (2009). Is All Scholarship Equally Valued? Fusion of Horizons on the Definition and Status of Scholarship. International
Journal for the Scholarship of Teaching & Learning, 3(2). Retrieved from
https://www.academia.edu/download/3465501/Essay_Gurm.pdf
Kemmis, S., McTaggart, R., & Retallick, J. (2004). The Action Research Planner. Karachi: Aga Khan University Institute for educational
Development.
Maxwell, T.W. 2003. 'Action Research for Bhutan?', Rabsel III, 1-20. Retrieved from
https://www.academia.edu/download/41608259/Action_Research_for_Bhutan20160126-22141-1dpc757.pdf
Shapiro, H. N. (2006). Promotion & tenure & the scholarship of teaching & learning. Change: The Magazine of Higher Learning 38(2), 38-
43.
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model, Higher Education Research and
Development, 19(2), 155-168.
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References