Disciplines, Institutions and the Performance-Based Research Fund: The Scholarship of Teaching and Learning from a New Zealand Perspective

Authors

Deborah Willis, Victoria University of WellingtonFollow

Abstract

Excerpt: At the heart of the Scholarship of Teaching and Learning (SoTL) lies a desire by many in higher education to recognise the centrality of learning and, more particularly, establish teaching as a valid scholarly activity associated with its own epistemology, rigorous methods and peer review process (Kreber, 2007). The role of teaching as a means to facilitate learning is widely recognised through the research literature and institutional policies. SoTL as an emerging field is increasingly diverse although terminology still causes debate (Kreber, 2007).

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Recommended Citation

Willis, Deborah (2009) "Disciplines, Institutions and the Performance-Based Research Fund: The Scholarship of Teaching and Learning from a New Zealand Perspective," International Journal for the Scholarship of Teaching and Learning: Vol. 3: No. 2, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2009.030207