Our international SoTL journey: brokering across academic hierarchies and boundaries

Scholarship of Teaching and Learning (SoTL) practices often require brokering across academic and disciplinary boundaries. As a group of seven diverse international SoTL scholars, we utilise scholarly personal narratives (SPN) as our methodology to document and explore our experiences of brokering a...

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Bibliographic Details
Published in:Teaching in higher education 2024-08, Vol.29 (6), p.1554-1571
Main Authors: Kensington-Miller, Barbara, Webb, A. S., Maheux-Pelletier, G., Gansemer-Topf, A., Lewis, H., Hofmann, A., Luu, J.
Format: Article
Language:English
Subjects:
boundary crossing
brokering
Higher education
Learning
micro-meso-macro-mega
Pedagogy
scholarly personal narratives
SoTL
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Summary:Scholarship of Teaching and Learning (SoTL) practices often require brokering across academic and disciplinary boundaries. As a group of seven diverse international SoTL scholars, we utilise scholarly personal narratives (SPN) as our methodology to document and explore our experiences of brokering across our multiple roles, disciplines and contexts. Guided by Simmons's 4M framework, we examine brokering within and across micro, meso, macro, and mega levels, illuminating the complexity of brokering. Our focus in this article is on the ways that brokering strengthens one's sense of identity, sense of legitimacy, and sense of community as a SoTL practitioner. Our study contributes to the broader SoTL literature by seeking to reaffirm SoTL as its own unique and legitimate field, emphasising the importance and complexity of brokering, and encouraging and supporting others who work within SoTL.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2022.2070841