1. UK Perspectives on the Scholarship of Teaching and Learning Nick Hammond Senior Adviser, Higher Education Academy and University of York, UK Nick.Hammond@heacademy.ac.uk

2. IS-SOTL conference (October 2004) 2 Plan The UK context & systems Implications at different levels  National  Institutional  Disciplinary  Individual Key issues

3. IS-SOTL conference (October 2004) 3 UK systems AGENCIES Research quality RAE Teaching quality QAA Teaching support HE Funding Councils Initiatives: FDTL, CETL Infrastructure HE Academy - NTFS Other groups SRHE, SEDA, SOTL HE INSITUTIONS Research strategies Reward strategies T&L strategies Teaching assurance mechanisms Support for innovation & enhancement INDIVIDUALS Res performance: pubs in high-impact journals Career progression Devel of discipline- based T&L and R-T links Professionalism in teaching and CPD Scholarship of teaching & learning

4. IS-SOTL conference (October 2004) 4 National level (1) Separate development of policy for research and for teaching support Research policy focussed on rewarding discipline-based international excellence  Poor routes for recognition and reward of discipline-based pedagogic research & scholarship  Little change likely

5. IS-SOTL conference (October 2004) 5 National level (2) Quality mechanisms focussed more on assurance than enhancement  Universities have nevertheless strengthened T&L support and reward Growing central funding for enhancement, support and professionalisation  Higher Education Academy (merging of LTSN, ILTHE + NTFS and other groups)  Funding for Centres for Excellence in Teaching and Learning [start 2005]

6. IS-SOTL conference (October 2004) 6 Institutional level Increasing differentiation of research-led institutions from others  Potential weakening of res-teaching links Only minor incentives for institutions to reward scholarship  Some funding for T&L enhancement  Some enabling organisations  CETLs may provide an additional lever  Possible future policy developments to support scholarship

7. IS-SOTL conference (October 2004) 7 Discipline level Strong support from HEA (LTSN) Subject Centres for discipline-based scholarship Backed up by some professional bodies Discipline differences in nature of SoTL, and research-teaching relationships  Policy developments should avoid a “one model fits all” approach

8. IS-SOTL conference (October 2004) 8 Individual level Research performance drives progression for most academic staff SoTL still a “minority sport” but with growing credibility in most disciplines (through HEA Subj Centres, Nat Teaching Fellows etc) Signs of (slight) shift towards more serious consideration of student views  National student survey  Worries about deregulation of fee-charging

9. IS-SOTL conference (October 2004) 9 Key issues Systemic separation between R and T policies Lack of reward for scholarship (institutions and individuals) Status of scholarship low but rising Strong support mechanisms, but too often operating in a vacuum Discipline diversity