Over the past two decades the surge in interest and activity in SoTL within the academy has happened alongside, but largely disconnected from, a corresponding, largely externally dictated, increase in the importance and expectations of various dimensions of quality agendas. The separation is not hard to understand. SoTL is primarily driven by intrinsic motivation, the desire of practitioners, often individually, to understand and resolve issues and problems. In contast, quality agendas are often seen as external and extrinsic, although issues such as academic standards and the quality of the learning experience of students feature prominently as intrinsic motivations of faculty. The paper argues that there could be benefits from greater efforts to seek connections between SoTL and quality agendas, whilst acknowledging underlying sensitivities and suspicions of many faculty. Ways of reconciling tensions are explored.

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