How Experienced SoTL Researchers Develop the Credibility of Their Work

Autor/inn/en	Billot, Jennie; Rowland, Susan; Carnell, Brent; Amundsen, Cheryl; Evans, Tamela
Titel	How Experienced SoTL Researchers Develop the Credibility of Their Work
Quelle	In: Teaching & Learning Inquiry, 5 (2017) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Scholarship; Instruction; Learning; Educational Research; Educational Researchers; Credibility; Comparative Education; Expertise; Semi Structured Interviews; Capacity Building; Writing for Publication; Research Methodology; Foreign Countries; Qualitative Research; Canada; New Zealand; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Glaubwürdigkeit; Vergleichende Erziehungswissenschaft; Expert appraisal; Research method; Forschungsmethode; Ausland; Qualitative Forschung; Kanada; Neuseeland; Australien; Großbritannien; USA
Abstract	Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01