Show simple record

dc.contributor.authorHutchings, Pat
dc.contributor.authorBorin, Paola
dc.contributor.authorKeesing-Styles, Linda
dc.contributor.authorMartin, Lynn
dc.contributor.authorMichael, Renee
dc.contributor.authorScharff, Lauren
dc.contributor.authorSimkins, Scott
dc.contributor.authorIsmail, Ahmed
dc.date.accessioned2014-05-08T01:00:18Z
dc.date.available2014-05-08T01:00:18Z
dc.date.issued2013
dc.identifier.issn2167-4787
dc.identifier.issn2167-4779
dc.identifier.urihttps://hdl.handle.net/10652/2409
dc.description.abstractIn recent years, as pressures for accountability have increased in higher education, some members of the Scholarship of Teaching and Learning (SoTL) community may worry that the inquiry-based, improvement-focused practices they advocate could be put at risk by easy-to-administer, one-size-fits-all forms of assessment, quality assurance, and administrative control. But while acknowledging both real and perceived tensions between these two movements, we also examine some of the ways and settings in which they are converging, featuring a number of international examples in which external quality and assessment mandates have been employed to support SoTL-like work. We look, too, at the roles that scholars of teaching and learning can play as mediators and brokers between the two movements, helping to translate accountability requirements into opportunities for improvement. In short we argue that these two movements present opportunities for each other. SoTL can contribute to what is, or should be, the central goal of accountability: ensuring and improving the quality of student learning. The accountability movement, for its part, can provide a new context for integrating and valuing SoTL as a force for positive change on campuses and beyond. Taken together, the two approaches can make meaningful contributions to higher learning today. The paper concludes with recommendations to the SoTL community for building bridges between the two movements.en_NZ
dc.language.isoenen_NZ
dc.publisherIndiana University Pressen_NZ
dc.relation.urihttp://muse.jhu.edu/login?auth=0&type=summary&url=/journals/teaching_and_learning_inquiry__the_issotl_journal/v001/1.2.hutchings.htmlen_NZ
dc.rightsAn online version is available behind a wall but free with institutional access from Project Muse at http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/teaching_and_learning_inquiry__the_issotl_journal/v001/1.2.hutchings.htmlen_NZ
dc.subjecthigher educationen_NZ
dc.subjectscholarship of teaching and learningen_NZ
dc.subjectaccountabilityen_NZ
dc.subjectquality improvementen_NZ
dc.titleThe scholarship of teaching and learning in an age of accountability : building bridgesen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderIndiana University Pressen_NZ
dc.identifier.doi10.1353/iss.2013.0026en_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.identifier.bibliographicCitationHutchings, P., Borin, P., Keesing-Styles, L., Martin, L., Michael, R., Scharff, L., Smikins, S., and Ismail, A. (2013). The Scholarship of Teaching and Learning in an Age of Accountability: Building Bridges. Teaching & Learning Inquiry: The ISSOTL Journal. 1 (2) : 35-47.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage35en_NZ
unitec.publication.lpage47en_NZ
unitec.publication.volume1(2)en_NZ
unitec.publication.titleTeaching and Learning Inquiry : The ISSOTL Journalen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.institution.studyareaEducation


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in

Show simple record


© Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142