Teaching as a Scholarly Act: A Literature Review of the Scholarship of Teaching and Learning (SoTL) in Higher Education, was launched at the MU Teaching & Learning Showcase on 13th May, alongside an accompanying Executive Summary. Developed through the Centre for Teaching and Learning, the publication forms part of the MU SoTL Resource Hub initiative, supported by SATLE funding.
Authored by Dr Tazila Ramputh, Dr Orla Hanratty and Lisa O’Regan, the review explores three central questions: what is meant by SoTL; how SoTL contributes to academic professional learning and development; and how higher education institutions support engagement with SoTL.
Drawing on international literature and institutional examples, the publication examines teaching as a scholarly, evidence-informed and publicly shared practice. By synthesising key frameworks, institutional practices, debates and challenges across the higher education landscape, it offers evidence-informed insights that can inform academic development, institutional policy and future teaching and learning initiatives. It also highlights the growing importance of creating institutional cultures that recognise and support enquiry into teaching and learning as part of academic practice.
The launch marked an important opportunity to reflect on the value of teaching as intellectual and scholarly work and on the role of SoTL in strengthening both academic practice and the student learning experience across higher education.
