Advancing scholarship of teaching and learning during professional development of new lecturers at higher education institutions

Abstract

In this study, induction programmes and scholarship of teaching and learning (SoTL) at higher education institutions in Australia, America, the UK, Sweden and South Africa were explored through a literature study. The research study focused on the introduction of SoTL in the professional development of new lecturers as preparation for the higher education institutional context. The main research question for this study was: how can SoTL be advanced during professional development of new lecturers at higher education institutions? In order to answer the above question, the following sub-questions were formulated: • Sub-question 1: What is the current nature of academic staff induction and preparation at higher education institutions? • Sub-question 2: What is the current nature of SoTL at higher education institutions? • Sub-question 3: How are new lecturers currently exposed to SoTL during their induction programmes at South African Universities? • Sub-question 4: What guidelines can be presented to guide and support new lecturers in advancing SoTL during their professional development? A combination of literature research and qualitative empirical methods were used to study these questions, including conducting interviews with Academic Development staff at South African universities. The information from the literature research and the results from the interviews were analysed and integrated to formulate guidelines for higher education institutions on how to advance SoTL during the professional development of new lecturers. Findings from the literature revealed well developed international professional development and foundational programmes and qualifications supported by professional standards frameworks to prepare university lecturers to teach and to assume an academic career. In addition to this quality assurance requirements supported the delivery of quality teaching. The structure (scheduling and timing) of flexible programmes as well as the scope and focus of the content of induction programmes have been identified as important considerations for the adequate preparation of a diverse range of new lecturers. The literature on SoTL at HEIs describes a continuing movement of research in teaching as embedded practices ranging from an awareness of SoTL to critical review in publications, even in induction programmes. However, there are different expectations for lecturers new to higher education (novice lecturers) and those new to the institution (lecturers with previous teaching experience). A framework with guidelines for induction programmes and SoTL in the professional development of new lecturers was developed from the literature and the empirical research to respond to the research questions